Inclusive Education in Australia - Literature review Example

Running Head: Inclusive Education in Australia Inclusive Education in Australia Name Course Lecturer Date Similar to many of developed countries, Australia faces issues in special education. However, considering it geography and sheer size, the country has developed numerous and diverse approaches to working with learners with disabilities or any form of special needs. Each territory within Australia has a jurisdiction and explanation of the federal standpoint and each has liability for education as dictated in the Australia constitution (Christina & Kraayenoord, 2007). This Paper looks at the philosophy of full inclusion, by looking at legislation, inclusive school phenomenon, role of teachers, parents and other stakeholders in aiding inclusion. Additionally, strategies for collaboration, adjusting and accommodating inclusive education will be discussed. Education is one of the major areas of concern for children with disability, and their families respectively (Christina & Kraayenoord, 2007). Parents are immensely concerned that only a few opportunities are available to develop and enrich their children through education (Forlin & Lock, 2006). However, the laws governing the inclusive education are increasingly evident, to aid in curbing discrimination. Globally, the United Nations conventions of the right of persons with Disability and the Rights of the Child, state explicitly that any child with disability is entitled to receive free, quality and inclusive education. As matter of fact, Australia is a party and near collaborator to these conventions, in addition to established state and commonwealth legislation on discrimination of people with disabilities (Keefe-Martin, 2001). In Australia, the laws governing disability are embedded in the Human Rights and Equal Opportunity Commission of 1994. This Act defines disability as totally or partly loss of functioning bodily or mentally, persons who have lost any body parts, deformity, malfunction or defect in any body part, having infections or non-infectious illnesses and diseases, disorder or a malfunction which causes learning differently from the unaffected individuals, and finally, having a condition that affects ones thinking, relating, and in functional behaviors (Keeffe-Martin, 2001). In regard to education, the laws on education for people with disabilities are embedded in Prohibition of Disability Discrimination Act, 1992 and Disability Discrimination Act of 1992. Thus, these acts entitle learners with disability admission to a school, unlimited access to educational benefits without discrimination, not subjection to harm or expelling them. The acts also ensure educational providers do not present curriculum materials that exclude persons with disabilities, or harass them, or discriminate them in areas of accommodation or in any other premises (Keeffe-Martin, 2001). The competing diverse needs of people with special needs and disabilities necessitated diverse viewpoints on inclusion. Smith (2000), argued that rather than concentrating on whether children with special needs and disabilities should be in special schools or mainstream, the focus should change to how quality is the education and the support given to them. Warmock (2005) expresses the same proposal that special schools or mainstream will not help if the right care and provisions are not given to the right people. Currently, the philosophy of full inclusion in Australia has been implied and unambiguous. To fully exercise the philosophy of full inclusion, students with disabilities and special needs have been enjoined in mainstream. The argument is that environment offering special education can be created within mainstream schools. However, various scholars have critiqued the provision citing problems in special skills for both financial and human, in addition to financial resources needed to achieve the same. Thus, these scholars have argued that to term the philosophy of inclusions to be a place rather than a process is a misconception (Warnock, 2005). Accordingly, Christina and Kraayenoord, (2007) asserts that the concept of inclusive school should not where student belongs, or expect to be taken care of, or supported by entire school community, but where their exact need is understood. Smith (2006), observes that, for a school to be termed inclusive, it has to exhibit various features that identify, and respond to student various needs. According to Watson (2009) inclusive schools must have facilities and services accessible equally for both children with and those without disabilities. The facilities range from classroom structures, accommodation, catering services, washrooms and other premises. In regard to services; enrolment, curriculum programs, assessment or certification, and in use of equipment and specialist services must be easily available for student with special needs. Additionally, the environment must is collaborative. In other words, the main feature of an inclusive school is one that has no boundary in service and facility provision. Different children have differences in learning and behavioral practices in and out of school. Special needs and disabilities can range from mental, to eating disorders, levels of academic capacities, age, background, culture, addiction issues and background. Students` special needs are different, and determine the manner in which they react. With this understanding, establishing management procedures to meet the specific needs of students who require additional support in academic, social, and behavioral domains is imperative. To be able to meet these needs, first the need must be identified. As such, the first and primary role of both parents and teachers is to identify the need. The needs may be identified through sources such as school records, consistent testing, observations, and medical reports, among others (Anderson, 2006). Additionally, a discussion