Australian Education System

The Australian Education system is under pressure to improve the public sector performance. Anderson and Boyle’s article explicitly sidelined the challenges involved with improving the measurement of IE and the quality of diversified teaching and learning. Australian schools are increasingly facing the challenge of working within a context where there are increasing numbers of ‘disadvantaged students who are tuning out and switching off in alarming numbers’ (Smyth, 2013, p. 119). Students come to school with a diverse range of experiences and learning needs (Dinham, 2008). The article estimated 12.3% of students in Australian schools require additional learning assistance (Dempsey and Davies, 2013). Anderson and Boyle placed emphasis on the

The adjustment of the Australian education system to be more inclusive appears to have had limited success (Dempsey, 2007). The text strongly implies that if the current policies, strategies and support provisions were working, there would be evidence that students, regardless of background or ability, would be participating, achieving and succeeding post-school at the same or similar rates. With a focus on outcomes, goals, national reporting systems, inspections and programme self-evaluations, the Australian education system will be able to accurately monitor the success of inclusive education. This sustainment of this will produce quantitative and qualitative evidence of IE assisting to promote levels of student achievement. Thus, helping to reduce all gaps in equity of student outcomes. So far, evidence from the text powerfully suggests that the current approach to accountability provides diminutive evidence as to whether the curriculum is beneficial in preparing learners with the lifelong skills required. The article strongly suggests that given the range of student diversity, no single approach can satisfy all educational needs. “Two extensive areas affecting the implementation of inclusive practice…attitudes, beliefs and values of teachers and their pedagogical knowledge, skills

In reviewing this article, we were able to identify how effectively, governments, schools and teachers are equipped to build and work within an inclusive education environment. This was achieved through identifying what … are currently already in place to support schools and teachers in each jurisdiction. More explicitly, how forming a holistic jurisdiction could further enhance teacher training and support to more fully prepare them for teaching within an inclusive classroom. By understanding and interpreting what Anderson and Boyle said when expressing their views on what factors are important for inclusion to succeed and what are the most significant barriers to that success, it was easier to identify their concerns, and preparedness, in teaching children with diverse needs across Australian