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After a great deal of reading on the policies and legislation surrounding inclusive education in Australia today, it has become apparent that it is a very contentious issue. I can see true benefits to inclusive education policy and legislation not only for individual students but for wider society as we as teachers and a wider schooling community can show the world that difference is encouraged, accepted and valued. However, it has become clear that the language and labels used in policy and legislation and the implementation of rigid national testing influence the attitudes towards the way society accepts difference.
Ashman and Elkins (2009) highlight the role of education as an agent of socialisation. The practices and learning that occurs within the school environment plays a role in shaping societies values, attitudes and beliefs. I see inclusive education as a positive force in shaping our future citizens to accept and value difference. The classroom obviously plays a leading role in socialising tomorrow’s citizens through modeling and teaching students about what is fair and just. The practices of inclusive education show students and wider society that diversity and difference is a rich resource to be valued and accepted, not feared or ignored and that all students can succeed. This focus on social justice encourages the changing of attitudes towards those that may have once been marginalised from society.
Through extensive reading it has also become apparent that it is society that has labeled those as different and has created the language that has caused individuals to be marginalised and generalised for their difference (Wolfensburger, 2002; Boyle and Lauchlan, 2007 & Carrington, 1999). Boyle and Lauchlan (2007,...
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...l education helpful? Support fo Learning , 22 (1), 36 - 42.
Ashman, A. & Elkins, J. (2009). education for inclusion and diversity. Frenchs Forest, New South Wales:Pearson Education Australia.
McTighe, J, & Brown, J. L. (2005). Differentiated instruction and educational standards: Is
détente possible? Theory Into Practice, 44(3), 234-244.
Shaddock, A. (accessed 2010). Students with a Disability in Australian Schools: Learning and Leading Together. Canberra: University of Canberra.
Wolfensberger, W. (2002). Needed or at Least Wanted: Sanity in the Language Wars. American Association on Mental Retardation , 40 (1), 75 - 80.
Jacobs, R. (2010, February 5th). Teacher union's plan is a drastic step. The Age. Retrieved from https://learning.secure.griffith.edu.au/webapps/portal/frameset.jsp?tab=courses&url=/bin/common/course.pl?course_id=_78878_1&frame=top
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
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.
De Boer, A., Pijl, S.J. Minnaert, A. (2010). Attitudes of parents towards inclusive education: A
Peterson, J. Michael and Hittie, Marie Michael. Inclusive Teaching : Creating Effective Schools for All Learners. Pearson Publishing. (2003)
...ive and participate in a just, equitable and democratic global society. It also outlines that when schools embrace an inclusive education, students learn to respect and value differences within the community and they also develop equity within their own relationships (statement).
Rouse, M. (N.d.). Developing inclusive practices: A role for teachers and teacher education. (16), Retrieved from www.abdn.ac.uk/eitn/uploads/files/issue16/EITN-1-Rouse.pdf
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”.
Education World: Inclusion: has it gone too far? (1997) Retrieved November 1, 2002, from http://www.education-world.com/a_curr/curr034.shtml
Inclusive schooling is known as classrooms where all students, regardless of abilities and disabilities, learn in the same contexts. In Canada, inclusive schooling is slowly becoming more popular in the school system. People are beginning to realize the benefits to it, and are accepting the change in a more positive way. However, some people still view inclusive classrooms as difficult environments because of the lack of initial teacher preparation. It is important for the needs of teacher preparation for inclusive schooling to be recognized and improved in order to increase the likelihood of schools participating in an inclusive classroom setting. By having an inclusive school, it allows for all students to be taught on an equal level, which will decrease boundaries between people with abilities and disabilities, and amount to a more positive school environment.
It is unfortunate that even in the 21st century that the policies and legislations related to inclusive education are different between all the different states and territories of Australia as well as between the public and private school systems. These current differences in policies in legislation between the states and different school structures in my opinion don’t encourage the students’ with diverse needs. As a nation Australian authorities do promote and encourage inclusion into their mainstream classrooms (Campbell, Gilmore & Cuskelly, 2003). But this promotion cannot and does not ensure that this as a policy will be accepted by all individual classroom teachers (Campbell, Gilmore & Cuskelly, 2003). As a whole teachers with bad attitudes towards inclusion impact their own views onto their pupils and onto their students general level of educational outcome (Campbell, Gilmore & Cuskelly, 2003). As time moves forward more and more schools are becoming involved with the idea of inclusive education (Ashman & Elkins, 2009). One of the negatives or variations as seen by a school with inclusion is that if the child has high...
Law and ethics didn’t always play a role in education, specifically in inclusive education. The first law pertaining to inclusive education, more precisely regarding children with disabilities, were not established until the late 1900s. In fact “until the 1970s, children with disabilities were often excluded from schools” (Rapp and Arndt,2012,pg.25). There has been a variety of laws that have been added and developed in special education that has played a role in creating a more inclusive education that benefits a wide range of student. In 1989 NAEYC adopted a code of ethical conduct that show ethical responsibilities to multiple stakeholder (NAEYC, History). Many factors need to be taken under consideration when making decisions
Sands, D., Kozleski, E., & French, N. (2000). Inclusive education for the 21st century: A new
Inclusion has become increasingly important in education in recent years, with the Education for Persons with Special Educational Needs Act being passed in 2004 to ensure equality in our system. In summary, inclusion is the idea of there being no child...
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.
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...