Curriculum Construction. (4th Ed.). Frenchs Forest: Pearson Australia. Piaget’s developmental theory retrieved from www.learningandteaching.info/learn/piaget.htm Atherton, J. S. (2011) Teaching and Learning. Retrieved from http://www.learningandteaching.info/teaching/contents.htm on Australia.
Web. 8 Nov. 2013. Smolicz, Jerzy. “Language Core Values in a Multicultural Setting: An Australian Experience.” International Review of Education 37.1 (1991): 33-52. JSTOR.
Briefly discuss how you believe policies and legislation related to Inclusive Education could influence attitudes towards the way society accepts difference. In recent times I believe there has been a heightened awareness regarding the necessity to develop Inclusive Classrooms that celebrate difference and cater for a diverse range of learning styles and needs. My belief is reflected in the increasing amount of policies and legislation being developed at both state and Commonwealth levels. These approaches range from Anti-Discrimination Acts, Child Protection, Disability Services and Privacy Legislation. Examples of a few of the most recent approaches designed to promote and support Inclusive Education include: • School Improvement and Accountability Framework – Destination 2010 Action Plan, 2006 – 2008 • Disability Standards for Education, 2005 • Framework for Gifted Education, 2009 All policies and legislation have been designed to ensure every child, regardless of difference, is included in the complete education system.
(2008). Education systems and services. In A. Ashman & J. Elkins (Eds. ), Education for inclusion and diversity (3rd ed.). Frenchs Forest, NSW: Pearson Education Australia.
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. Dating back to the 1800s and earlier, society’s perspectives of people with disabilities were misunderstood. This “lack of understanding” consequently led to ridicule, rejection, labelling and stigmatisation of not only people with disabilities but people who were different to the ‘norm’ of society (Duke, 2009, p. 3). Over the years there has been a significant shift in social attitude, particularly in how students with disabilities should be educated.
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 state or condition of being dissimilar.” The definition indicates how diversity can be viewed and constructed within the classroom, we are all different in some way, it’s what makes us an individual, but can also set us aside from ‘the norm.’ Ashman and Elkin (2009) built upon this aspect that difference is conformed through people acting, being or holding alternate capabilities, appearances, values, attitudes or beliefs to that of the dominant culture. Australian society today is shows an amplitude of difference, therefore we as educators of the future need to acknowledge, accept and celebrate diversity within our classroom contexts. How has inclusive curriculum come about? Inclusive curriculum had its foundations in USA, which dates back to 1975 with the creation of PL 94-142 (Education of all Handicapped Children Act). It was acknowledged here that all children with disabilities are entitled to “free appropriate public education.” Prior to this law, minimal research was conducted by Lucal, Cardon, Itard and Wolfensbergr to name a few.
(2009). Education for Inclusion and Diversity (3rd ed.). Frenchs Forest, NSW: Pearson Education Australia. Campbell, J., Gilmore, L., & Cuskelly, M. (2003). Changing student teachers’ attitudes towards disability and inclusion.
It is a good school that would see to enable educators to be equipped with information that betters the Indigenous literacy’s and Aboriginal English in the education system. It is further paramount that schools also find the correlation of cause between the stagnated gap of Indigenous students and other non- Indigenous students (Hanlen, 2002). Schools need to provide access for teachers to gain knowledge about Indigenous literacy’s and Aboriginal English. These two cultures are always contrasted with each other (Nakata, 2001). Indigenous ways are shown to be more “circular in nature, Kinship-leisure-Earth-Law-work are all interrelated and dynamic” (Hanlen, 2002).
French’s Forest NSW: Pearson Education Quinn, D. (2010) Curriculum Corporation An Australian Curriculum to Promote 21st Century Learning. Retrieved on March 23, 2011, from http://www.eqa.edu.au/site/anaustraliancurriculumtopromote21stcentury.html Wiles, J. (2005). Curriculum Essentials A Resource for Educators (2nd ed.). Pearson Education