Inclusive Education – Assignment 1

The feeling of acceptance is a vital part of every individual’s health and wellbeing,

therefore inclusion is an integral part of a young person’s education and school life.

Inclusive education is now seen as an essential feature in successful learning for all

students, especially for those students with special needs. This paper intends to

investigate the evolution of education in regard to those with Autism Spectrum

Disorder (ASD) and other disabilities, learning problems and behavioural issues. This

evolution correlates with the various acts of legislation and frameworks created to

enable and protect the rights of students with disabilities, and interrelate with the

teaching skills needed to achieve these rights.

It is evident that there are more children diagnosed with Autism Spectrum Disorder

(ASD) than ever before. In 2006 a study based on Centrelink data, estimated a

prevalence rate of ASD of 62.5 per 10,000 (or one in 160) for children between the

ages of six and twelve. (Roth, 2013). New knowledge of ASD allows us to understand

that there is a vast spectrum of Autism and that it has a diverse range of symptoms

and effects (Breitenbach, Armstrong, Bryson, 2013). However, there are nominal ASD

characteristics that are seen to affect most ASD diagnosed individuals, but the severity

of these characteristics is not generic (Breitenbach, et. al., 2013).

 Discrepancies in social skills and communication

 Repetitive behaviours
  Restrictive interests
 Likely to struggle with cooperation, assertion, self regulation
 May have issues with hyperactivity /or internalising behaviour (Roth, 2013)

The characteristics of ASD students are askew with the broader school environment

and expectations. An example of this could be the expectation for primary aged

students to work in groups and be involved in unstructured play with other students

(Abel, Garwood, Sherman & Sreckovic, 2014). Additionally, for secondary the

expectation to transition into high school and its multiple teachers, changing

schedules and at sometimes unstructured students development periods (Abel, et. al.,

2014).

The diagnosis of ASD and the history behind its development to what we know today

has really only taken place in the past four decades. Previously ASD was used to

define a group of development disorders. It is now theorised as one disorder with a

variation of levels (Roth, 2013). Within the 1980’s Autism was first included in the

Diagnostic Statistical Manual of Mental Disorders (DSM), and in the World Health

Organization’s International Classification of Diseases (Roth, 2013). This section

focuses on the DSM, which is more commonly used in Australia. Infantile Autism

was listed within the manual as a separate category. 1994 saw autism diagnoses and

categorisation revaluated and expanded. The three main type of autism to be

categorised were Autistic disorder, Asperger’s and PDP-NOS (Roth, 2013). These

diagnoses were in place until 2013, when major changes to the diagnostic criteria

were made.
ASD students can be easily cast out by other students and even the education system

itself. It is necessary for inclusive interventions to be utilised by not only the

classroom teacher but by the entire school and even the families of these students

(Breitenbach, Armstrong, Bryson, 2013). The World Declaration on Education For

All at Jomtein, Thailand (UNESCO, 1990) stated in Article III (5): Steps need to be

taken to provide equal access to education to every category of disabled persons as an

integral part of the education system (Forman, 2015). Planning, commitment, support

and access to resources are paramount when correlating the inclusion of ASD students

into an educators teaching practice (Breitenbach, et.al., 2013).

Individualised curriculum outcomes and learning plans are an important part of an

inclusive teaching practice. Although some ASD children are more than capable of

meeting the mainstream learning outcomes addressed in the syllabus, their learning

plans may need assistance in other areas that may affect their development. These

include how the information is given to them, and how they are or will be

collaborating with other members of the classroom (Abel, Garwood, Sherman &

Sreckovic, 2014). Furthermore, issues of self-awareness and safety come to fruition

with ASD students and a Risk Management Plan would have to be created to manage

this (Breitenbach, et.al., 2013).