between parents and teachers helps in understanding of the underlying issue (Keeffe-Martin, 2001). For children with academic problems teachers and learning support persons can rely on life skills guide material. This helps teachers in planning collaborative support, which seeks to know the individual child educational need. As a result an educational plan for every individual is generated (Anderson, 2006). This strategy of learning will involve the teachers, parents, learners, among other stakeholders to be abreast with student’s interests, strengths, and abilities. Speaking to child and the parent together aids in gaining the child background abilities in class work. Continuous checking and updating ones school records helps in meeting their needs. In the case of social and behavioral needs, it may take more than the teacher or parents. Social needs may arise from disabilities but also emphasized by ones background, culture and age. Consequently, for the philosophy of inclusion to be full practical the entire school community must be involved in supporting these children. This way, they learn how to talk with others, what may be brought to school, and learn practical activities. A companion or partner may be assigned to each child to discuss with them problems or expected solutions (Watson, 2009). Anderson (2006), asserts that creating parent-professional partnership programs can be an imperative strategy. The collaboration assists both parties in helping the child with special needs. Actually, lessons that educate special education professions can be co-taught by instructors, and parents that have children with special needs. Secondly, co-training on special education could be given to parents and teachers, the manner of collaboration, as well as positive interventions on behavioral issues. Thirdly, formation of policy groups in state and local level that have representation coming from both parties who come together for a common goal of solving the common issues. Fourthly, the strategy of parents as trainers and teachers as trainers is essential. Parents will indulge in reviewing the materials developed for training by professionals in order to ensure they meet the requirements of special needs. Likewise, for effective parent presence, school staff may get outreach, diversity inclusion, and engagement strategies. Moreover, parent to parent to professional model strategy is an essential. By so doing, parents help parents and identify with each other. Professionals also get to know what parents feel about their services. Henceforth, professional gets a chance to improve their services, by hearing what parents would want to be done (Anderson, 2006). Initially, having the exact skills and being able to accommodate inclusive classroom challenged teachers, who felt their skills in accommodating children with disabilities were inadequate. Essentially, their main concern lies in inclusion training, provision of curriculum materials appropriately, nature of current accessible resources, as well as the shape of buildings structures for inclusion. However, the government involvement made it easier for teachers (Forlin & Lock, 2006). Moreover, enjoining of special groups such as Australia Special Education Principals Association founded in 1997 (ASEPA), has played a major role in supporting education for learners with special needs and disability. This aimed at meeting the needs of children with disability and special needs through; developing professional leaders to handle this area, providing students with special needs full range service in education from inclusion to placement in special schools, finally embarking on research and studies in regard to special education (Forlin & Lock, 2006). Furthermore, the curriculum provided teachers with more support and opportunities and collection for inclusive learning. To achieve intended academic and personal growth for students with special needs, various learning and teaching strategies such as assistance technology (AT), collaborative curriculum planning, individual educational plan, and the universal design for Learning (UDL) are employed in the practice. For strategies relying on technology such as UDL and AT, learners get a chance to engage in more flexible learning instructions that enable them do better. AT mainly aids with a functional capability by increasing, enhancing or maintaining the acquired skills. AT device can range from any product, equipment, or machinery which customized, tailored to enhance children learning capabilities (Forlin & Lock, 2006). Conclusively, as established above, vast researches supports the philosophy of inclusion. Simply put, a well planned and implemented inclusive education will offer tremendous outcome. This therefore calls for collaboration of parents, teachers, students and entire school community to work together for the common goal. By so doing, outcomes of the full inclusion in Australia will be increasingly evident. References Anderson, C. (2006). Working together: A parent’s guide to parent-professional partnerships and communication within special education. Minneapolis, MN: PACER Center. Christina, E. &. (2007). School and Classroom Practices in Inclusive Education in Australia. Childhood Education Vol 83, Issue 6 , 390-400. Forlin, C. &. (2006). Employing Technologies to Engage Students With Diverse Needs in Rural School Communities. The Australian Journal of Teacher Education , 1-100. Martin, M. K. (2001). Legislation, Case Law and Current Issues i n Inclusion: An Analysis of Trends in the United States and Australia. Australian and New Zealand Journal of Law and Education Vol, 6 Issue, 1 and 2 , 25-46. Smith, M. (2006). Teachers Urge Rethink in Inclusion on Policy . London: Education Gurdian. Warnock, M. (2005). Special Education Needs; A New Look. London: Philosophy of Education Society of Great Britain. Watson, L. (2009). The Challenge of Social Inclusion. Canberra: University of Canberra. Read More