Professional Documents
Culture Documents
Inclusive education involves the inclusion of all students, including the disabled students, within the
school and classroom environment. This involves no students being segregated from other peers
their own age, with classroom learnings providing a variety of different approaches and tasks in
order to allow for the inclusion of all students learning needs (Farrell, 2000). This paper will discuss
the changing views and policies associated with inclusive education within Australian history,
focusing specifically on the impact of the Commonwealth Disability Discrimination Act 1992 and the
Disability Standards for Education 2005. Next the paper will address the issues related to
incorporating inclusive education with Australian classrooms along with the research supporting the
inclusion of inclusive education within Australian schools. Finally this paper will address a common
disability within Australian schools, Autism Spectrum Disorder (ASD), and outline various approaches
teachers can incorporate in order to address the learning needs of students experiencing ASD and
other disabilities.
Inclusive approaches to education for children with disabilities in Australian schools began to
emerge around the early 1970’s (Forlin, 2006). Prior to this student with disabilities would be
required to attend separated special schools aimed at catering for their needs, with the public school
system purely providing learning for those students who the education system deemed capable
(Loreman, Deppeler, & Harvey, 2005). Chaves (1977) states that these separated special schools
were not designed in order to assist in the education of disabled student’s based on their needs, but
purely due to the fact that they were not wanted in the normal public schools. The change towards
including disabled students within regular school in the early 1970’s came about thanks to policies
introduced by the Australian government aimed at increasing student’s access and equity within the
Australian education system. These policies and reforms were implemented based on findings
stated in the Karmel Report, 1973 and the Disadvantaged School Program, 1975 (McInerney, 2003).
The Karmel Report recommended the Australian Government provide support and funding for
schools within Australian in order to allow for the integration of students with disabilities into the
general education system (Forlin, 2006). Areas addressing the need for these changes recommended
within the reports, focused on the social justice issues related to separating students with disabilities
from other students, along with the effectiveness of these separate schools in providing adequate
Although polices were being implemented within the education system, it wasn’t until the Australian
Government created legislations such as the Commonwealth Disability Discrimination Act 1992 and
later the Disability Standards for Education 2005, that schools could no longer legally discriminate
against students with disabilities (Forlin, 2006). The Commonwealth Disability Discrimination Act,
1992, created laws against the unfair treatment and discrimination against any person due to a
disability, including within the education system. The Disability Standards for Education, 2005, were
constructed from the Commonwealth Disability Discrimination Act, 1992, identifying standards
educational areas. These standards outline a number of educational criteria which must be available
to all students who experience disabilities including factors such as; equal opportunities for
enrolment into educational institutions, equal chance of participate in all courses and activities,
adequate support services, and an environment free of harassment and victimisation for all students
with disabilities (Australian Government Department of Education and Training, 2015; Australian
The effect such policies have had on the attendance of disabled children within regular schools can
be observed from statistics provided by Vinson (2002). Vinson (2002) reports that in 1988, only 7.8%
of the Australian disabled student population were attending regular schools within the Australian
education system. However with the introduction of specific polices such as the Commonwealth
Disability Discrimination Act 1992 along with increased government funding, by 2002, this number
had increased to 47% of the disabled student population attending regular schools within the
Australian education system. This increase in disabled students attending regular school has resulted
in a decrease in the number of special school, along with an increase in responsibility for regular
schools and teachers in order for these schools to be able to accommodate for these disabled
Although polices and legislations state that education institutes must provide equal opportunities for
students with disabilities, the integration of these students within schools and classroom activities
can be very different. It is not uncommon for disabled students to be accepted into a regular school,
however never actually spend time learning in the same classroom as their peers (Farrell, 2000).
Farrell (2000) states that in order for a disabled student to be truly included within the education
system they must be provided with a complete and active role within the mainstream school. The
reason for this lack of true inclusion within schools and classrooms can be attributed to a number of
different reasons. One reason can be associated with teachers work load being increased, with
beliefs being proposed that in order to adequately address disabled students learning needs, other
areas and students learning will suffer (Artilies, 2003). Burge (2017) also reports the concerns of
teachers and parents relating to the inclusion of certain disabled students due to potential effect
they may have on other students learning. Artilies (2003) believes that due to school and
government based performance indicators and goals, teachers and schools have increased pressure
to focus on the learning of the majority of students, placing less emphasis on the students that are
struggling or need additional assistance such as disabled students. Therefore the need for a change
in views regarding the inclusion of disabled students within the regular education system is required.
In order to change the views of teachers, schools and parents many research articles have been
published outlining the benefits of inclusive education. While most research recognises the fact that
certain disabled students will not achieve the same educational results as other peers, they still
experience academic and social benefits (Downing & Peckingham-Hardin, 2007). The academic
benefits for disabled students that have been found through inclusive education include an increase
in engagement towards learning, leading to an improvement in academic related skills such as
decision making (Hunt, Farron-Davis, Beckstead, Curtis, & Goetz, 1994; Salend & Garrick Duhaney,
1999). Social benefits due to the inclusion of disabled students within regular schools include an
increased ability to interact and collaboration with peers along with an increased chance to form
play behaviours with students their own age (Foreman, Arthur-Kelly, Pascoe, & Smyth King, 2004).
