Introduction
Inclusive education allows equal opportunity for students with a disability to enter mainstream schools with students without a disability (Hyde, n.d.). Inclusion is the right of a child and parents to participate in mainstream or special schools, it is the schools responsibility to accept the child and make reasonable adjustments if needed. Every child has a right to reach their goals along with satisfaction and self-achievement.
Educational policy and procedures
In March 2002 there was a focus on social inclusion, to improve positive outcomes for disadvantage students in mainstream schools. The social inclusion initiative acknowledges the groups that fall into the category of most disadvantage groups or individuals; the aim is to improve outcomes for these people or groups (Ministerial Advisory Committee, 2005). The DDA (Disability Discrimination Act (1992)) and the Disability Standards need to be taken into account when educating students with a disability. If a student wants to study in a mainstream school that school must make any reasonable adjustments for that student. If the school does not agree to do so the student can take his case to a higher level using the DDA, the Disability standards and the Equal opportunity Act (1994). Students with a disability are not the only ones who benefit from the inclusion initiative, any student that may need extra support may be able to access it. Students that have financial troubles are able to receive negotiate fees.
Inclusive practices
A student can be supported in an inclusive mainstream school with such things as a negotiated learning plan or an individual education plan. (Hyde, n.d.)It is important to plan carefully for each individual student, to help meet the n...
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Hyde, M. (n.d.). (2010). Inclusive Education: The Way to the Future. In: Anderson, C., Carpenter, L. & Conway, R. eds. Diversity Inclusion and Engagement. 2nd ed. Melbourne: Hyde, Carpenter and Conway, pp. 386-387.
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Arizona.edu. (2014). How do Diverse and Inclusive Learning Environments Benefit Students? | The University of Arizona, Tucson, Arizona. [online] Retrieved from: http://www.arizona.edu/diversity/how-do-diverse-and-inclusive-learning-environments-benefit-students [Accessed: 11 Apr 2014].
Hyde, M. (n.d.). (2010). Inclusive Education: The Way to the Future. In: Anderson, C., Carpenter, L. & Conway, R. eds. Diversity Inclusion and Engagement. 2nd ed. Melbourne: Hyde, Carpenter and Conway, pp. 393.
Sands, D., Kozleski, E., & French, N. (2000). Inclusive education for the 21st century: A new
What is inclusion? Inclusion learning is the idea that regardless of a child’s disability they are considered access to a regular education setting that will provide the learning aides needed for that child to learn successfully. The debate of inclusion learning has been on the table for many years. According to the U.S. Department of Education's report to congress in the 2006 school year there were 701,949 children between the ages of three and five years old being served for special needs under the Individuals with Disabilities Act (IDEA)(17). The IDEA was introduced in 1997 as an amendment to the 1975 Education for All Handicapped Children Act. This amendment was to “to ensure free and appropriate education for children of all learning and physical disabilities in the least restricted environment” (Individuals with DisabilitiesEducation Act Amendments of 1997). One of the purposes of the IDEA law was “...
Sapon-Shevin, M. (2008). Learning in an inclusive community. In J. W. Noll (Ed.), Taking sides: Clashing views on educational issues (17th ed.) (pp.226-232). New York, NY:McGraw-Hill.
The movement for inclusion in education has advanced since the years of special schools for children with disabilities. Although there have been significant changes to the laws protecting the rights of children with disabilities there remains an underlying debate as to whether these children should be in main stream classes. Most states and territories in Australia practice inclusive education, however this remains a contentious topic with differing attitudes. It is evident whilst many challenges remain, schools should implement and deliver quality programs that reflect best practice policies. Positive teacher attitudes, promoting diversity, modelling inclusion in the classroom and developing a sense of community by working in partnerships
Peterson, J. Michael and Hittie, Marie Michael. Inclusive Teaching : Creating Effective Schools for All Learners. Pearson Publishing. (2003)
Downing, J. E., & Peckham-Hardin, K. D. (2007). Inclusive Education: What Makes It a Good Education for Students with Moderate to Severe Disabilities?. Research and Practice for Persons With Severe Disabilities (RPSD), 32(1), 16-30.
If one looks at the word “Inclusion”, its definition states that the word means being part of something or the feeling of being part of a whole. By looking at this term, one gets a sense of what inclusion education is all about (Karten p. 2). Inclusion education is the mainstreaming of Special Education students into a regular classroom (Harchik). A school that involves inclusive education makes a commitment to educate each and every student to their highest potential by whatever means necessary (Stout). Their goal is for all children, disabled or not, to be able to attend a typical classroom.
Full inclusion is like communism. It looks good on paper and may even sound good, but does not actually work to benefit all involved. Full inclusion is the idea of including every student with a disability, regardless of severity, into the general classroom. While it sounds like a great idea, it would not benefit every student with disabilities, every time and could hinder the education of non-disabled students. Full inclusion is not feasible for all students with disabilities.
The implementation of policy and legislation related to inclusive education, thus being a focus on the diversity and difference in our society (Ashman & Elkins, 2009), would have vast implications on the way society views that which is different to the accepted “norm”.
Inclusion is not a new idea, but has been rapidly gaining momentum within many disciplines internationally. Inclusive education is a term often associated with special education, and children with additional needs. However, inclusive education is about ensuring that educational settings allow for meaningful participation by all learners. Each child has their own unique identity, ways of doing things, strengths and weaknesses. Ministry of Education [MoE] (1998) states that teachers “should recognise that as all students are individuals, their learning may call for different approaches, different resourcing, and different goals” (p. 39, emphasis added).
...Elkins, J. (2008). Education for Inclusion and Diversity Third Edition. Frenchs Forest, NSW: Pearson Education Australia.
Inclusion in classrooms is defined as combining students with disabilities and students without disabilities together in an educational environment. It provides all students with a better sense of belonging. They will enable friendships and evolve feelings of being a member of a diverse community (Bronson, 1999). Inclusion benefits students without disabilities by developing a sense of helping others and respecting other diverse people. By this, the students will build up an appreciation that everyone has unique yet wonderful abilities and personalities (Bronson, 1999). This will enhance their communication skills later in life. Inclusive classrooms provide students with disabilities a better education on the same level as their peers. Since all students would be in the same educational environment, they would follow the same curriculum and not separate ones based on their disability. The main element to a successful inclusive classroom, is the teachers effort to plan the curriculum to fit all students needs. Teachers must make sure that they are making the material challenging enough for students without special needs and understandable to students with special needs. Inclusive classrooms are beneficial to students with and without special needs.
Inclusion does not only benefit the student, but the parents, teachers, school and the community. It is about understanding additional needs rather than ignoring them and allowing the student every chance that students without difficulties/disabilities have available to them
In first being able to define inclusive education, it is necessary to understand the diversity of the student population. Disability comes in my varying forms and can be physical, sensory, intellectual, mental health and emotional, developmental, and non-visible (e.g. asthma). If disability was the only agent to consider in the diversity scenario things would be easier for teachers but there are a number of other classifications of students to consider: Gifted or talented; English as a second language (ESL); Indigenous students; and many other classifications which fall under the societal/family/personal heading (Ashman & Elkin, 2012).
The introduction of policies and legislations in regards to inclusion within the classroom demands teachers to reassess their learning environments in order to cater to the diverse range of students within our classrooms. As a teacher it is our responsibility to set up our learning environment to maximise student learning and teaching providing varying strategies to cater to our students’ differences.