Inclusion of Children with Disability in Education System in Australia - Coursework Example

Inclusion of children with disability in education system in Australia Introduction The prognosis and the use of technology in the field has made tremendous advancement and the amendments in the constitutions, making special provisions to include all round welfare programs for the people with disabilities has facilitated equal participation in the socio-economic development of the country. Though the huge efforts made by the countries to facilitate and promote the participation of the people with disabilities have made significant mark, a lot of research needs to be done to include this segment with the mainstream education. The inclusion primarily refers to children with disability who study in the common classroom. In Australia ‘inclusive education has evolved from the notion of integrating students with disabilities into regular schools’ (Carrington & Holm, 2005, pp 155). Thus, there is also urgent need to understand and address the factors that prove to be the major obstacles that must be overcome before parents, teachers, students and administrators deem inclusion effective. The paper would be looking at various aspects of inclusion practices that may adversely impact effective implementation, especial in reference to Australian education system. Background The disability sector has long been considered as one of the least attended sector so far as empowerment of the people with disability are concerned. The paradigm of the societal perception has been that unintentionally, they have denied the basic human dignity of self respect and financial independence to a core sector that needs to come out of its shell of protected environment of pity and charity. ‘People with disability have historically been marginalized in education, employment and community living’ (Key & Dowrick, 2001, pp 3). This sector must be recognized as having potential to success, hand in hand with the rest of the population and having the ability of contributing substantially to the overall development of the society and nation as a whole. In the last few decades, the outlook towards disability and people with disability has undergone a dramatic change. The persons with disabilities have been accepted as individuals who have equal rights. They are being recognized as persons with potentials and as such, efforts are being made to provide them with opportunities to become financially independent. The changing socio-economic status of the people with disabilities has significantly contributed their empowerment. ‘Recognizing that people with disabilities are important contributors to society and that allocating resources to their rehabilitation is an investment’ (58 WHA, 2005). The governments are keen to promote policies and create facilitators so that disabled people become differently abled persons and contribute positively towards national growth. Inclusion of this segment needs to become critical part of education sector to promote equity. Indeed, ‘it starts with the belief that education is a basic human right and foundation for a more just society (Ainscow & Kaplan, 2005, pp 107). Needs to redefine disability Disability can be broadly defined as that limiting factor which inhibits a person to carry out his social obligation towards his family and society at large, due to some physical or mental impairment. The last few decades have seen significant changes in the understanding of the plight of the people with disability. Efforts have been made to overcome the prejudices of the people to acknowledge disabled person as an individual with equal rights and issues. ‘Human competencies interact with the environment in a dynamic reciprocal relationship that shapes performance. When functional limitations exist, social participation is possible only when environmental support is present’ (IOM1, 1997, pp 148). Major barriers to inclusion in inclusion in education Worrell (2008) has defined seven deadly ‘sins’ which can be looked upon as major obstacles to inclusive practices in secondary schools: Negative teacher perspectives; lack of knowledge regarding special education terminology, issues and laws; poor collaborative skills; lack of administration support; limited instructional repertoire; in appropriate assessment procedures; and conflict between scheduling and time management. These factors and issues have huge adverse ramifications for effective implementation of inclusion policy and programs within and outside the educational arena. Different governments across the globe have taken up the issue with serious follow up programs. They have initiated the formulation of guidelines and policy statement to promote participation of differently challenged children in the education. The paper would be taking up five main barriers that need to be addressed urgently. Five main barriers that need to be addressed Negative teacher perspectives Sensitization is a very important tool in creating appropriate atmosphere that would promote and inculcate the concept of equality and an innate sense of expectation from this sector as is the normal practice. The preconceived notions and negative perspectives about disability and for persons with disability are highly detrimental in the educational arena. Veck (2007, pp 141) has been vocal in his assertion that ‘labeling’ people significantly limits the understanding of the persons that