These academic and social skills obtained due to inclusive education have also been found to have
future life benefits for these disabled students with research finding that these students are more
likely to actively participate in an adult life, with a greater chance of finding employment, living
independently and being able to financially support themselves (Shogren, et al., 2007). Hunt, Soto,
Maier and Doering (2003) state that it is not only the disabled students that receive benefits from
inclusive education, that all students within the education system receive a greater understanding
and awareness towards people with disabilities within their classroom, school and society as a
whole.
Another reason behind the limited inclusion that can be witnessed within schools is due to teachers
not being sure of when or how to adapt or change the curriculum content in order to assist disabled
students learning (Artilies, 2003). Farrell (2000) states that in order for schools to become more
inclusive of disable student’s needs, it is important that teachers are confident and capable in
providing inclusive education for these students within their classroom. Therefore the majority of
pre service teachers are now being introduced to inclusive pedagogical approaches throughout their
university education, in order to provide them with the knowledge required to provide equal
learning opportunities for their disabled students (Forlin, Loreman, Sharma, & Earle, 2007). Research
has shown that including inclusive education courses within pre service teacher’s training can have a
positive effect not only on a teacher’s confidence and ability to accommodate for disabled student’s
learning needs, but it also has an encouraging effect on pre service teachers attitude towards the
need for inclusive education (Loreman & Earle, 2007; Stella, Forlin & Lan, 2007).
It is important for teachers to understand how to provide inclusive education for all students
including those with disabilities. One disability common within an Australian school environment is
Autism spectrum disorder (ASD). Autism spectrum disorder is a lifelong condition which affects how
a person relates to their environment and other people. The Australian Institute of Health and
Welfare (2017) reports that there was an estimated 83,700 students with autism attending
Australian schools during 2015, with 85% of those students reporting difficulty at school. Common
symptom associated with people that experience ASD includes a difficulty in social situations,
restricted or repetitive behaviour patterns and reduced communication skills. Therefore as expected
the Australian Institute of Health and Welfare (2017) reports that the three major difficulties
experienced by students with ASD were; social acceptance, communication difficulties and learning
complications. In order for a class to provide inclusive education these are areas of concern which
When planning for inclusive education, Villa et al., (2016) states that the first thing that teachers
must do in order to address disabled students learning needs is to identify the strengths and skills
each student possesses. This enables teachers to plan learning activities and apply different
pedagogical approaches, allowing for the use and implementation of these different skills and
strengths that have been identified. Griffin, Woods, Coles-Janess and Roberts (2010) agree with this
approach stating that rather than assessing how far behind disabled students are to the rest of the
class, teachers should be focusing on what the student’s strengths are and then scaffolding their
learning around these strengths. In terms of students with ASD, it has been found through research
and observation that these students have a natural strength in visual learning styles (Althaus, de
Sonneville, Minderaa, Hensen & Til, 1996). Shane and Albert (2008) support this use of visual
learning, however also recommending the use of technology to provide this visual learning,
reporting an increased interest of learning content by ASD students on when the content was
delivered using an electronic screen. Therefore based on these strengths of ASD students teachers
should look to incorporate or provide an alternate visual learning and technology activity into their
lesson plans in order to address the learning needs of their ASD students.
In order to address the social difficulties experienced by ASD and other disabled students it is
important to incorporate group task and paired activities. Boutot and Bryant (2005) state that by
simply placing students with disabilities into regular classrooms, does not ensure that social
interactions will occur. Therefore by including group tasks and activities within the lesson plan
disabled student are provided with an opportunity to socially interact with other peers, which has
been found to provide long term benefits in their ability to be accepted socially (Foreman, Arthur-
Kelly, Pascoe, & Smyth King, 2004). Boutot (2007) states a number of different guidelines that can be
utilised in order to successfully achieve this positive social interaction which include; select
appropriate students to be placed in the disabled students group, prepare the disable student for
these social interactions and ensure that the group work contains areas where the disabled student
Another strategy that teachers can use in order to address ASD and other disabled students
communication difficulties includes providing clear precise instructions for each activity. Marks et al
(2003) states that students with learning disabilities such as ASD, are often confused regarding what
is required of them in order to complete each activity. Therefore when providing these students with
activities is important to ensure that that the students understand exactly how and what the teacher
wants them to achieve, in order to provide them with the greatest chance of correctly completing
that task. Marks et al (2003) recommends a number of approaches that assist in the communication
towards ASD students regarding completing activities and questions. These approaches include;
providing step by step instructions which are easy to follow, highlighting critical information,
ensuring that provided instructions are clear and concise and if possible providing a visual
explanation.
In conclusion the incorporation of inclusive education within the Australian education system is an
important focus that teachers, schools and the government must continue to support in order to
successfully address the learning needs of students who experience disabilities. The education of
teachers and their planning of lessons and activities in order to address all students learning needs
are of vital importance in order for schools to successfully create an inclusive environment.
Referencing
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Artiles, A. (2003). Special education's changing identity: Paradoxes and dilemmas in views of culture
Discrimination Act, 1992: Fact Sheet. Australian Government. Retrieved April 01, 2017, from
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Australian Government Department of Education and Training (DET). (2012). Disability Standards for
https://docs.education.gov.au/system/files/doc/other/
Australian Institute of Health and Welfare (2017). Autism in Australia. Web report. Retrieved from
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Boutot, E. A. (2007). Fitting in: Tips for promoting acceptance and friendships for students with
autism spectrum disorders in inclusive classrooms. Intervention in School and Clinic, 42(3),
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Boutot, E. A., & Bryant, D. P. (2005). Social integration of students with autism in inclusive settings.
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