Inclusive Education Essay

Inclusive education stems from the philosophy that schools are to meet the educational needs
of a student, regardless of any differences in cultural or socio-economic background, ability or
disability. (Arthur-Kelly, Sutherland, Lyons, Macfarlane & Foreman, 2013). While inclusive
education is challenged by the dualism of ‘regular’ and ‘special’ education, students with
disabilities have become socially constructed into segregation (Ballard, 2012). This writing
will explore the significance of inclusivity in the contexts of Australian education. This will be
done by exploring the changing practices of inclusive education, while discussing how
legislation has created an opportunity to empower educational equality for disabled students.
This paper also examines the positive and negative attitude of teachers who operate in inclusive
settings. It is essential to consider necessary skills educators must have when teaching in an
inclusive setting, as teachers are obligated to hold high expectations for all students (Poed &
Elkins, 2012) regardless of any specific learning needs. This includes their ability to make
class adjustments and the ability to collaborate with stakeholders of education such as School
Learning Support Officers (SLSO) and parents. These skills are key to creating an inclusive
learning space and methods to satisfying such criteria that will be examined in this reading.
The concepts explored throughout this writing will be in relation to inclusive practices for
students with Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder
(ADHD).

The views of inclusive education are ever changing with legislation contributing towards these
changes. Inclusive education was a concept that was once rarely considered, as special
education made a core focus on integration (Thomas, 1997). Main concerns associated with
integration were that students were placed in a new physical environment without any
adjustments being made by educators (p,103). Such abrupt changes made for a student would
only hinder their learning. The Disability Discrimination Act (1992) states that the
development of curricula or any delivery of education that excludes educational opportunity
for a person with a disability is an act of discrimination (Australian Government, 1992).
Furthermore, the Disability Standards for Education (2005) mentions that teachers must
accommodate to the learning needs of a student with a disability in order for the student to
participate in all learning experiences (Department of Education and Training, 2005). These
legislations have allowed the views of inclusive education to evolve in such way that improves
the quality of education being provided for students with a disability. Inclusive education has

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moved from segregation of special education students, to student integration and has now
become a concept in which inclusion of students with a disability have equal presence in regular
education, as schools continue to facilitate the specific learning needs of a student (Ewing,
Monsen & Kielblock, 2017). The policies and legislation set in Australia have set clear
standards and expectations educators must adhere to, as schools strive to create a space that
accommodates to the learning needs of students with disabilities.

Understanding the specific characteristics of a disability is essential for educators when

considering how to create inclusive settings for students. ASD may be diagnosed when
detecting specific patterns and irregular behavioural patterns associated with cognitive theories
(Holcombe & Plunkett, 2016). There are general categories that are usually associated with
individuals with ASD; sensory, emotional, cognitive, social and behavioural problems as well
as motor disfunctions (Whiteman, 2011). Sensory may include hypersensitivity, sensory
seeking or avoidant. Emotional relates to poor emotional regulation, resulting in mental
disorders such as anxiety and depression. Cognitive relates to difficulties with attention,
visualisation skills and low self and social understanding. Social interaction includes issues
with eye contact, social withdrawal and lack of social awareness. Issues with behaviour may
include forms of aggression, injury prone behaviours or sleeping and eating disorders. Motor
disfunctions may cause difficulties in fine and gross motor problems and difficulties with
coordination (p, 53). It is essential that a teacher is to be familiarised with the background
knowledge of ASD in order to effectively plan and create resources to accommodate these
students (Boutot, 2007).

There are a significant number of students in which problematic behaviour is representative of

the characteristics of ADHD (Zentall & Javorksky, 2007). There are two main categories that
are considered when detecting ADHD; inattentive nature and hyperactive-impulsive
behaviours (Hurtig et al., 2007). Looking into forms of inattentiveness, individuals may
become easily distracted, have difficulty maintaining focus on tasks, make careless mistakes
or even avoid completing certain tasks. Hyper-impulsive symptoms may include fidgeting,
difficulty remaining seated or even excessive talking and may also cause interruptions (p,
1607). While these characteristics of ADHD are associated with the problematic behaviours
seen in the class space, students may feel a sense of exclusion in the class space due to teachers
being underprepared to accommodate to these students (Zentall & Javorsky, 2007). The
familiarisation of characteristics and behaviours of ADHD may act as a useful tool in towards
preventing any form of exclusion for students with the specific learning needs of ADHD.

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Positive attitudes are one of many factors that contribute to the success of inclusive education.
Consider a research completed by Humphry and Symes (2013). This research examines the
teacher’s attitudes towards inclusive setting. The data founded suggests that teachers stress the
importance of inclusivity for ASD students, as they believe this will enhance their social skills
and have access to a greater range of subjects at school (p, 39). Inclusive settings will allow
students with or without disability to develop meaningful relationships, a highly desirable goal
of inclusive education (Boutot, 2007). This reading shows that educators consider the values
of social inclusion in education, responding positively for the need for inclusion for ASD
students. A research completed by Bekle (2004) examines the knowledge and attitudes towards
ADHD in both practicing and student teachers. Despite the results showing that targeted groups
show varying background knowledge of ADHD students, teachers and education students
express the importance of receiving additional training to help improve the educational quality
for ADHD students. Educators continue to strive in improving the quality of education for
students with a disability. These findings provide an insight of teachers attitudes and values
towards inclusive education. The key point highlighted in these findings stresses the
importance of maintaining positive attitudes, as positivity towards inclusive education are one
of many criteria that assist in providing equal educational opportunities for students with
diverse learning needs (Loreman, 2007).

