I believe that the way society views difference is shaped by political acts that mandate the provision of a high quality of life for all citizens, regardless of background or circumstance. Public institutions in Australia such as schools, law enforcement agencies and government service providers have obligations to enforce the rights for fair and equitable treatment for all citizens that reflect broader global human right policies (Elkins, 2008). Worldwide human rights statements deem it unacceptable to discriminate against people because of race, age, gender, cultural or social background or disability, and this forms the basis for Australia’s standards in human rights law (Ashman, 2008; Australian Human Rights Commission, 2008; Centre for Studies on Inclusive Education, 2008).
The value of inclusive policy in society is reinforced as discriminatory behaviours relating to employment, education and law enforcement once commonplace are viewed harshly and treated seriously (Australian Human Rights Commission, 2008). Severe penalties for breaches of these standards requires service providers to become conscious of potential prejudice and discrimination in their interactions with ‘people of difference’ that spreads into wider society and influences people’s behaviour, if not their underlying attitudes. As schools and teachers are agents of social change, policies relating to inclusive education speak strongly of the Government’s commitment to catering to diversity in Australian society (Disability Coordination and Regional Disability Liaison Officer Initiative, 2008).
Conversely, policy and legislation relating to education in Australia currently reflects a Federal Government push towards standardisation and accountability in sc...
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*Elkins, J. (2008). Legislation, policies and principles. In A. Ashman & J. Elkins (Eds.), Education for inclusion and diversity. Frenchs Forest, NSW: Pearson Education Australia.
Mc Tighe, J., & Brown, J. L. (2005). Differentiated instruction and educational standards; Is detente possible? Theory into Practice, 44(3), 234-244.
Queensland Education. (2005). Inclusive Education Statement. Retrieved March 2nd, 2010. from http://education.qld.gov.au/studentservices/learning/docs/inclusedstatement2005.pdf.
The Curriculum Corporation. (2009). The Australian Curriculum. Retrieved 8th March, 2010, from http://www.curriculum.edu.au/ccsite/the_australian_curriculum,28824.html
Williams, C. B., & Finnegan, M. (2003). From myth to reality; Sound information for teachers about students who are deaf. Teaching Exceptional Children, 35(3), 40-45.
... practices could be put into action, to build towards an anti-biased curriculum and inclusive environment.
The Aboriginal Education and Training Policy`s (AETP) (NSW DET 2008) main goal is that “Aboriginal and Torres Strait Islander students will match or better the outcomes of the broader student population” (1.1.2) and includes an explicit focus on developing cultural competencies (NSW DET 2008, p.6). Establishing ‘learning partnerships’ and relationships with Aboriginal communities, including Aboriginal content within the curriculum (NSW BOS 2008, p. 2), and engagement are advocated as necessary elements to achieve this edict. Racism has been proven to be an extremely detreimental factor on all fronts, especially within the education context. To address this intolerance the Anti-Racism Policy (ARP, 2005) is committed to eradicating all forms
At Clarke I currently teach in a self contained classroom of four year old children that are deaf and hard of hearing who are learning to listen and speak. I assist under the direction of the classroom teacher in planning, preparing and executing lessons in a listening and spoken language approach. I have the opportunity to record, transcribe and analyze language samples on a daily basis. In addition, I facilitate the child's communication in the classroom and ensure carryover of activities between the classroom and individual speech therapy sessions. Every week I contribute and participate in meetings with the educational team to discuss each child's progress using Cottage Acquisition Scales of Speech, Language and Listening (CASSLLS).
Throughout the course of the semester, I have gained a new understanding and respect of Deaf culture and the many aspects it encompasses. The information supplied in class through discussion, movies, and guest lecturers since the previous reflection have aided in the enhancement of my knowledge of Deaf culture and nicely wrapped up all of the information provided throughout the semester.
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
Mark Drolsbaugh, the author of Deaf Again, was born to deaf parents at a time when the deaf population didn’t have and weren’t given the same availability to communication assistance as they have today. He was born hearing and seemed to have perfect hearing up until the first grade when he started having trouble understanding what was being said but was too young to understand what was happening. (Drolsbaugh 8).
...old, Johnson. (2004). U.S. Deaf Education Teacher Preparation Programs: A Look at the Present and a Vision for the Future. American Annals of Deaf, 149, 75-91.