Both an individualised learning plan and risk management plan need to be

prearranged collaboratively with all members of staff and the families of these

students. There must be a clear definition of the various roles of staff connected to

this student as well as an overall communication of the students needs and risk
management issues that all staff must be vigilant of (Abel, Garwood, Sherman &

Sreckovic, 2014). Although the student’s learning plan or outcomes maybe

considerably different to that of the rest of the class, the classroom teachers is

expected in their teaching practice to ensure that the student feels like a valued

member of the class (Breitenbach, et.al., 2013). This includes monitoring the

student’s socialising and helping the other students within the class understand ASD

and the impact it has on those diagnosed. Peer relationships can either incorporate or

separate a student with ASD. Diagnosis disclosure may affect the other students’

attitudes toward a student with ASD. Explanations and a full disclosure of disabilities

have reportedly resulted in more positive and understanding attitudes with students,

compared to the other option of no explanations (Abel, Garwood, Sherman &

Sreckovic, 2014). A level of understanding must be maintained and monitored by all

staff and students to ensure that inclusive relationships and education can take place

All the aspects of inclusive educations are aligned protected and reinforced by various

act of legislation. These acts of legislation protect the educational rights of students

with disabilities and reinforce the need for specialised modification and understanding

towards students with disabilities, and their families (Summer & Witmer, 2014). The

Disability Standards for Education (2005) eliminate discrimination against people

with disabilities. Under Section 22, it is unlawful for an educational authority to

discriminate against a person on the grounds of a disability (DET, 2012). It also

mandates that individualised learning plans and risk management plans are nessaccery

for the inclusion of the student within their school environment (DET, 2012).

However, allowing the student to progressively become independent is also just as

important. Furthermore, victimisation and harassment need to be address with all staff
and students. There is no place for such negativity within schools and students with a

disability have a right to be protected and have a program in place if there are acts of

victimisation (DET, 2012).

Disability Standards for Education (2005) state that the learning intentions and how

they are given need to be flexible and enable all students to participate (DET, 2012).

The learning program requirements are needed to be reviewed if the student is unable

to interact with the program. Moreover, additional support to reach learning outcomes

is also a right of a student with a disability (DET, 2012). This additional support could

steam from additional resources or extra time with a learning support officer etc.

Continuing consultations with student and family is also a needed aspect of the

Disability Standards for Education (2005). It allows families to be left in the loop and

have specific control over their child’s education and the support given to them (DET,

2012).

The Wellbeing Framework in NSW public schools (2015) is the NSW Department of

Education and Communities’ (DEC, 2015) commitment to creating holistic learning

opportunities for all students. They intend to achieve this though strengthening their

approach of the cognitive, physical, social emotional and spiritual development and

understanding the importance all these aspects of a student life (DEC, 2015). A

heightened awareness of, and commitment to personalised learning support (DEC,

2015). It sees the importance of wellbeing in correlation with learning. The

partnership of parents and the school for wellbeing is also heightened within this

framework (DEC, 2015). Moreover, importance of choice and enabling choice for the
student allow them to gain motivation and confidence within themselves and their

school (DEC, 2015).

Past biases and stigmas still circulate within society. From a past educational

standpoint, integration and inclusion were identical. However, when we examine

integration of special needs and ASD students in the past we can see that they were on

the outside of the educational and social sphere (Summer & Witmer, 2014).

Integration saw special needs students from a variation of ‘disabilities’ be placed

within the mainstream classes, in hopes of normalising them to the pre existing norm

of educational modelling. Inclusion differs to integration in a major way. While still

incorporating the term of disability, it further braches out to all forms of learning and

behavioural needs. It sees all students as part of a regular school system. Moreover,

integration perceives that students must change or meet the schools needs, while

inclusion is the school: its ethos, environment and staff must meet the student’s needs.

This is a fundamental and great development of the acceptance and education ethos of

yesteryear.

It was once accepted that certain students were “uneducable” and under the Victorian

1872 Education Act, could be rejected from an education institution. Victoria was the

first Australian colony to set up a free, secular and compulsory public school system

(Parliament of Victoria, 1872). Schooling was compulsory for all young persons aged

6- 15 years, unless deemed ‘uneducable’ (Deppeler, Loreman & Harvey, 2011). 1907

saw the opening of a speciality school within Victoria for these uneducable students.

