Mainstream Schooling Is Culturally Bound

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

‘The success of inclusive education is largely dependent on teachers’ perceptions, attitudes, and beliefs’ (Yuknis, 2015) around how deaf and hard-of-hearing children should be educated. Learn to swim teacher’s need to ‘focus on the potential ability of the child rather than the limitations caused by a disability’ (Kappelides, 2014). A common misunderstanding is that inclusive education involves a child (who is being included) to change in order to adapt within an environment (Cologon, 2013). This concept is in fact an example of assimilation rather than inclusion.

It is the responsibility of the school to provide a broad and balanced curriculum for all pupils, based on the programmes of study for each key stage in the national curriculum. The teacher’s responsibility is to minimise any obstacles to effective learning and plan for all children to participate in the curriculum and achieve the best that they can. This will help to ensure an inclusive classroom. Access to a high-quality education is critical for empowering all children to lead rich and productive lives. Regardless of their background, disability, heritage, special educational needs, social group, gender, physical or emotional needs, race or culture schools have a duty to make sure all pupils have equal access to the curriculum. All children

Education is a very complex and evolving process. Today, teaching entails educating a diverse population according to their unique individual needs. Schools are comprised of individuals with different races, beliefs, cultures, values, languages, social statues, etc. While considering both the historical and preset-day issues, I am able to see many parallels between racial integration in schools and integration of students with disabilities.

Schools are often regarded as an ever-changing environment in relation to education becoming more complex and dynamic. Teachers can expect to have a diverse range of students in their classes reflecting on the Australian society becoming a more diverse Country in terms of cultural, social and family backgrounds, ethnic origins and levels of ability. According to Forman (2011) teachers are likely to educate at least one or more students with a diagnosed intellectual, physical,sensory or learning disability within their teaching career. In order to provide successful inclusion for all students and a optimal learning environment, teachers need to understand the diversity of each student incorporating multiple approaches and strategies. Something the teacher in What About Doug did not do according to Doug’s circumstances after his accident that caused him to have a Acquired Brian Injury. (ABI)

The classroom is a place of hope, where students and teachers alike can catch a glimpse of a society that could be and where students can obtain knowledge and skills that are needed to make that society real. (Au , Bigelow, & Karp, 2007)Within any classroom there are many degrees of the types of cultures and social injustices that could be present. Due to this, educators need to remain cultural sound and open to the different ways of teaching for these students to ensure that every student is receiving the best possible education. Every public school has a special education program, however there are many times that this group of student suffer the most when it comes to social injustice.

Special education (SE), according to McCarthy, Dyer and Hunter (2002) differs from the education which is provided to all students enrolled in Australian schools. They state, the main principles of inclusive education are that barriers to inclusion and marginalisation are removed or reduced and that the key ideas of SE focus on in-class support and whole school practice. Despite there being no unified definition of what inclusion looks like, the Federal government, via the State governments requires all students have access to a minimum standard of education, outlined in the Australian curriculum documents. (Australian Curriculum, Assessment and Reporting Authority, 2014). However, some children cannot access the curriculum, therefore educators must provide access to learning which will support all students in achieving success (Heward, 2009). Just as each person is an individual, it stands that their learning needs are unique, leading to the development and delivery of learning programs and spaces which reach those exceptional students (Brady & Scully, 2005).

Full inclusion classrooms hinder the disabled students’ abilities by making the students feel isolated, causing lower grades, and lacking the proper help the students need to succeed. These disadvantages and the support used proves that the segregated classroom allow the special needs students to focus and the general students to not be distracted as well. With the students undivided attention, the students’, in excluded classrooms, grades improve greatly. As more people know about full inclusion, there is more of a chance to keep it out of school systems everywhere.

DDA includes a series of traditional impairments in the definition of disability, identifies that disability may not happen at a lifelong period, and sets up a frame work for the education standards (Foreman & Arthur-Kelly, 2014). According to the Australian Disability Standards for Education 2005 (education.gov.au, 2005), all students should be treated with no discrimination; reasonable adjustments of school activities are required for students with special learning needs; alterations need to be consulted with students and parents/carers. Until 2012, the achievement of the Education Standard was limited, due to the unclear statement of responsibility and complex complaint procedure. The attitude of education providers towards students with additional needs plays a crucial role in changing the standard to real support (Foreman & Arthur-Kelly, 2014). To provide support to students with additional needs, the national government implements a broad range of services, resources, and funding for both teacher professional development and student support, and also set up the national agreement - the Melbourne Declaration on Educational Goals for Young Australians (Barr et al., 2008). It has been stressed that all

In Australia, the Commonwealth Disability Standards for Education (2005), were introduced to assist schools to understand and comply with sections of the Disability Discrimination Act of 1992. These standards mandate making reasonable adjustments and setting standards for students’ participation in the school education system. Terms such as “differentiation” and “inclusive education” have evolved within the context of these standards. The subject matter contained within the two posts referred to in this paper, relate to difficulties encountered in complying with the Commonwealth Disability Standards for Education (2005). The research questions constructed, seek to identify issues and mechanisms to remedy various situations that arise from

Those individuals who have a disability and are not able to read or write is discussed throughout this journal article. Education that is inclusive is suppose to guaranteed to those students who are disable. They have the right to be in a program within the school that offers them support. Resources offered in the community school aren’t given to adults, so children need to take advantage of these services being offered. Yes, education as a child is very important, but at the same time adults need to be given the chance to be provided with services in the community that will help them learn. Disable adults need just as much thorough effort to the rise of being able to have the readiness to the easy services as it pertains to literacy and proficiency.

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

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.

The Education System in the UK is presently experiencing a major transform which has no occurred at any time since Butler Education Act in 1944. There are currently an enormous variety of schools with extensively mismatched governance, funding arrangements and legal obligations. All pupils in England, excluding those at self-governing (i.e. private or fee paying) schools and the recent academies are necessary to remain to the National Curriculum. Northern Ireland and Wales mainly pursue the National Curriculum needs. United Kingdom independently addresses the needs and rights of pupils and children with disability/special educational requirements (Adams & Brown, 2006). The Special Education Needs Disability Act (Stationary office 2001)

Every child has the ability to learn, but the way a child learns and processes knowledge can be very different, especially for a child with special needs. (Mainstreaming Special Education in the Classroom) As a society we owe all children the chance to reach their full potential, thus we must set up an environment where this accessible. Integrated education unarguably allows the must vulnerable and excluded children this chance. According to Inclusiveschools.org, “Inclusion” does not simply mean placing students with physical or mental disability in general mainstream classrooms, but rather offers fundamental change to school community and how children learn altogether. Effective models of inclusive education according to various sources, is the right model of education for special needs students because it allows greater access to mainstream curriculum, preparation for integration in an inclusive society, and promotes a tolerant and inclusive society. (Full inclusion: Has its time arrived?, The Benefits of inclusive Education.)