Closing

The
Inclusive Education Divide

Technology and Differentiation: What is Inclusive Education?

Information and communication technologies
(ICT) play a large role in classrooms of
today. ICT are a valuable resource for all
students however for students with different
learning needs, they provide countless
information and can be seen as patient
tutors (Woolfolk & Margetts, 2013) as they
repeat concepts or lessons as many times
as needed (Woolfolk & Margetts, 2013).
Technology is also beneficial to students
with disabilities, as many computer-assisted
technologies are being made available.
Marsh (2008) discusses in his book some
useful resources such as:
Computer assisted Braille translations
Speech synthesisers
Modified keyboards
Voice recognition programs
These resources are just a small indication
of how technology is and will continue to
enhance education for all students.
Inclusive education ensures that all school students, including
students with learning difficulties or disabilities, are entitled to
good education that enables them to succeed (State
Government of Victoria, 2006).
How does Inclusive Education benefit your child?
Inclusive schools believe that if possible, all students,
regardless of their differences, should learn together (State
Government of Victoria, 2006). Students with disabilities can
benefit from the involvement they have with their peers
(Woolfolk & Margetts, 2013). Inclusion is not only beneficial in
terms of learning; it is also beneficial to the emotional and
social wellbeing of students with disabilities (Marsh, 2008).
What are schools doing to strengthen Inclusive
Education?
Inclusive schools recognise the diversity of their students.
They are aware of their needs and accommodate these, still
whilst providing quality education (State Government of
Victoria, 2006). The Victorian Essential Learning Standards
have been created for all students and recognise the diversity
among students (Victorian Curriculum and Assessment
Authority, VCAA, 2010). Schools have a responsibility to cater
for this diversity and provide the appropriate curriculum and
learning environment for all learning needs (VCAA, 2010).
This can be done by:
Establishing good relationships with parents/carers
Maintaining training and resources for teachers
Linking the curriculum to the wider community
Utilising support and expertise
(VCAA,2010)

References:
Disability Rights Galaxy. (2011). Paper cuts [Image]. Retrieved from
http://disabilityrightsgalaxy.com/wordpress/wp-content/uploads/2011/06/Inclusion-Paper-Cuts.jpg
Marsh, C. (2008). Becoming a Teacher. French Forest, NSW: Pearson Education
Maryland Coalition for Inclusive Education. Hands [Image]. Retrieved from
http://www.mcie.org/usermedia/image/2/5_hands.jpg
State Government of Victoria, Department of Education. (2006). Inclusive schools are effective schools.
Retrieved from http://www.education.vic.gov.au/Documents/about/research/inclusiveschool.pdf
Victorian Curriculum and Assessment Authoriry.(2010). Victorian Essential Learning Standards: Students
with disabiltites guidelines. Retrieved from
http://www.vcaa.vic.edu.au/Documents/auscurric/disability_guidelines.pdf
Woolfolk, A., & Margetts, K. (2013). Educational psychology (3rd Australian ed.). Frenchs Forest, NSW:
Pearson Education