Inclusive Curriculum in Schools

1116 Words3 Pages
bulb-icon

Recommended: inclusive education

Through mandatory acknowledgement (Disability Discrimination Act, 1992) of individuals previously segregated in our education system, the government, who operate on behalf of the people, have publicly proclaimed inclusion for all. When children with disabilities, disadvantage or learning difficulties are incorporated into the regular schooling domain a more realistic version of community is subscribed to. As a consequence, the more we are confronted with difference, the greater our threshold to accept and embrace it.

As a community we enact tangible proclamations of our values in the form of legislation and policies. Furthermore the public education system reflects what we, as a community hold in esteem whilst embodying our hope for the future. Education Queensland’s (EQ) Inclusive Education Statement (2005) clearly articulates a commitment to quality teaching and learning that actively enables immediate and long-term achievement for young people regardless of circumstance. Based on a social justice and equity model, inclusion in schools presents as distinct promotion of social change. Perceptions of previously marginalised persons as being without value is now challenged, as we are encouraged to acknowledge each unique individual in direct opposition to the stereotype. The status quo is shifting, so too must our ideals and attitudes in order to accommodate this shift.

The belief that every child deserves success, consistently reiterated by Ashman and Elkins (2009) regardless of their physical, mental or environmental situation means schools as part of the community network must ask for and accept varying levels of support. EQ (2005) suggests inclusive education is “about building communities that value, celebrate and respon...

... middle of paper ...

... Whurr Publishers Ltd. Retrieved 7th March 2010 from L@G.

Queensland Education. (2005). Inclusive Education Statement. Retrieved 7th March

2010, from

http://education.qld.gov.au/studentservices/learning/docs/inclusedstatement2005.pdf

Zundans, L. (2006). Policy and its impact on inclusion in Australia. The Australian

Teacher Education Association Conference was held at The Esplanade Hotel,

Fremantle, 5-8 July, 2006. Retrieved 8th March 2010 from Informit.

Other Resources/Bibliography

Australian Human Rights Commission. (2010). D.D.A. Guide: Getting an Education.

Retrieved 7th March 2010, from

http://www.hreoc.gov.au/disability_rights/dda_guide/getting_/getting_.html

Erwin, J. (2004). The Classroom of Choice: Giving students what they need and getting

what you want. Alexandria, USA: Association for Supervision and Curriculum Development.

Show More
Related

  • Inclusive Education In Australia Essay

    1314 Words  | 3 Pages

    These children were now being seen as a group in which society had obligations to provide “normalisation” (Bowe, 2007, p.45) and would lead to a revolutionary law being introduced in America. The Education for All Handicapped Children Act was passed in 1975, of which Australia became a signatory. (AIHW, 2004). This Act mandated “that all school-age children with disabilities must receive a free appropriate public education” (Bowe, 2007, p. 101) “in the least restrictive environment” (Bowe, 2007, p. 5). For the first time in a century, Australia no longer segregated these children into an isolated “special facility” (Allen & Cowdery, 2012, p. 8). State governments established special education units within mainstream schools (AIHW, 2004). This is referred to as Integrated education and is described by Talay-Ongan & Cooke (2005), as an environment “where children with similar disabilities in special classes share the normal school environment, and utilise some classes (e.g., art or physical education) or the playground that all children enjoy.” In 1992, the Disability Discrimination Act was introduced in Australia which specifically covered the topic of Education and in 2005 a set of supplementary standards was passed which specifies the support schools are required to provide to students with a

    Read More

  • School Inclusion Case Study

    1432 Words  | 3 Pages

    The United States, New Zealand, and Italy all acknowledge and have moved forward with and inclusive education approach. It is a worldwide reaction to the belief that all children have the right to be educated. For instance, New Zealand’s education system has undergone a series of transformations over the past 20 years, which has included modifications to how schools and their students are funded and managed, and the responsibilities various government departments have for ensuring all children receive the best possible education in a variety of environments (Powell, 2012, p. 1). Also, Italy has implemented an inclusive approach by implementing laws that guarantee disabled students the education they deserve.

    Read More

  • Understanding Services for Developmental Disabilities

    1022 Words  | 3 Pages

    De Boer, A., Pijl, S.J. Minnaert, A. (2010). Attitudes of parents towards inclusive education: A

    Read More

  • Taking Sides: Inclusion

    605 Words  | 2 Pages

    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.

    Read More

  • Inclusive Education in Australia

    1096 Words  | 3 Pages

    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.

