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inclusion in education
introduction of inclusive education in australia
inclusion in education
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At a basic level, inclusion involves the right for every person to be actively involved in all aspects of daily life (Hyde, Carpenter & Conway, 2015). This report discusses the notion of inclusion with regards to the implementation of inclusive practices in the Australian education system. The attitudes of pre-service and classroom teachers towards inclusion vastly influence the extent and types of inclusive practice that are adopted in the classroom. The views of all parents need to be raised in an attempt to reduce any misconceptions that negatively impact the effectiveness of school inclusion policies. The influences that alter the views of the community need to be considered when promoting a school that endorses the right for all children …show more content…
Previously in history, segregation was adopted with a push towards sending children with a disability to a specialized school, where a needs-based approach was enforced (Hyde et al., 2015). From this, a move towards practices of integration began, where the focus was about placing students with a disability in a regular school, in the hopes that they would succeed the mainstream way (Anderson, Klassen & Georgiou, 2007). Since the release of the Salamanca Statement in 1994 (United Nations Educational, Scientific and Cultural Organization, 1994), which began the public movement towards inclusion, there has been a shift towards adopting a rights-based approach to education for all students (Forlin, Loreman, Sharma & Earle, 2009). Inclusive education involves all schools providing for the needs and diversities of all students in their community and promoting the active participation of all learners, regardless of any abilities or disabilities (Foreman & Arthur-Kelly, 2014; Hyde, Carpenter & Conway, 2015). This right for all students to an inclusive education is expressed in the Convention on the Rights of the Child, as well the Convention on the Rights of the Persons with a Disability (Cologon, 2013, …show more content…
Within the study, comments emerged from parents with views that altered from the majority. Some of the reasons given by the 10% who were in favour of special schools included views such as the availability of trained professionals and a focus on needs based programming rather than rights based (Narumanchi & Bhargava, 2011). Parents involved in the study were apprehensive towards an inclusive setup where their concerns were not being met, including concerns specifically regarding their own child’s learning (Narumanchi & Bhargava, 2011). Results of Narumanchi and Bhargava’s (2011) study found similar results to that of Gasteiger-Klicpera’s 2013 study regarding parent’s attitudes and experiences of inclusive education. Overall both studies found mixed views, with a majority of parents supporting the idea of inclusion, with some concerns that were not being communicated to the
...n countries are considering the development of a special education system, necessary planning must be implemented to inform and educate all staff members and involvement of researchers to discuss and examine the entire educational program. The most important part of the system must consider the students well-being with the least obstructive involvement in students school and educational life. All factors of the students life must be presented including home life which creates an necessary and crucial involvement of the parents. Inclusion requires constant assessment of practices and results to better inform all parties of student progress. As inclusion becomes more widespread, a collaboration of developers and data must be analyzed to determine specific, effective strategies in creating happy, contributing citizens. (Wisconsin Education Association Council, 2007)
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.
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
Sands, D., Kozleski, E., & French, N. (2000). Inclusive education for the 21st century: A new
Schools in today’s society are rapidly changing and growing striving to implement the best practices in their schools. Nonetheless, before a school can implement a program in their school, they need reliable evidence that the new program will work. A new program that schools are aiming to implement is inclusion in the classroom because of the benefits inclusion could bring. The implementation of inclusion is strongly connected by people’s attitudes whether they are positive or negative. However, while inclusion is being widely implemented, there is comparatively little data on its effectiveness. It may be that inclusion benefits some areas such as reading and social skills, more than it does others.
De Boer, A., Pijl, S.J. Minnaert, A. (2010). Attitudes of parents towards inclusive education: A
Retrieved Feb 6, 2010 from http://www.newsforparents.org/experts_. Inclusion_pros_cons.html Villa, Richard A., Thousand, Jacqueline S. (1995). Creating an inclusive school environment. Alexandria, VA: Association for Supervision and Curriculum Development. Card, Toby.
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.
Inclusion is the main issue within the inclusive learning environment, if a child doesn’t feel included within their environment then their learning will be effected by this. The Oxford English Dictionary defines inclusion as “the action or state of including or of being included within a group or structure” (Oxford English Dictionary 2011: Inclusion) This means that every child should feel involved and included, no matter of there different learning abilities or levels. This can mean children who have special educational needs, such as dyslexia, physical disability or metal disability. Inclusion should provide opportunities for all children, no matter of their age, race, gender, disability, religion, ability or their background, to be involved within their learning environment. Each child should feel like they belong and feel like they are...
The idea of inclusion within a classroom tends to breed controversy from many people. Currently there is no clear consensus on a definition of inclusion (Heward, 2006). There are many different views on how students with disabilities should be handled. Those views ranged from students being fully included, partially included, or not included at all in mainstream schooling. Different descriptions of inclusion tend to reflect the person's own opinions towards it. People who feel students should not be included in the classroom focus on the negative characteristics of inclusion, such as the challenges of developing plans for students as well as the hard work it requires to incorporate those plans. However, studies show that full inclusion has many benefits to the students, for both students with disabilities as well as students without them. Inclusion has shown to improve the student's social skills, encourage communication, inspire laws and regulations, and improve the overall schooling experience (Gargiulo, 2012). Although it will take longer then some would like or have the patience for, full inclusion can be done in the classroom, with its benefits outweighing the hard work that it requires.
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 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...
Fuchs, Lynn S., and Douglas Fuchs. "Inclusive Schools Movement And The Radicalization Of Special Education Reform - Research and Read Books, Journals, Articles at Questia Online Library." Inclusive Schools Movement and the Radicalization of Special Education Reform 60 (1994). Questia - The Online Library of Books and Journals. Web. 23 Nov. 2011.
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...
The philosophy of inclusive education has “brought about teams of general education and special education teachers working collaboratively or cooperatively to combine their professional knowledge, perspectives, and skills” (Ripley, 1997). Many approaches have been developed and researched over the years to determine best practices for inclusive education in public schools, which include mainstreaming and specialized schools. The challenge for educators and school systems is deciding which approach and strategies meets the individual needs all students in classrooms.