It is an educator’s job to embrace and acknowledge the rich diversity all the children collectively bring to the classroom, while understanding that the children do not need to be treated the same because they are not the same as each other, but be respected and accepted for their differences. Inclusion is an essential; plank in the broad platform of social justice and raising achievement is a goal which all educators much hold for their pupils, It is important that early year professionals are aware of all different ways in which society constructs (Neaum 2010) this involves taking account children’s social cultural and linguistic diversity and including learning style, family circumstances, location in curriculum decision making process so all children are recognised and valued (Nutbrown and Clough 2006)
From a deafness-as-defect mindset, many well-meaning hearing doctors, audiologists, and teachers work passionately to make deaf children speak; to make these children "un-deaf." They try hearing aids, lip-reading, speech coaches, and surgical implants. In the meantime, many deaf children grow out of the crucial language acquisition phase. They become disabled by people who are anxious to make them "normal." Their lack of language, not of hearing, becomes their most severe handicap. While I support any method that works to give a child a richer life, I think a system which focuses on abilities rather than deficiencies is far more valuable. Deaf people have taught me that a lack of hearing need not be disabling. In fact, it shouldn?t be considered a lack at all. As a h...
Previous research on the health of Aboriginal Australians and the New Zealand Maori have shown that racist discrimination and self-reports of racism are detrimental towards the health of minority individuals. Nazroo (2003) suggested that racism caused social and economic disparities among the health of ethnic people. Racism, viewed from a structuralist explanation, sees poor health situated outside individual control, placing greater stress on social and cultural factors (Julian, 2009). The Weberian and feminist perspective is a particular view that stems from this approach. It is a complex interrelationship between class and ethnicity, specifically affecting the experience of racism among minority groups (Julian, 2009). This gives reason that agency, the ability to have control over your life, is a contributing factor towards reports of racial discrimination as it is not controlled by the individual (Germov, 2009). An ethnic identity is considered...
...y deserve and this is due to lack of understanding and also a lack in the amount of resources available. If teachers within mainstream school were being provided with enough support and further training there is no reason why children with special needs cannot be taught within mainstream schools. Looking at the point stated by the disability discrimination act, it clearly states that people should take steps to take account of people’s disabilities even if it means that they are treated better than other people. There for everything and anything should be done to ensure that anyone with a disability is having their needs met regardless of where they are. As above one schools said that if a child cannot cope within their school they may be better suited in a special school. When it’s the school that needs to cater for the individual with the disability (DCSF, 2007).
Through the development of Inclusive Education it is possible that children grow up to be more accepting of differences, where once the notion of something “different” and “separate” could cause caution, fear and ridicule. There are multiple policies and processes present within our society supporting inclusivity and the right every child regardless of their special needs or difficult circumstances has to an education. The Salamanca Statement developed world wide in 1994 states every child’s right to an education. In support of this policy the Commonwealth Disability Discrimination Act (1992) sets disability standards in our education system and the Melbourne Declaration (2008) further attempts to promote equity and excellence within our schools.
...Elkins, J. (2008). Education for Inclusion and Diversity Third Edition. Frenchs Forest, NSW: Pearson Education Australia.
According to the World Health Organisation (2011), there are more than 1 billion people with disabilities in the world, with this number rising. Many of these people will be excluded from the regular situations we, ‘the ordinary’, experience in everyday life. One of these experiences is our right to education. Article 42 of the Irish Constitution states that the state shall provide for free primary education until the age of 18, but is this the right to the right education? Why should being born with a disability, something which is completely out of your control, automatically limit your chances of success and cut you off from the rest of society due to being deemed ‘weaker’ by people who have probably never met you? With approximately 15% of the world’s population having disabilities, how come society is unable to fully accept people with disabilities? In order to break this notion, we must begin with inclusion.
In Australia, teachers must be familiar with the many federal and state laws, regulations, and frameworks, which apply to inclusive education. At a national level, the following Acts and Standards protect students: the Commonwealth (Cwlth) Anti-Discrimination Act 2004; Cwlth Disability Discrimination Act 1992; Racial Discrimination Act 1975; Cwlth Sex Discrimination Act 1984; Human Rights Commission Act 1986; Australia’s ratific...