can create a barrier to listening and block the wider perspectives of the issues. He says ‘when learners are not listened to, they are denied the opportunity to contribute, to enrich or to challenge the culture, organization and character of educational institutions’ (ibid., pp 142). Indeed, there seems to be distinct lack of awareness regarding the difficulties faced by the students with disabilities that prevents the teachers in effective delivery of their goals of teaching. Thus, educational leadership is seen as the most important tool to contribute towards the successful implementation of the changes. Lack of knowledge regarding special education terminology, issues and laws One must understand that society of any region or place comprises of people with diverse socio-economic factors due to their different financial status or their individual needs that may or may not conform with a predefined dictums of the society. Hence the minority that may be different from the mainstream population but requiring equal attention may be left out from the normal benefits of the states. The social policies that have hitherto, consciously or unconsciously promoted exclusion of such segments of the society from contributing to the overall development are in the process of evolving new criteria. The awareness and the understanding of the laws, issues and special education are important so that not only appropriate state social policies can be formatted but can be implemented with equanimity and peace so as to meet the needs of students with various forms of tangible and intangible disabilities. ‘Disability is not the defining aspect of a person, just one facet of the many qualities and experiences that shape us all. By being aware of and incorporating inclusive communication skills into our everyday exchanges, we increase our chances of positive and effective interactions with all people’ (McLean, UOM, 2005, pp 1). These are important ingredients of interactive modules that facilitate improvement and improvisation of inclusive practices within the education system and society at large. Poor collaborative skills Looking at the seriousness of the problems, the role of statutory and non statutory bodies becomes crucial. The government alone cannot solve the problems that have emerged as a result of globalization and advancing technology. Hence, the involvement non statutory bodies, both at the planning and implementation stage, have become essential. Their collaborative efforts are required for formulating effective strategies and policies to deal with the problems. The proactive participation of the general public in the implementation of the government’s strategies became a reality through the sincere efforts of non statutory agencies. Scholars argue that ‘teachers as collaborators’ need to encourage students participation and use ‘research informed pedagogy to build knowledge conditions’ (Deppeler, Loreman & Sharma, 2005, pp 120). In Australia, UK and US, perception of disability has undergone a drastic transformation. The challenges of the not so visible disabilities, like learning disability, has been taken up on priority basis, mainly because of the initial intangibility of the problems, which are not only difficult to segregate but which are proving to be equally complex to understand and interpret. The social model of disability has become much more popular and effective because of its inherent sensitivity towards the external factors that influence the level of disability in the person. Though Terzi in her article says ‘the social model presents a partial and, to a certain extent, flawed understanding of the relation between impairment, disability and society’ (Terzi, 2004, pp 142), she nevertheless agrees that ‘the social model acts as a powerful and important reminder to face issues of inclusion as fundamental, moral issues’ (ibid., pp 143). Lack of administration support The major challenges to inclusive practices in education system are the lack of appropriate infrastructure, curricula, teaching methodology and lack of trained teachers (Pearce & Forlin, 2005, pp 94). These barriers constitute major blocks in the effective inclusion practices and promote widespread discontent amongst the various stakeholders within and outside the educational fraternity. The system must ensure accessibility options that allow people with different types of disability to enable options that best suit their needs so that they are able to easily make use of the facilities offered by the system. This is one of the most important key issues that facilitates empowerment of the people with disability and creates requisite environment that promotes self confidence in their abilities to use and exploit the opportunities, provided by the technology boom. Web is another important area which provides accessibility to information in a widely diverse area. ‘Web has become a commodity that everyone has to have and everyone needs to use because it is built upon the most important commodity of the next millennium: information…it is vital that web is accessible to everyone’ (Paciello, 2000, pp 11). Limited instructional repertoire The application of technology in the field of education has especially been a great asset in improving the overall standard of education and learning methodologies. The wide scope of the computer and computer technology has necessitated the urgent need for global awareness for introducing