While challenges may arise when trying to accommodate to students with a disability, a
teacher’s attitude towards inclusive education may deviate towards the negative and such
attitudes may become difficult to change (Loreman, 2007). While the attitude of a teacher may
have an impact on student success (Belke, 2004), applying negative views may become a
detriment to student learning. Research completed by Schreur and Engel-Yeger (2010) assesses
teachers’ attitudes towards inclusive education. Focusing specifically on teachers’ negative
views towards students with disabilities, teachers associate student disability with low success
rate and low intelligence. Students with ASD may face issues with stigmatisation, as some
educators associate common characteristics of ASD as forms of misbehaviour (Ling, Winnie,
Mak & Cheng, 2008). Students with ADHD face common issues of discrimination from
teachers. There are cases in which teachers will associate the hyperactive nature as a
problematic behaviour, punishing children for ‘acting out,’ disregarding the characteristics of
ADHD (Sherman, Rasmussen & Baydala, 2008). Despite legislations emphasising the
importance of educational equality for students with or without disability, teachers may still be
unfamiliar with the diverse learning needs of students or otherwise disregard these needs.

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Understanding facts about different disorders may set realistic expectations and attitudes
towards students (Bekle, 2004). In order to succeed in creating an inclusive learning space,
teachers must make a conscious effort to understand these characteristics and diverse learning
needs.

Adjustments made for students with a disability must be reasonable and consider the specific
learning needs of students (Cumming, Dickson & Webster, 2013). Educators must strive to
accommodate to these needs. Making reasonable adjustments to lessons, assessment and
allowing accessibility of the curriculum is a legislative requirement (Poed & Elkins, 2012) and
an essential tool in creating an inclusive learning space. Bishop and Isbester (2016) present a
study that discusses the adjustments made to accommodate to two English students with ASD.
These students were known to have poor writing and communication skills, with one of these
students having a history of destroying class work. The use weekly scaffolding while working
towards a summative assessment task resulted in improved outcomes. Here we are presented
with a perfect example of how adjustments made to lessons and assessment allows students
with diverse learning needs to succeed in meeting educational standards. Methods undertaken
in this research favour the ideology of Vygotsky’s Zone of Proximal Development, as
scaffolding is used to improve students’ work and their level of independent performance
(Bodrova & Leong, 1998). Incorporating an inclusive curriculum may allow students with
diverse learning needs to thrive and succeed in educational learning environments.

Adjustments made in class may also refer to changes made to physical environment. Informal
assessment serves as a valuable tool in understanding a student’s unique learning
characteristics (Deppeler, 2007). Educators should reflect on how they can accommodate to
these characteristics when observing their students. There are various strategies that can be
taken into consideration when maintaining the problematic characteristics of ADHD. The
seating placement of a student with ADHD is an adjustment that is crucial part of maintaining
a student’s hyperactive nature for instance, as placement and effective seating arrangements
may prevent any distractions (Carbone, 2001). Adjustments made to physical environment may
also include the careful selection of visual stimuli, as particular objects may cause a student to
deviate from the task at hand. Teachers are known to create coloured text, turning class tasks
into a novelty to grab enable student focus (Mulligan, 2001). Considering these alterations
made to the physical learning space may accommodate to the learning needs of ADHD
students, further creating opportunity for inclusive education.

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Collaboration between stakeholders serves as a vital way to gather insightful information about
our diverse students, as we consider the perspectives of the wider community (Loreman,
Deppeler & Harvey, 2011). When collaborating with SLSOs, it important to consider their
roles in the class space. SLSOs provide additional support for students with a disability and
have a unique set of skills and knowledge which impacts the progress of a student’s work
(Student Services Riverina Region, 2012). There are various topics teachers must discuss with
the SLSO. Some include the learning needs of a student, learning outcomes for a class and
additional resources that may be necessary for a certain lesson (p, 9-10). Collaborating with
SLSOs is a vital tool towards meeting creating an inclusive environment. It is also important
to consider how teachers communicate with parents when gathering information of the specific
learning needs of their students. An article presented by Tucker and Schwartz (2013) discusses
the limited parental involvement during educational processes undertaken for students with
ASD. While parents strive to become actively involve in the educational process, parents were
provided with limited information and resources when trying to facilitate learning at home.
Parents provide unique and unseen views of a student through their everyday experiences of
home life. Teachers should incorporate this knowledge to improve the learning environment
for students (Loreman, Deppeler & Harvey, 2011), instead of disregarding parents’ values and
capabilities. Murray, Rabiner, Schulte and Newitt (2008) examines the validity of collaborating
with parents when creating intervention plans for students with ADHD. The findings suggest
that communicating closely with parents improves the overall quality of students’ work in
class. This reading shows that collaboration between parents and teachers therefore serve as a
practical approach towards improving the educational quality of students with specific learning
needs. Working with the wider community is key to creating inclusive settings. The voices and
opinions of stakeholders should be heard and recognised (Loreman, Deppeler & Harvey, 2011),
as they provide unique perspectives of how teachers can operate in an inclusive setting.

Inclusive education provides equal opportunity for all students and the changing ideas of this
concept has allowed students with diverse learning needs to gain access to these opportunities.
Australian legislation has become the forefront of positively impacting the views of inclusive
education in Australia. Working towards an inclusive learning space means that teachers
maintain positive attitudes towards the implications of this practice, maintaining high
expectations and realistic ideas about students with specific learning needs. They must also
consider the adjustments that are needed to accommodate to these needs. Collaborating with
fellow stakeholders may also contribute to creating an inclusive learning space, as teachers

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gather and acquire a greater understanding how to improve student learning (Loreman,
Deppeler & Harvey, 2011). As Australia continues to improve the educational quality for
students with disabilities, it is a teacher’s obligation to allow students to understand the values
of curriculum and classroom interactions as they differentiate such learning as a means to
achieve inclusivity (Ballard, 2012).

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