Professional Documents
Culture Documents
Assignment 1 Inclusive Education Callum Lofts
Assignment 1 Inclusive Education Callum Lofts
19277194
Assignment 1: Inclusive Education in the Modern Day Classroom
views of society at the time. It is pertinent then to reflect on the demands of education
in the contemporary context and understand what values, objectives and skills society
demands that teachers teach. It may be even more critical to ask what types of
students are being taught. In the context of modern Australia, society has become a
melting pot of cultures, values, and people and therefore the demand for more
inclusive educational curriculums and modes have increased (Lipsky & Gartner,
1996; Ferfolja, Diaz & Ullman, 2016). This is particularly highlighted with the
teachers are able to include, differentiate and foster the potential of all students, which
includes students with disabilities (Fisher, Sax, Pumpian & Rodifer, 1997). Thus,
education over successive decades (Graham & Jahnukainen, 2011). While this is a
such as the Disability Act 1992, the challenges of classroom teachers remain current,
Khoaeane & Naong, 2014). Many teachers find themselves either overwhelmed or
under resourced so the question pertains: how does a classroom teacher effectively
investigate this the concepts of universal design and the ideologies of inclusive
education will be discussed, as well as legislative and human rights frameworks all
often been discriminatory and horrific because of the legacies of the traditional
and medical models, which viewed disability from a deficit (Lindsay, 2003). For
have been the reason for their children’s disability (Rotatori, Obiakor & Bakken,
Konza (2008) described the practice of segregation in school classrooms for students with
disabilities. It was believed that removing students with disabilities from maintstream
classrooms was for their benefit as they could not access nor overcome the pressure of the
work (Dunn, 1968). Modern thinking on this issue however, shows this to be a
Deppeler & Harvey, 2011) so all students can have opportunity of access and
succeed.
regardless of need, ability or desire (Munyi, 2012). They were often taken away
from their families and broader society and with this came stigmatisation of
people with disabilities including those with ASD (Historic England, 2018; Dunn,
1968). This deficit model led to diminished opportunities for those with
result of this effect, there have been many movements within education to
(UNESCO, 1960; Loreman, Deppeler & Harvey, 2011). Empirical evidence supports
inclusion as it has positive outcomes socially and academically for all students
education overall (Cole, Waldron & Majd, 2004). This movement towards inclusivity
education settings, where students with a disability can enjoy quality education with
their peers (United Nations, 2006). This is further supported by the Salamanca
Statement which entails that all children have the right to access quality education,
with education systems catering to their diversity (UNESCO, 1994). This has been
echoed across the world for example, Australia has implemented the Disability
(Department of Education and Training (DET), 2012a; DET, 1992). These two
disability and thus, schools and teachers can not neglect their responsibility to
education all students, including those with disability (DET, 1992). The aim is to
remove barriers and allow students with disabilities, including those with ASD access
education, which through consultation with parents and relevant organisations has
In contemporary classrooms it is expected that teachers listen to the diverse needs of students
as effective learning emerges when teachers are responsive to individual needs ( DET, 2015).
As students with disabilities (particularly those with ASD) increase in the mainstream
school population it is essential for teachers to have the skillset and competencies to
Callum Lofts
19277194
modify, adapt and develop inclusive ways for them to access their learning (Spirko,
2015; Ferfolja, Diaz & Ullman, 2016). Examples of inclusive pedagogy include
environment requires the teacher to have strong content knowledge of which its
2011). For example, in English, students with disabilities, particularly those with
ASD, have benefited from peer support, or mixed ability group based learning,
their needs could be increasing the font on worksheets or create visual cue card
prompts associated with the themes and concerns of a text (Loreman, Deppeler
Looking specifically at the needs of students with ASD we can provide a case for
Professional Standards for Teachers (APST), 2017). This can prove a challenge
negative as they move into their careers prompting for more rigorous
essential for teachers to teach for inclusion as they are not just teaching content but
awareness is vital for both teachers and students as it creates respectful and
It has been noted that students with ASD have become one of the most
mainstream classrooms (DET, 2012). For students of ASD and their teachers the
behaviours can prove to be challenging in the classroom and it is vital that teachers
have the relevant skillset and structural support to respond adaptively. This begins at
the school level where teachers can collaborate with staff, parents and relevant
improve on their learning (Loreman, Deppeler & Harvey, 2011). For example,
Callum Lofts
19277194
when creating Individual Learning Plans (ILP) it is best practice to consult with
strategies for teaching and learning (Loreman, Deppeler & Harvey). This
important, which focuses on the ability of the student not the disability (Elder,
Rood & Damiani, 2018). With this in mind, various accommodations and
adjustments can be made for students with ASD. For example, tasks in an English
class can be tailored to individual needs; gifted students could be given a complex
short story writing task, students of average abilities given a modified version,
write a poem around a theme for the creative writing task (Hoogveld, Paas, &
various modes, based on student strengths. For example, students could respond
to questions orally or through digital mediums (Hoogveld, Paas, & Jochems). The
teacher can then assess students responses based on their strengths and this
what teaching strategies are effective compared to others. Here the teacher can
teaching and thus learning is taking place that enables all students to succeed.
