Assessment 1 Inclusive Education
Assessment 1 Inclusive Education
Assessment 1 Inclusive Education
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The Australian government constantly seeks to provide funding to improve the education
inclusive education is a factor that needs more attention. Though legislation states that
schools say otherwise. In this essay, inclusion of all students will be discussed through a
flexible teaching method, along with adjustments and approaches that need to be taken to
ensure that all students succeed in all areas. It is crucial to take into consideration that not
every student learns the same. Each student can improve their skills regardless of their
their social and moral obligation to educate all students. The competing needs of different
types of disabilities and special needs, as expressed through the associated lobby groups,
have led to a range of different philosophies of inclusion” (Forbes, 2007). Autism Spectrum
Disorder is a disability that deeply effect the individual’s social, emotional and mental state;
however, this can be amplified due to stressful external factors. Individual’s with Autism
Spectrum Disorder have trouble in communicating and responding verbally, loss of focus,
Autism Spectrum Disorder can express high or mild symptoms depending on what age the
individual is. Age plays a vital factor, signs may be identified in later stages of the individuals’
life and may not be clearly present at the earliest stages of growth (American Psychiatric
restricted and repetitive behaviours and interests. Although evidence suggests that ASD has
Swineford, Nottke & Wetherby, 2013). Within the classroom, inclusion of all students is
extremely crucial. Inclusion starts with schools in the education system and disregards
everyone’s differences of background or disability. However, teachers are the core holders
of students’ overall performance. As a result, teachers must acquire and practice the skills of
teaching students with a variety of learning skills. “When dealing with students who have
been diagnosed with ASD, some of the overt difficulties that teachers and EAs/Tas are
expected to deal with include poor social and/or communication skills, exemplified by
developmental delays and a restrictive use of language” (Soto-Chomidan, Pooley, Cohen &
Taylor, 2012). To create an inclusive classroom, it is important for the teacher to set the
the student with Autism (Ferraioli & Harris, 2011). Teachers also need to understand that
the teaching process for a student with Autism Spectrum Disorder is difficult, though when
attempting to battle a task that may not be clear during the processing period; tantrums or
aggression can possibly arise. This unfortunately can not be avoided, although with
appropriate skills teachers can assist the student and ease this confronting process (Ferraioli
& Harris, 2011). Implementation of a variety of learning styles tailored for a student with
Autism supports the student’s learning process and highlights the teacher’s flexibility to
differentiate activities for the student. One teaching strategy that can be implemented is the
use of visual material. Visual material allows for students with autism to process what the
image illustrates and allows for the student to engage verbally to communicate the meaning
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or concept of the visual material. Utilising visual material benefits students with autism as
they tend to store non-verbal material much more effectively than verbal material (Tissot &
Evans, 2003). Visual material can also be incorporated and used for every student in the
classroom with creates inclusion for learning and benefits all. Although the classroom
environment and content can be difficult for students with autism to confront; teachers
with useful and effective resources can assist and outline measures that need to be taken to
create an inclusive learning environment for students with autism. “Teachers agreed that
training on how to educate students with ASD is essential to providing children with ASD
with an appropriate education and maximise social inclusion with their peers. This could be
through formal workshops and training as well as informal training from peers and learning
It is strongly advocated that every child has the right to education regardless of race,
background, linguistic ability and disability. This is true and is supported by legislation and
policy throughout the world. Every student must be treated equally and receive equity due
to the diversity of students. The Salamanca Statement (Unesco, 1994), is a document that
highlights just that for students with a disability. The document purely states that each
individual with a disability deserves and has the right to receive an education that benefits
them, assists them based on their needs and results to positive learning progress. Also,
support must be provided by organisations through funding, research and training for
educators to practise this within schools (Unesco, 1994). The Disability Standards for
Education (2005) define disability as, “a disorder, illness or disease that affects a person’s
behaviour”. Many education providers such as pre-schools all the way through to schools of
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the public sector must comply with these standards along with State and Territory Training
Authorities, however, it is questionable whether educators receive full support and access
to training. “Most teachers advocated to receive extra training and, in some cases, had to
personally cover the costs associated with learning more about how to work with children
with ASD” (Lindsay, Proulx, Scott & Thomson, 2014). With training authorities not assisting
schools in extra training for teachers this can create an ineffective and unsupportive
learning environment for students with ASD, and ultimately defeat the purpose of
maintaining an inclusive learning environment and do not do justice for students with this
disability. Prior to making any adjustments and assisting a student with ASD; consulting the
student’s family or carer is crucial. This step is the very first step that needs to be taken to
ensure that any adjustments or assessments made will be affective and necessary for the
Overtime, attitudes of teachers have changed towards students with disabilities; due to the
change of the curriculum, teaching strategies and educational system overall. “Historically,
teachers have not been favourably disposed to the policy of increased inclusion of children
with special needs within the regular classroom. Their concerns include the amount of
individualised time children with special needs might require, possibly to the detriment of
other students; apprehension as to the quality of work produced by children with special
needs; lack of adequate support services; and teachers’ concerns about deficiencies in their
own training and preparation in the skills required to support inclusive educational practice”
(Campbell, Gilmore & Cuskelly, 2003). With teachers avoiding the confrontation of change
within the classroom this becomes extremely problematic and causes social displacement
for students entirely; though students with disabilities are ultimately affected and
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experience a divide socially. Stigmatising and labelling are factors that unfortunately
(1999) believes that including students with disabilities in a classroom with students who do
not have disabilities does not necessarily create an inclusive environment. Educating
students on social acceptance and academic skills is necessary for the classroom to operate
smoothly and stimulate healthy learning. However, the tone of the school also contributes
inclusive education are informed by their own understandings and attitudes towards
inclusion as well as the contextual characteristics of their schools. In other words, principals
do not form their perceptions in a vacuum. The process is reciprocal: context influences
(Graham & Spandagou, 2011). New South Wales schools still managed to display ineffective
practice for inclusive education and even the mentality to better improve the
Spandagou, 2011). Funding to assist schools with resources and creative inclusive spaces
due to the increase of diagnosis of students with disabilities since the last 1990’s. “Larger
increases were seen in enrolment of students with autism and emotional disturbance in
support classes than in special schools, suggesting that students with autism and emotional
disturbance are more likely to be enrolled in support units” (Graham & Sweller, 2009). With
this increase; adjustments are essentially made to accommodate for students with autism.
