Persuasive Essay On Inclusive Education

In 2014, the NSW government announced Disability Inclusion Act 2014, which clearly indicated that “NSW continues to be a place where people with disability have access to mainstream services and are part of their community” (ADHC, 2015). In regards to the Senate’s report (2016), I strongly agree to provide inclusive education in the mainstream schools and early childhood settings to facilitate all children 's learning needs. Although, some people believe that children with disabilities should attend special schools in order to receive sufficient support, and ABS statistic results show that “students with profound or severe disability, those attending mainstream schools received significantly less support than students with the same level of

Researchers believe misunderstanding about inclusive education, lack of skills and competencies to provide an inclusive learning environment, and unsupportive attitudes towards inclusion are considered as significant barriers for educators to execute inclusion successfully (Winter & O’Raw, 2010; Forlin, 2001; Hemmings & Woodcock, 2011). Within the current education system, the definition of inclusive education is remaining controversial (Armstrong, Armstrong & Spandagou, 2011). It is clear that without a concise understanding about inclusion concept would be a great barrier for educators to deliver appropriate services to the children (Baglieri, Bejoian, Broderick, Connor & Valle, 2011). For instance, several incidences have been recorded in North America that schools could receive additional funding by enrolling children with disabilities in the school; which consequently leading to more students being pushed by teachers to take the formal assessment and be ‘labelled’ as children having disabilities (Reiser,

This lack of consistency leads to difficulty in concluding the academic progress that made by students with different levels of disability (Cumming & Dickson, 2013). Therefore, when it comes to national and state testing planning, these unknown outcomes are excluded (Forlin et al., 2013). Furthermore, Cumming and Dickson (2013) suggested: “…equitable inclusion of students with disability in current Australian educational accountability testing is not occurring from a social perspective and is not in principle compliant with the law" (p. 221). Hence, the government should focus on developing appropriate assessment approaches and standardise them national