It is vital with all these strategies to employ inclusive design and differentiation
& Harvey, 2011). This is mandated from department policies to the Australian
diverse backgrounds and abilities, including those with ASD (APST, 2017). To
adapt to these demands, teachers, could for example, develop learning content
from a text, to be adapted to various media and print types. Learning for
instance, Romeo and Juliet a teacher can use the text as a basis to show various
multimodal texts (Yearta, Jones, & Griffin, 2014). The text could also be used
(ZDP) where students act out the parts (Poehner, 2012). This allows for
Further, the classroom environment itself can be adapted based on the principles
student with ASD, by having them sit near the teacher, to monitor their learning,
next to a more competent peer as so to ‘role model’ behaviour and also sit them
noises from machines, such as the air-conditioned (Loreman, Deppeler & Harvey,
sound pedagogy and teaching and is not just effective for students with
Callum Lofts
19277194
disabilities but for all students, no matter their needs (Ferfolja, Diaz, & Ullman,
structural and pedagogic changes at the school, classroom and community level
(Loreman, 2007). This is vital for not only students with ASD but also all students.
The principles are: Developing effective policy and leadership, collaborating with
These strategies encompass the school, community and classroom level and have
teaching includes inclusive strategies naturally however, for any teacher that wishes
give crucial guidance in order to prepare schools and teachers for the diverse learning
option. Empirically, the summation is definitive, as it has been shown that the most
and is the best evidence based, morally and ethically appropriate approach (Dunn,
1968). Having students of all abilities work together in collaborative, open classroom
benefit from working each other (Moin, Magiera, & Zigmond, 2009). This also
helps create a culture of tolerance within the school, where all people are accepting of
different types of students and their strengths (Boyle et al., 2011). Ultimately, it is
vital to change the culture of education from exclusive to inclusive as this benefits all
students and more broadly society as a whole (Loreman, Deppeler & Harvey, 2011).
With an array of pedagogic strategies and supports for teachers, it is essential that
their teaching embody responsive strategies, with the belief that all students,
References
https://www.aitsl.edu.au/teach/standards
https://www.autismspectrum.org.au/content/what-autism
Avramidis, E., & Norwich, B. (2002). Teachers' attitudes towards integratio inclusion:
17(2), 129-147.
Boyle, C., Sriven, B., Durnin, S. and Downes, C. (2011) Facilitating the learning of
10.1080/1359866X.2011.588312
Cole, C., Waldron, N., & Majd, M. (2004). Academic progress of students across
Demanet, & Van Houtte. (2012). Teachers' attitudes and students' opposition:
dt-content-rid-
27408556_1/courses/102084_2018_2h/Disability%20Discrimination%20Act%2
01992.pdf
https://www.education.gov.au/disability-standards-education-2005
bd87-ffea7e3fd1d8/1/ESES%20-%20Learning%20%26%20Support.pdf
https://docs.education.gov.au/system/files/doc/other/planningforpersonalisedlea
rningandsupportnationalresource.pdf
http://www.jstor.org.ezproxy.uws.edu.au/stable/pdf/1179791.pdf?refreqid=exce
lsior%3A3725e79a1ac16c7d48ebb16fcb8fb237
Elder, B., Rood, C., & Damiani, M. (2018). Writing strength-based ieps for
the high school reform agenda. Education & Treatment of Children, 20(1),
59.
Historic England. (2018). The right to education: The growth of the 'special' school
https://historicengland.org.uk/research/inclusive-heritage/disability-
history/1914-1945/the-right-to-education/
to the challenge. Learning and the learner: exploring learning for new times
Lipsky, D., & Gartner, A. (1996). Inclusion, school restructuring and the
96.
Loreman, T., Deppeler, J., & Harvey, D. (2011). Inclusive education: Supporting
Loreman, T. (2007). Seven pillars of support for inclusive education: Moving from
com.ezproxy.uws.edu.au/science/article/pii/S0742051X05000065
Moin, L., Magiera, J., & Zigmond, K. (2009). Instructional activities and group
sds.org/%20article/view/3197/3068
Poehner, M. (2012). The zone of proximal development and the genesis of self
Rotatori, A. F., Obiakor, F., & Bakken, J. (Eds.). (2011). History of special education.
proquest-com.ezproxy.uws.edu.au/docview/1734891747?accountid=36155
10.1080/00228958.2015.988559
Callum Lofts
19277194
UNESCO. (1960). Convention against discrimination in education 1960. Retrieved
from http://portal.unesco.org/en/ev.php-
URL_ID=12949&URL_DO=DO_TOPIC&URL_SECTION=201.html
UNESCO. (1994). Salamanca statement and framework for action on special needs
https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-
persons-with-disabilities/guiding-principles-of-the-convention.html
Yearta, L., Jones, J., & Griffin, J. (2014). Focus on inclusive education: