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Inclusive education
Inclusive education
Policies and legislation for inclusive education
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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.
As educators, it is important to acknowledge and implement these polices when planning activities/lessons/curriculum in the classroom. This essay aims to look at the different types of policies or legislations that Australia has and how they influence in the way schools or educators provide an inclusive educational experience for all students.
The Australian Federal Parliament has passed a number of laws which aim to protect people from certain kinds of discrimination in public life and from breaches of their human rights by Commonwealth departments and agencies. The Federal Disability Discrimination Act 1992 (DDA) was an act passed by the Parliament of Australia and provides protection for everyone in Australia against discrimination based on disability. Its objectives are to eliminate discrimination against a person with a disability and anybody associated with that person such as: relatives, friends or carers. It also aims to ensure that a person with a disability has the same rights as the rest of the community and to promote this equality with recognition or acceptance within the community.
To implement this Act successfully within a c...
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...ive and participate in a just, equitable and democratic global society. It also outlines that when schools embrace an inclusive education, students learn to respect and value differences within the community and they also develop equity within their own relationships (statement).
Educators need to ensure that they create a learning environment in the classroom that questions segregation and challenges social injustice, as this will develop the students’ skills to embrace equality. The classroom learning environment also needs to value, celebrate and respond to diversity. Furthermore educators should evaluate the curriculum, pedagogy and assessment they are using in the classroom, as this will provide evidence the interests, skills, knowledge and experiences of the diverse groups of students are central features and are catered for in the learning environment.
The Disability Discrimination Act of 1995 set out to end the discrimination people with disabilities encounter. The Act gave disabled people the right to employment, access to goods, facilities, and services and the right to buy and rent land and property. These rights came into force in December 1996, making treating a disabled person less favorably than an able-bodied person unlawful. Further rights came into force in October 1999, including the idea that service providers should consider making reasonable adjustments to the way they deliver their services so that people with a disability can use them. (The DDA...) However, despite these
The movement for inclusion in education has advanced since the years of special schools for children with disabilities. Although there have been significant changes to the laws protecting the rights of children with disabilities there remains an underlying debate as to whether these children should be in main stream classes. Most states and territories in Australia practice inclusive education, however this remains a contentious topic with differing attitudes. It is evident whilst many challenges remain, schools should implement and deliver quality programs that reflect best practice policies. Positive teacher attitudes, promoting diversity, modelling inclusion in the classroom and developing a sense of community by working in partnerships
Sands, D., Kozleski, E., & French, N. (2000). Inclusive education for the 21st century: A new
De Boer, A., Pijl, S.J. Minnaert, A. (2010). Attitudes of parents towards inclusive education: A
Peterson, J. Michael and Hittie, Marie Michael. Inclusive Teaching : Creating Effective Schools for All Learners. Pearson Publishing. (2003)
The implementation of policy and legislation related to inclusive education, thus being a focus on the diversity and difference in our society (Ashman & Elkins, 2009), would have vast implications on the way society views that which is different to the accepted “norm”.
It is an educator’s job to embrace and acknowledge the rich diversity all the children collectively bring to the classroom, while understanding that the children do not need to be treated the same because they are not the same as each other, but be respected and accepted for their differences. Inclusion is an essential; plank in the broad platform of social justice and raising achievement is a goal which all educators much hold for their pupils, It is important that early year professionals are aware of all different ways in which society constructs (Neaum 2010) this involves taking account children’s social cultural and linguistic diversity and including learning style, family circumstances, location in curriculum decision making process so all children are recognised and valued (Nutbrown and Clough 2006)
...e centre for studies on inclusive education (CSIE) that is an independent centre committed to promoting and encouraging full inclusion of students with SEN, and campaigns for the closure of special schools, believing special schools creates a barrier to a more inclusive society (Hall, 2002 and CSIE, 2014). however, many argue that full inclusion may not always benefit a child with SEN, Farrell (2009) states that the view that inclusion should be the primary aim of a school is flawed. Schools aim should be to educated children not include them. In agreement with this point Warnock (2005) argued that inclusive education needs to be rethought as the current process of inclusion is not working. Warnock also stated there was still a need for special education to be provide to children with SEN who could not have their educational needs met in a mainstream environment.
...d Inclusive Education in Ontario Schools: Guidelines for Policy Development and Implementation . Toronto, Ont.: Ontario Ministry of Education.
Diversity in classrooms can open student’s minds to all the world has to offer. At times diversity and understanding of culture, deviant experiences and perspectives can be difficult to fulfill, but with appropriate strategies and resources, it can lead students gaining a high level of respect for those unlike them, preferably than a judgmental and prejudiced view.
Inclusion is not a new idea, but has been rapidly gaining momentum within many disciplines internationally. Inclusive education is a term often associated with special education, and children with additional needs. However, inclusive education is about ensuring that educational settings allow for meaningful participation by all learners. Each child has their own unique identity, ways of doing things, strengths and weaknesses. Ministry of Education [MoE] (1998) states that teachers “should recognise that as all students are individuals, their learning may call for different approaches, different resourcing, and different goals” (p. 39, emphasis added).
In this essay I will reflect upon the inclusive learning environment, i intend on reflecting this by researching, reading, extending my own knowledge and a recent exemplar visit. The main issues i have chosen to cover throughout this essay are inclusion, children’s learning and the environment. Issues i will also cover are Special Educational Needs (SEN), Every Child Matters (EMC), Diversity and legislations. I intend on doing this by arguing, analyzing and discussing the inclusive learning environment. Inclusive learning environments can be varied from the school environment to the home environment. Both having a significant impact to a child’s learning. The environment within schools needs to be stimulating, creative and enjoyable for all children to learn in. Effective classroom organization, interaction between both staff and children are essential to the inclusive learning environment.
The policy under examination is the ‘Melbourne Declaration on Educational Goals for Young Australians’, written to ‘close the gap’ in all Australian schools (MCEETYA, 2008 p. 15). The policy outlines the need to address students who are either living with a disability, from a lower socioeconomic household or of Indigenous of Torres Straight Island decent. It is evident that students who are in this group are not achieving the same academic scores as their counterparts, thus requiring reformation to the way schools address these minorities. Further, the policy then goes on to outline different ways of addressing each of these minority groups. Firstly, the crux of addressing Aboriginal and Torres Straight Island students is by that teachers are
The world is currently undergoing a cultural change, and we live in an increasingly diverse society. This change is not only affect the people in the community but also affect the way education is viewed. Teaching diversity in the classroom and focusing multicultural activities in the programs can help improve positive social behavior in children. There is no question that the education must be prepared to embrace the diversity and to teach an increasingly diverse population of young children.
In Australia, teachers must be familiar with the many federal and state laws, regulations, and frameworks, which apply to inclusive education. At a national level, the following Acts and Standards protect students: the Commonwealth (Cwlth) Anti-Discrimination Act 2004; Cwlth Disability Discrimination Act 1992; Racial Discrimination Act 1975; Cwlth Sex Discrimination Act 1984; Human Rights Commission Act 1986; Australia’s ratific...