Introduction Inclusive education theory is predominant in government acts and school practices on Australian state and national levels (Keefe-Martin & Callahan, 2012). However the understanding of the dynamic differences between differing inclusive approaches is not often fully understood in Australian schools. By comparing and contrasting the Australian Federal laws Disability Discrimination Act (1992) and more recently the Disability Standards of Education (2005) as well as the newest United States
In the Education discipline, there has been a long debate for many years over the topic of inclusion. Inclusive education is defined as students with disabilities, being supported in age appropriate general education classrooms, at their home school, and receiving specialized instruction as needed per the student’s IEP (Individualized Education Program) within the general education class curriculum and activities. Inclusion is there to help student with special needs in attending school regularly
Recently, an research article caught my attention in how teachers in promoting inclusive education for children experience disability and with additional educational needs. In the article, the child diagnosed with Down Syndrome participates in the classroom experiences with the other children in the mainstream school, but with supports and adaptations as needed. The teacher creates the opportunity for the child to share his knowledge with the other children and support their learning, while also
INTRODUCTION This essay will analyse the contested concepts of social inclusion and exclusion in education. While there are numerous social groups whom experience the impact of educational inclusion and exclusion the essay will particularly focus on what these concepts entail for indigenous students within the Australian schooling system. The essay will examine the multifaceted nature of social inclusion and exclusion in education by utilising the contested grounds, which substantiate debate surrounding
Inclusion, the educational practice of instructing children with disabilities as well as children without disabilities in one classroom, is a very controversial topic regarding the education of students in today’s society. “Inclusion seeks to establish collaborative, supportive, and nurturing communities of learners that are based on giving all students the services and accommodations they need to learn, as well as respecting and learning from each other’s individual differences” (Salend 5). The
Over the course of structuring the education system to include students with disabilities, there has being an ongoing research topic of inclusion. Inclusion, in this area, means the full inclusion of students with special needs in the general education classroom . The research and the debates about the issue of whether or not there should be full inclusion of Special Education students in all general education classrooms in all public schools throughout the United States rages on. The number of students
with disabilities be educated with their nondisabled peers to the maximum extent possible, often called the “inclusion mandate” (Dybvik, 2004, p. 44). This legislation has been re-authorized and additional provisions added to ensure the rights of students with disabilities to a free, appropriate education in the least restrictive setting. It was nearly 20 years later in 1994 that education rights for individuals with disabilities were globally recognized. The Salamanca Statement (United Nations
In summary, research indicates positive shift in attitudes toward inclusion and can be fostered by teacher education in a variety of aspects pertaining to inclusion including increased administrative support, co-teaching, support from special education teachers and paraprofessionals, adequate resources to meet the needs of a wide variety of learners, and time for making accommodations, modifications, and planning (DeSimone and Parmar, 2006; Daane et al., 2008; Elliot, 2008; Gurgur & Uzuner, 2010;
One of the current trends in education in the American Public School is the move toward full inclusion of students with disabilities. There has been a rapid rise in the number of students with disabilities who are spending their school day in a general education classroom under the guise of full inclusion. Inclusion is purported to be based on the rights of the students and the social benefits that they receive from being in a general education classroom. There are many who see this as a solution
Inclusion in education is an approach to educating students with special educational needs; under this model students with special needs spend most or all of their time with non-disabled students. Evidence from the last decade reveals that segregation of special needs students, as opposed to spending time with non-disabled students, is actually damaging to them both academically and socially. Segregating students placed in the special education category is a trend that has been vastly common in public