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Education In Australia

Decent Essays
It is argued that inclusion is unending, so that there is no such thing as an inclusive school (Ballard 1995). In order to facilitate this idea, all schools must continually develop greater inclusion for diversity of students (Sebba and Ainscow 1996). Inclusive schooling has previously been described as a process that fosters participation by all students and staff as a base for future school development (Bines 2000). This is as a result of the introduction of inclusive policies and the ever increasingly diverse learning needs that have forced school staff to alter their approach and their organisation of students, models of support, teaching staff roles, and approaches to teaching and the curriculum.

Anderson and Boyle’s article drew on research to measure the success (or not) of Inclusive Education (IE) in Australia. The first main idea stated there was no primary definition which educational diversity and inclusive practice were successful by utilising a range of different needs teachers in Australia. The second main idea stated that the public education system is carrying the burden of an increasingly diverse population. Anderson and Boyle supported this through their explanations of the practical issues involved in assessment, planning, and implementing inclusive curriculum and pedagogy. The Australian education system has multiple varied approaches to working with students with disabilities
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These teachers portray the desired skills, emotions, and responsiveness in order to provide quality education, engagement, and outcomes for all students, equally. Anderson and Boyle support the notion that teachers play a vital role in teaching and learning by proclaiming that teacher effects are the single most important variable influencing student achievement (OECD p.2, 2005; Barrett, 2014, p.
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