    Read More

  • Inclusion in the Public School Classroom

    1541 Words  | 4 Pages

    What do we do with children with disabilities in the public school? Do we include them in the general education class with the “regular” learning population or do we separate them to learn in a special environment more suited to their needs? The problem is many people have argued what is most effective, full inclusion where students with all ranges of disabilities are included in regular education classes for the entire day, or partial inclusion where children spend part of their day in a regular education setting and the rest of the day in a special education or resource class for the opportunity to work in a smaller group setting on specific needs. The need for care for children with identified disabilities both physical and learning continues to grow and the controversy continues.

    Read More

  • RTI and Disporportionality in Special Education

    1055 Words  | 3 Pages

    Sands, D., Kozleski, E., & French, N. (2000). Inclusive education for the 21st century: A new

    Read More

  • Canadian Education System PPM

    2909 Words  | 6 Pages

    ...d Inclusive Education in Ontario Schools: Guidelines for Policy Development and Implementation . Toronto, Ont.: Ontario Ministry of Education.

    Read More

  • Inclusive Education And The Politics Of Inclusive Education

    1754 Words  | 4 Pages

    Thus, in this paper I refer to it in relation to its goals for students with disabilities. Drawing from Artiles, Kozleski, Dorn and Christensen (2008) and Slee (2011); the main objectives of Inclusive education are; to create a social and educational environment where students with various disabilities are included in the regular schools with their peers, enhance the school staff and students’ acceptance of all students as well as maximise student participation and increase the achievement of all students. On the contrary, the idea behind traditional special education is that schooling for students with disabilities is most effective when provided in a separate setting with special education experts, and that disability labels are inevitable and beneficial (Slee,

    Read More

  • Inclusion in the Classroom

    1625 Words  | 4 Pages

    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.

    Read More

  • People with Disabilities Need Inclusion

    2230 Words  | 5 Pages

    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.

    Read More

  • The Inclusive Learning Environments.

    1633 Words  | 4 Pages

    In this essay I will reflect upon the inclusive learning environment, i intend on reflecting this by researching, reading, extending my own knowledge and a recent exemplar visit. The main issues i have chosen to cover throughout this essay are inclusion, children’s learning and the environment. Issues i will also cover are Special Educational Needs (SEN), Every Child Matters (EMC), Diversity and legislations. I intend on doing this by arguing, analyzing and discussing the inclusive learning environment. Inclusive learning environments can be varied from the school environment to the home environment. Both having a significant impact to a child’s learning. The environment within schools needs to be stimulating, creative and enjoyable for all children to learn in. Effective classroom organization, interaction between both staff and children are essential to the inclusive learning environment.

    Read More

  • What Does Inclusive Education Means?

    1617 Words  | 4 Pages

    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...

    Read More

  • Inclusive Education

    1028 Words  | 3 Pages

    For over 25 years society’s attitudes towards people with disabilities have changed significantly. As a result, education for students with disabilities has made a prominent transformation. Particular social and historical events, both international and national, have played an integral part in influencing the development of inclusive education in Australia (Thomas and Loxley, 2007). Furthermore the history of society’s attitudes towards difference has had a major influence towards the formation of policies and legislation related to inclusivity, as well as impacted the way society accepts difference today. This critical reflection aims to identify the underlying values of inclusive education policies and legislation, and the influence they may have on society’s attitudes towards accepting difference. I will also reflect on my broadened understanding of what it means to be inclusive and how this has impacted my future implications for teaching.

    Read More

  • Diversity and Curriculum Development

    2074 Words  | 5 Pages

    According to David O. McKay (2013), multicultural education is constructed to prepare pupils for citizenship in a democratic society by facilitating them to take into account the needs of all individuals; it shed light on how issues of language, ethnicity, culture, religion race, abilities/disabilities, and gender are entwined with educational content and processes. A multicultural curriculum is needed to accommodate for diverse learning and teaching styles of facilitators and pupils and to expose biases, stereotypes, and policies that can restrict achievement. What is more, a multicultural curriculum is also needed to help pupils, faculty, and staff become advocates for multicultural awareness, to ensure that content is fair, accurate, and inclusive, and to prepare pupils for diverse workplaces and multicultural environments. In writing this paper, the author will describe key issues of culturally diverse students, recommend a curriculum approach to address the issues, and discuss the challenges and benefits expected. In addition, she will describe three key issues of male and female students recommend a curriculum approach to address the issues, and discuss the challenges and benefits expected. In closing, she will describe three key issues of students with disabilities, who are mainstreamed, recommend a curriculum approach to address the issues, and discuss the challenges and benefits expected.

    Read More

More about Inclusive Curriculum in Schools

Open Document