Over a century later the importance of education within every students life is now
reinforced and made an official policy (Deppeler, Loreman & Harvey, 2011). It was

only until the 1970’s when ‘normalising’ students and incorporating special needs

students within the mainstream schools was an accepted form of an educational model

(Konza, 2008). Operating the normalisation philosophy to school choice leads to the

understanding that all students should have the chance to attend a regular or

mainstream school. These pushes for social justice, equity and equality have led to

legislation changes that enable the access to education regardless of disability,

behavioural or learning need (Summer & Witmer, 2014). Between 2007 and 2010,

the Australian government funded $17 million to support children and young people

with autism and their families through services, projects and activities specifically

relating to autism (Roth, 2013). Further portraying the moves of inclusion within

Australia and the understating gained over a century from ‘uneducable’ to inclusive.

Inclusive education benefits not only those students targeted for learning or

behavioural intervention, or those students who are funded and have a disability.

Flexibility, positivity, planning and commitment are all interrelated; inclusive teaching

skills that all dependant and correlative with each other. They are needed to teach any

student. The 1948 Universal Declaration of Human Rights included strong statements

about rights and freedoms, which have subsequently been used to support inclusive

practices (Foreman, 2015). Inclusive education is for every student and is needed to

help maintain his or her wellbeing and enable growth (DEC, 2015). Inclusive

education seeks to remove barriers and labels within the classroom, to create a

cohesive and understanding cohort.

Flexibility within the classroom and positive interaction both interrelate with one

another and are vastly important in creating an inclusive classroom. All students

within a class vary in skill, in life experience and in learning capabilities. ASD having

such a vast spectrum and differing characteristics mean that students’ attitudes and

abilities vary day to day. Students with behavioural or emotional deficiencies also

have a vast range of needs. They similarly have issues of self-regulation and

constantly changing attitudes. Therefore, the flexibility to deal and change the

direction of learning is a vital teaching skill to teach any student with additional

needs. It is also a requirement and a right of students with a disability to be given a

flexible and accessible learning program, based on the Disability Educational Act

(2005). In saying this, an overall humanised approach to learning is needed for every

student. Although a student may not have a learning need, unseen issues such as an

unhappy home life or other personal issues can interrupt their learning, in which

flexibility and positivity will be of vital importance.

Planning and commitment allow an understanding that various students will need

diverse assessment changes and learning interventions. A commitment to planning

and further researching ways to better communicate the content, enabling students to

better explain what they have learnt though modifying assessments to suit their

capabilities (Summer & Witmer, 2014). This can also be linked back to resources, the

ability to access resources to enrich these students learning and to The Disability

Educational Act as well as the Wellbeing Framework. Students with anxiety may need

to sit exams in a different environment than their peers, have regular beaks and

assessments on how they are coping. Some students maybe unable to portray their

understanding of concepts due to a deficiency, such as fine motor skill deficiency.

They need access to a different resource in where they can develop their learning and

a modification in assessment and learning outcomes must be made. An example of

this is using a protractor to measure angles in a math test. The student may understand

the concept of how to use a protractor and angles but is unable to show it. There has

to be a commitment to finding or following though adjustment and the continuing

need to an adjusted learning plan.

In summation, various acts of legislation allow students with diverse need to be

incorporated and included within mainstream schools. This also means that inclusive

education and overall adjustments to learning and outcomes are a right of the student.

Schools are now meant to be centres of inclusive knowledge, with support for staff

and students. Schools must now meet the needs of its students and give the teachers

the right tools and resources to extended all students to their best ability.

Reference List

Australian Government Department of Education and Training (DET). (2012).

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Australian Government Department of Education and Training (DET). (2015).

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NSW Department of Education and Communities (DES). (2015) The Wellbeing

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Foreman, P. (2015). Social justice principles, the law, and research, as bases for
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Roth, L. (2013) Autism Spectrum Disorder Briefing Paper No 5/2013.

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Education Act .(1872). Parliament of Victoria.

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