Inclusion In Australia

Students with disabilities need to be physically, programmatically, and interactionally included in classroom activities that have been planned by a qualified teacher in conjunction with support staff as needed.

Inclusive practice is about adapting what is being delivered to make learning accessible to everyone regardless of ability, special education need (SEN) or any other barrier that might exist. When planning to meet the needs of everyone in the group it is essential that the teacher has as much information about everyone as possible. (The City and Guilds textbook level 3 Award in Education and Training). Features of inclusive teaching and learning starts with knowing which learning styles your learners prefer, to do this you can use VARK (visual, aural, read/write and kinetic) test which was designed by Neil Fleming to help learners and teachers know what learning methods they are best suited to e.g. in the first lesson my tutor asked for us

Schools have legal obligations to give students with a disability opportunities and choices comparable to those without a disability through the Disability Discrimination Act of 1992 and the Disability Standards of Education 2005 (Department of Education and Training, n.d). To meet these standards, schools must be welcoming and reasonably accommodate for new students. We used the three phase inclusion process when Amir transferred to our school at the start of the year. The three flowing phases; preparation, transition and consolidation help all stakeholders inclusively plan for the best possible transition of a new child where their needs are provided for (Lyons, 2014, pg 80). Inclusive schools help support all students, teachers should work closely with the learning support team at their school to help them decide the best resources and strategies to meet students’ needs and promote their wellbeing (Lyons, 2014, pg 83). Amir has consultations with all relevant stakeholders at the start of the term to set learning goals and then at the end of the term to reflect on his achievements and what could be improved on. All teachers need to use their professional judgement and act ethically as their work significantly impacts the future of the learners in their class (Churchill, & Keddie, 2013, pg 539). Amir’s school promotes diversity and is strongly against bullying. At the start of each year we

On October 1st 2010, the Equality Act came into force. This consolidated and strengthened the previous equality laws. This act prevents children and their families from being discriminated, victimised or harassed because of their age, sex, race, religion or disability. Through this act each child, whether already in the setting, or applying through admissions, will be treated in a fair and equal way, with aims for all children to have reasonable provisions to allow them to access all educational areas. Although a school is not expected to make adjustments that are not reasonable, they are expected to make general adjustments, reasonably planned within the school’s approach to planning for SEN children. The Equality Act 2010 outlines four definitions of discrimination, direct discrimination, indirect discrimination, discrimination arising from a disability and harassment and victimisation. This allows school settings to have clearer expectations and implement them. The Equality Act 2010 and the Discrimination Disability Act (DDA) (2005) both aim to ensure each and every child has access to a broad and balanced academic and social curriculum. Following this code of practice in a school, confirms that all members of staff provide the same high-quality teaching to children, as well as displaying professional behaviour.

According to the foundations of Inclusion video the three key elements to the best inclusive practice are: access, participation and support. Access is allowing the student to get the education they deserve and making it easier on them. Students with disabilities should be allowed to have recess and go on fieldtrips with other students and teachers should help them accomplish that. Teachers are also encouraged to modify lesson plans so everyone in the classroom understands. Participation helps to make sure the student engages and fully understands what is being taught. Teachers can help with participation by interacting with the student and helping them to understand in different ways other than just speaking with them. Lastly, is support

The patient recruitment could have been more appropriate because of the limiting of patient being selected from only Australia or New Zealand which can reduce the extrapolative quality to a wider patient population.

Robert’s rights to inclusion is reinforced by the Special Educational Needs and Disability Act (2001) which gave Robert the right to attend mainstream school and to be educated alongside his peer (Thomas and Vaughan, 2005). The Act strengthened further the Disability Discrimination Act (1995) which makes discrimination again Robert unlawful. The United Nation Convention on the Right of the Child Article 23, highlights that a child with a disability should have effective access to and receive an education ( Jones , 2004) Tassoni (2003) underlined that The Children Act (1989) spelled out the idea that all children have rights. It required protecting all children, but also highlighting the needs and rights of vulnerable children. As with Robert, he is a child in need and as such the school and LEA has legal duties to make sure that Robert is achieving within society.

The teacher can encourage this inclusion by teaching the students, parents, and other community members about negative stereotypical attitudes about students with disabilities by avoiding negative words, such as “disabled”, or “crippled”, or “handicapped” and to promote positive ideas about disabilities into class work, the student’s play time and other activities. To further ensure that the classroom is promoting equality for the child with the disability, the teacher should incorporate an inclusive curriculum mindset, by adapting the lessons, learning materials and classroom to suit the needs of all the different types of learners including the child with the disability within the classroom.

Whether a child has a disability such as blind, deaf, one-arm, in a wheelchair, autism, or FXS, they still should have the same opportunities as all other students. However, when including a child with a disability, it is important to note each child’s difference and how each one learn and communicated to be able to work with each individual and meet their needs. One must know the many ways to prepare a physical education program for inclusion and appropriate modifications and motor movements for the

Inclusive teaching has many advantages that benefit students with disability such as challenging the students to come out of their comfort zone to grow full potential. However, not all parents of students with disabilities support the approach. In order to get most out of the inclusion, more work needs to be

In the inclusion teacher must break the lesson into some parts and repeat instructions in order to support children with disabilities understand obviously, so teacher keep in mind the individual

In my opinion the education departments are not doing enough to encourage schools and explain to the teachers the benefits of inclusion to both the children with disabilities and the rest of the students (Ashman & Elkins, 2009). Children are our future and it is important that through inclusion they learn to understand that differences make us who we are. I think it also further teachers the message to booth the children and the rest of the community that of social justice which says just because your different doesn’t mean you don’t deserve fair treatment (Ashman & Elkins, 2009).

In 1975 Congress enacted the Individuals with Disabilities Education Act (IDEA) in order to ensure that children with disabilities are provided with Free Appropriate Public Education (FAPE) that tailors to their individual needs. One of IDEA’s six principles, the principle of the Least Restrictive Environment (LRE), states that after a student with a disability is enrolled, evaluated, and provided with an Individualized Education Plan (IEP), they are to be educated alongside their non-disabled peers to the maximum extent that is appropriate for them (Turnbull 2016, 19). This practice of integration is commonly known as “inclusion” or “mainstreaming.”

To be included is a right for all people. It was once believed that developmentally disabled children could not learn. There was no responsibility taken by the government so parents of children with developmental disabilities had to advocate change in the government laws and policies so that their children with disabilities would have the same right to be educated as other school-aged children. The government had a slow acceptance, but funding eventually came to public schools and the belief that education should be available to all children including students with disabilities. However, students where place into segregation initially but in the 1980’s came inclusion.

Schools have always been a major part in the societal and social development of children. The interactions that occur, the amount of time spent at schools, and the overall growth that occurs at school is, unequivocally, the most important aspect of childhood development and maturation. Then why is it that we treat students with disabilities different than the way we treat the ‘normal’ students? This is because there is something that is not happening at schools, and that is the use of integration; which leads into inclusion. Integration is the welcoming of students with disabilities into a pre-existing framework of prevailing norms and standards. (Lenz-Fabian, “The Inclusive School”, slide 2). Inclusion is when schools are designed so students can experience quality learning and recreation together. Accommodations are made to allow equal opportunities to learn (Lenz-Fabian, slide 2). Cheryl’s focus of the presentation was on inclusion, and all the benefits of inclusion in schools. She also gave in depth examples of inclusion, and was able to relate to her audience well.