As previously mentioned, training for teachers needs to be offered for effective teaching
and learning to occur. Focusing on the student’s strengths rather than weaknesses is an area
where teachers need to take into consideration when first entering the classroom.
Observing the student with autism will lead to the appropriate adjustments that need to be
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made to ensure that inclusive pedagogy is in full affect emotionally and academically.
Structured routine of classroom activities is to be made for every lesson. Students with
autism can be confronted with difficulty through unclear and uninformed changes to
schedule throughout the day. A simple approach like preparing an explicit lesson outline can
ease the tasks that need to be completed by the student (Lindsay et al., 2014). Creative
planning and flexibility of lessons adds to effective inclusive pedagogy, although teachers
need to ensure that these lessons are planned in advanced with an additional plan of
activities for the student if the original structure seems to not gel well. Building on students’
interests is another strategy that highlights engagement throughout the lesson. This can be
easily identified with students of ASD with close observation or communication with the
utilised by the teacher for students without a disability. Preventing behavioural outbursts is
vital with consistently setting the tone for appropriate social interaction and behaviour from
non -disability students towards students with a disability. Tools such as providing a
‘squeezy ball’ to decrease stress for students with a disability is useful, as well as setting an
environment that allows students to calm down from over stimulation (Lindsay et al., 2014).
And finally, goal setting is encouraged to be set for all students to deliver a motivator within
the learning environment. “The importance of setting individualised goals and rewarding
socially acceptable behaviour was highlighted as a mechanism of inclusion for all children,
including children with autism” (Lindsay et al., 2014). By altering, providing adjustments and
utilising appropriate resources specifically for students with autism or disability; this will
provide a positive learning experience and eliminate exclusion of students with disability.
Reflecting on your teaching strategies is also key to an effective and productive learning
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environment. As a teacher, it is your responsibility to reflect and contain flexibility for each
There is no doubt that inclusive education is crucial for students with and without
disabilities throughout the whole world with legislation and policies in place. However,
practising inclusive education is what creates positive progression and minimises exclusion
in the classroom. The change of attitudes from principals and teachers highlights the future
of education for students with disabilities. With appropriate resources and training;
teachers can ultimately obtain teaching strategies that are necessary for ASD students and
students with other disabilities. The Australian education system still has room for
improvement to maintain inclusive education, however, with the right knowledge and
teaching strategies; teachers can further their skills on consistently easing the learning
References
Campbell, J., Gilmore, L., & Cuskelly, M. (2003). Changing student teachers’ attitudes
towards disability and inclusion. Journal of Intellectual and Developmental Disability, 28(4),
369-379.
Ferraioli, S. J., & Harris, S. L. (2011). Effective educational inclusion of students on the autism
Forbes, F. (2007). Towards inclusion: an Australian perspective. Support for learning, 22(2),
66-71.
Graham, L. J., & Spandagou, I. (2011). From vision to reality: Views of primary school
principals on inclusive education in New South Wales, Australia. Disability & Society, 26(2),
223-237.
Graham, L. J., & Sweller, N. (2011). The inclusion lottery: Who's in and who's out? Tracking
inclusion and exclusion in New South Wales government schools. International Journal of
Guthrie, W., Swineford, L. B., Nottke, C., & Wetherby, A. M. (2013). Early diagnosis of autism
spectrum disorder: stability and change in clinical diagnosis and symptom presentation.
Knight, B. A. (1999). Towards inclusion of students with special educational needs in the
Lindsay, S., Proulx, M., Scott, H., & Thomson, N. (2014). Exploring teachers' strategies for
Soto-Chodiman, R., Pooley, J. A., Cohen, L., & Taylor, M. F. (2012). Students with ASD in
Tissot, C., & Evans, R. (2003). Visual teaching strategies for children with autism. Early Child
Unesco. (1994). The Salamanca Statement and Framework for action on special needs
education: adopted by the World Conference on Special Needs Education; Access and