Through mandatory acknowledgement (Disability Discrimination Act, 1992) of individuals previously segregated in our education system, the government, who operate on behalf of the people, have publicly proclaimed inclusion for all. When children with disabilities, disadvantage or learning difficulties are incorporated into the regular schooling domain a more realistic version of community is subscribed to. As a consequence, the more we are confronted with difference, the greater our threshold to accept and embrace it.
As a community we enact tangible proclamations of our values in the form of legislation and policies. Furthermore the public education system reflects what we, as a community hold in esteem whilst embodying our hope for the future. Education Queensland’s (EQ) Inclusive Education Statement (2005) clearly articulates a commitment to quality teaching and learning that actively enables immediate and long-term achievement for young people regardless of circumstance. Based on a social justice and equity model, inclusion in schools presents as distinct promotion of social change. Perceptions of previously marginalised persons as being without value is now challenged, as we are encouraged to acknowledge each unique individual in direct opposition to the stereotype. The status quo is shifting, so too must our ideals and attitudes in order to accommodate this shift.
The belief that every child deserves success, consistently reiterated by Ashman and Elkins (2009) regardless of their physical, mental or environmental situation means schools as part of the community network must ask for and accept varying levels of support. EQ (2005) suggests inclusive education is “about building communities that value, celebrate and respon...
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Queensland Education. (2005). Inclusive Education Statement. Retrieved 7th March
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http://education.qld.gov.au/studentservices/learning/docs/inclusedstatement2005.pdf
Zundans, L. (2006). Policy and its impact on inclusion in Australia. The Australian
Teacher Education Association Conference was held at The Esplanade Hotel,
Fremantle, 5-8 July, 2006. Retrieved 8th March 2010 from Informit.
Other Resources/Bibliography
Australian Human Rights Commission. (2010). D.D.A. Guide: Getting an Education.
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http://www.hreoc.gov.au/disability_rights/dda_guide/getting_/getting_.html
Erwin, J. (2004). The Classroom of Choice: Giving students what they need and getting
what you want. Alexandria, USA: Association for Supervision and Curriculum Development.
Sands, D., Kozleski, E., & French, N. (2000). Inclusive education for the 21st century: A new
What do we do with children with disabilities in the public school? Do we include them in the general education class with the “regular” learning population or do we separate them to learn in a special environment more suited to their needs? The problem is many people have argued what is most effective, full inclusion where students with all ranges of disabilities are included in regular education classes for the entire day, or partial inclusion where children spend part of their day in a regular education setting and the rest of the day in a special education or resource class for the opportunity to work in a smaller group setting on specific needs. The need for care for children with identified disabilities both physical and learning continues to grow and the controversy continues.
Sapon-Shevin, M. (2008). Learning in an inclusive community. In J. W. Noll (Ed.), Taking sides: Clashing views on educational issues (17th ed.) (pp.226-232). New York, NY:McGraw-Hill.
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
De Boer, A., Pijl, S.J. Minnaert, A. (2010). Attitudes of parents towards inclusive education: A
Retrieved Feb 6, 2010 from http://www.newsforparents.org/experts_. Inclusion_pros_cons.html Villa, Richard A., Thousand, Jacqueline S. (1995). Creating an inclusive school environment. Alexandria, VA: Association for Supervision and Curriculum Development. Card, Toby.
...d Inclusive Education in Ontario Schools: Guidelines for Policy Development and Implementation . Toronto, Ont.: Ontario Ministry of Education.
Through the development of Inclusive Education it is possible that children grow up to be more accepting of differences, where once the notion of something “different” and “separate” could cause caution, fear and ridicule. There are multiple policies and processes present within our society supporting inclusivity and the right every child regardless of their special needs or difficult circumstances has to an education. The Salamanca Statement developed world wide in 1994 states every child’s right to an education. In support of this policy the Commonwealth Disability Discrimination Act (1992) sets disability standards in our education system and the Melbourne Declaration (2008) further attempts to promote equity and excellence within our schools.
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.
Munro, J. (2008). Education systems and services. In A. Ashman & J. Elkins (Eds.), Education for inclusion and diversity (3rd ed.). Frenchs Forest, NSW: Pearson Education Australia.
Inclusion in classrooms is defined as combining students with disabilities and students without disabilities together in an educational environment. It provides all students with a better sense of belonging. They will enable friendships and evolve feelings of being a member of a diverse community (Bronson, 1999). Inclusion benefits students without disabilities by developing a sense of helping others and respecting other diverse people. By this, the students will build up an appreciation that everyone has unique yet wonderful abilities and personalities (Bronson, 1999). This will enhance their communication skills later in life. Inclusive classrooms provide students with disabilities a better education on the same level as their peers. Since all students would be in the same educational environment, they would follow the same curriculum and not separate ones based on their disability. The main element to a successful inclusive classroom, is the teachers effort to plan the curriculum to fit all students needs. Teachers must make sure that they are making the material challenging enough for students without special needs and understandable to students with special needs. Inclusive classrooms are beneficial to students with and without special needs.
Inclusion has become increasingly important in education in recent years, with the Education for Persons with Special Educational Needs Act being passed in 2004 to ensure equality in our system. In summary, inclusion is the idea of there being no child...
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...
Thus, in this paper I refer to it in relation to its goals for students with disabilities. Drawing from Artiles, Kozleski, Dorn and Christensen (2008) and Slee (2011); the main objectives of Inclusive education are; to create a social and educational environment where students with various disabilities are included in the regular schools with their peers, enhance the school staff and students’ acceptance of all students as well as maximise student participation and increase the achievement of all students. On the contrary, the idea behind traditional special education is that schooling for students with disabilities is most effective when provided in a separate setting with special education experts, and that disability labels are inevitable and beneficial (Slee,
Whether born from ignorance, fear, misunderstanding, or hate, society’s attitudes limit people from experiencing and appreciating the full potential a person with a disability can achieve. This treatment is unfair, unnecessary, and against the law (Purdie). Discrimination against people with disabilities is one of the greatest social injustices in the country today. Essential changes are needed in society’s basic outlook in order for people with disabilities to have an equal opportunity to succeed in life. To begin with, full inclusion in the education system for people with disabilities should be the first of many steps that are needed to correct the social injustices that people with disabilities currently face.