Inclusive Education Theory : Australia And The United States

Inclusive learning can be described as an integrated form of learning where learners with special needs are thought with those without special needs. According to Nind et al: “Education and educational provision is shared by both normal’ pupils and those with a disability, at the expense of differences in the specific nature of each child or young person and her/his particular strengths and areas of weakness, and consequences that these differences have in terms of educational needs.”[1] This means that the aim of inclusive practice is to create a neutral learning environment. It should be noted that that every learner will have different needs and

Our conceptualization of inclusive pedagogy focuses on how to extend what is ordinarily available in the community of the classroom as a way of reducing the need to mark some learners as different. This is underpinned by a shift in pedagogical thinking from an approach that works for most learners existing alongside something ‘additional’ or ‘different’ for those (some) who experience difficulties, towards one that involves providing rich learning opportunities that are sufficiently made available for everyone, so that all learners are able to participate in classroom life.

Schools most frequently use them for selected students with mild to severe special needs. Inclusive education differs from previously held notions of 'integration' and 'mainstreaming', which tended to be concerned principally with disability and 'special educational needs' and implied learners changing or becoming 'ready for' or deserving of accommodation by the mainstream. By contrast, inclusion is about

In a contemporary Australian school setting, inclusion is the ongoing collaboration of all members of the school community to effectively meet the diverse needs of all students, including those with additional needs (Blackmore, 2009; Lyons, 2014). All students regardless of their cultural background or ability level should experience an enriching education where they feel included and supported. Creating inclusive cultures, producing inclusive policies and evolving inclusive practices are the best ways to promote learning and participation in schools for all students (Centre for Studies on Inclusive Education, 2012; Dempsey, 2014).

Inclusive practice in education moves us away from ‘integration’ and ‘mainstreaming’ of learners, which was mainly concerned with separating those with a disability or ‘special educational needs’ until they had reached the required standard for mainstream education. Inclusion is about the learner’s right to participate and the teacher/ institutions duty to accept the learner as an individual. Inclusion rejects the separation of learners with disabilities from learners without disabilities; instead it promotes equality and respect for their social, civil, human and educational rights. From what I can see there are few totally inclusive schools but those that are, restructure their curriculum so all can learn

Students with special needs need deserve the same education general education students are presented with. The philosophy of “ Disability Inclusion” concentrates on creating a safe, loving, and effective learning environment for students who suffer from physical, learning, and behavioral disabilities. When a student with disabilities is placed in the same environment as a non-disabled student, the results show wonderful improvement. When we are able to discover the strength of the student we are able to see just how much the student can improve in an inclusion classroom. Disability Inclusion not only sets a new beginning for an equal education of special education students, but it allows for more interaction with the child, and a more hands-on assessment.

The purpose behind this report is to analyse inclusive practice within an early years setting of a child with a special educational needs (SEN). This is done through a case study. In order to establish whether inclusion is being taken into consideration and put into place, theoretical views, legislation and appropriate intervention methods will be discussed in this report. There is sufficient evidence being drawn upon as how the setting provides equal access to the curriculum for the child. The report will consider strategies that are in place to promote and factors that hinder inclusive educational practice.

Australia is very a multicultural and diverse country. Consequently schools are faced with many diverse students of different abilities and backgrounds. To ensure equity and fairness among students, policies and legislations have been put into place to ensure diversity is being catered for and that no student is being excluded from the education system. Some of these policies and legislation include: The Disability Discrimination Act 1992, The Salamanca Statement, Disability Standards 2005, Inclusive Education Statement, Disabilities Services Act QLD 2006 and the Melbourne Declaration.

Complete a written assignment that will demonstrate your knowledge and understanding of the legal requirements and policy relating to inclusion. Critically analyse the issues surrounding Special Educational provision and disability in school.

Through my theoretical and small practical understanding of inclusive education I will be embracing the concept and practice of inclusion through the use of the term Curriculum Differentiation, which is all about arranging the classroom learning environment to be more suitable for students of all types, abilities and learning capacities to have the chance to reach their own individual maximum potentials (Carpenter, 2010). Through researching and learning about inclusion I have come to believe and agree with the statement of “Diversity not Deficit” when teaching in an inclusive school or classroom (Queensland Government, 2005). This statement reflects my own personal philosophy of inclusive education, as it pushes my strong belief that education is about not seeing any of the students, their families or the

The importance of education for all children, especially for those with disability and with limited social and economic opportunities, is indisputable. Indeed, the special education system allowed children with disability increased access to public education. Apart from that, the special education system has provided for them an effective framework for their education, and for the institutions involved to identify children with disability sooner. In turn, this promotes greater inclusion of children with disability alongside their nondisabled peers. In spite of these advances however, many obstacles remain, including delays in providing services for children with disability, as well as regulatory and

This report will aim to discuss the inclusion for special educational needs (SEN) students as well as those students with autistic spectrum condition (ASC). This report will discuss inclusive education and its history, as well as the social, political and philosophical arguments that impact upon it. The report will look at how educational practice is shaped by legislative and regulatory frameworks; it will also show how our own practice provides support for all children to achieve within mainstream education.

For years children with special needs were ushered off to separate classes and schools. Children with special needs have the right to attend classes with their same aged peers in the same classroom with support. Students with special needs deserve the same opportunities they would have if circumstances were different. Inclusion gives those students with special needs the chance to be part of the community; able to form relationships outside of the family unit. All students benefit from inclusion; students with disabilities develop social skills and develop friendships while non-disabled students learn tolerance and acceptance.

Inclusive education is concerned with the education and accommodation of ALL children in society, regardless of their physical, intellectual, social, or linguistic deficits. Inclusion should also include children from disadvantaged groups, of all races and cultures as well as the gifted and the disabled (UNESCO, 2003). Inclusion tries to reduce exclusion within the education system by tackling, responding to and meeting the different needs of all learners (Booth, 1996). It involves changing the education system so that it can accommodate the unique styles and way of learning of each learner and ensure that there is quality education for all through the use of proper resources, suitable curricula, appropriate

Through mandatory acknowledgement (Disability Discrimination Act, 1992) of individuals previously segregated in our education system, the government, who operate on behalf of the people, have publicly proclaimed inclusion for all. When children with disabilities, disadvantage or learning difficulties are incorporated into the regular schooling domain a more realistic version of community is subscribed to. As a consequence, the more we are confronted with difference, the greater our threshold to accept and embrace it.