computer as an intrinsic part of part of education. The wide ranging implications of the use of technology in education, has been an ongoing concern of the authorities who have continued to introduce better learning facilities and optimize the learning process leading to quality education. The inclusion of computer technology in the curricula has greatly facilitated the reading, writing and comprehension skills of the students, including those with special need. The use of technology has greatly facilitated teaching to students with special needs. The learning aids and devices, developed especially for such students have helped to improve the quantitative and qualitative education for this segment of students. The process of integrated learning with the help of internet while applying new collaborative techniques has had overwhelming positive response from the parents as well as the from the students. The use of modern technology in the classroom has effectively reduced the dropout rates of students with special needs. Recommendations The use of technology has greatly facilitated teaching to students with special needs. The learning aids and devices, developed especially for such students have helped to improve the quantitative and qualitative education for this segment of students. The process of integrated learning with the help of internet while applying new collaborative techniques has had overwhelming positive response from the parents as well as the from the students. The use of modern technology in the classroom has effectively reduced the dropout rates of students with special needs. Creating awareness and sensitivity towards the disabled people and disseminate information regarding myths and prejudices that are detrimental to the growth of society as a whole. Need to project their image as ones who are able to contribute constructively to the socio-economic development of the society. Facilitates better understanding of the challenges faced by the persons with disability and everyone associated with them. Encouraging collaborative efforts from the various stakeholders like parents, teachers, students and administrators so that children can be effectively included into the education system. Apart from the improved infrastructure and accessibility, the role of social workers as facilitators in the process of empowering the disabled population is extremely important. Social workers and volunteers are integral parts of the implementation of the policies and plans of the government. Educational leadership needs to be promoted because teachers as leaders not only provide an intangible stability among the students coming from cross cultural value systems and facilitate their integration with the system, but they are also known to promote collective vision of the institute and provide the necessary impetus to the students to strive towards it. The teachers as leaders, provide facilitating platform for various aspects of the interactive elements of the education, which may comprise of diverse ideologies and personal conflicts of the individuals and helps in adjustment to work together to produce a cohesive output representing the institute’s unique objectives and goals. Pather (2006) asserts that ‘change is seen as dependent on participation of all partners in education, beginning with teachers in schools, and participation is viewed in turn as the ability of individuals to voice a shared agenda to effect and involve themselves in necessary and desirable change’. (2124) Reference Ainscow, M. & Kaplin, I. (2005). Using evidence to encourage inclusive school development: Possibilities and challenges. Australasian Journal of Special Education, 29(2), 106-116. Carrington, S. & Holm, K. (2005). Student direct inclusive school development in an Australian secondary school: An example of student empowerment. The Australasian Journal of Special Education, 29(2), 155-171. Deppeler, J., Loreman, T. Sharma, U. (2005). Improving inclusive practices in secondary schools: Moving from specialist support to supporting learning communities. The Australasian Journal of Special Education, 29(2), 117-127. Institute of Medicine (IOM). (1997). Enabling America: Assessing the Role of Rehabilitation Science and Engineering. Available from: [Accessed on 14 March 2010]. Keys, Christopher, B and Dowricks, Peter, W. Ed.(2001). People with Disabilities: Empowerment and Community Action. Haworth Press Inc. McLean, Dr. Patricia. (2005). Strategies for Inclusive Communication. University of Melbourne. Paciello, Mike. (2000). Web Accessibility for People with Disability (R & D Developers series). USA. CMP Media Inc. Pearce, M. & Forlin, C. Challenges and potential solutions for enabling inclusion in secondary schools. The Australasian Journal of Special Education, 29(2). 93-105 Pather, S. (2007). Demystifying inclusion: Implications for sustainable inclusive practice. International Journal of Inclusive Education, 11(5 & 6), 627 - 643. Terzi, Lorella. (2004). The Social Model of Disability: A Philosophical Critique. Journal of Applied Philosophy 21 (2), 141–157. Veck, W. (2007, October). Listening to include. International Journal of Inclusive Education, 1-15. Worell, J. L. (Writer) (2008). How secondary schools can avoid the seven deadly school "sins" of inclusion. American Secondary Education. 36, 43-56. 58 World Health Assembly. 14 April 2005. WHA58.23. pp108. Available from: [Accessed on 14 March 2010]. Read More