INCLUSION

“
Education is not simply about making schools available
for those who are already able to access them. It is
about being proactive in identifying the barriers and
obstacles learners encounter in attempting to access
opportunities for quality education, as well as in
removing those barriers and obstacles that lead to
exclusion.

-UNESCO, 2012, para.1

CONTEXT

The move towards inclusive education began in the 1970’s and

was referred to as; mainstreaming, integration or normalisation.
It gained momentum during the next two decades, influenced by
policies of social justice and equity. These policies questioned
the basic assumptions underlying segregation and the labelling
and categorisation of students.
Exclusion Segregation

Integration Inclusion
CONVENTION OF RIGHTS OF PERSONS WITH DISABILITIES BY THE UNITED NATIONS
COMMITTEE ON THE RIGHTS OF PERSONS WITH DISABILITY (UNITED NATIONS, 2016)

➤Inclusion is stated as a fundamental human right of all learners

(Paragraph 10). Further, separate Special Schools and Special Units
on the grounds of mainstream schools are classed as segregation,
with direct attachment of a teacher aide classified as ‘integration’,
not inclusion (paragraph 11).

➤Australia has a strong tradition of educating children with disability

in segregated settings, meeting these commitments to an inclusive
education system poses significant challenges.
SO WHY INCLUSIVE
EDUCATION..?
BENEFITS OF INCLUSIVE EDUCATION

➤ 40 years of relevant research shows inclusive education produces

superior social, economic and academic outcomes for all students.
➤ Outcomes for children in fully inclusive settings are better than in the
segregated or partially segregated environments (e.g. “education
support units” or “resource classrooms”).  
➤ Segregated education: continued mostly for historical reasons,
continues to be suggested despite having virtually no evidence basis.
BENEFITS OF INCLUSIVE EDUCATION - KEY FINDINGS
➤ Substantial short and long-term benefits for students with and without
disabilities.

➤ Included students with disabilities develop stronger skills in reading and

mathematics, have higher rates of attendance, are less likely to have behavioural
problems, and are more likely to complete secondary school than students who have
not been included. 

➤ As adults, students with disabilities who have been included are more likely to be
socially connected, enrolled in post-secondary education, and to
be employed or living independently.”  Students with disabilities educated in
general education classrooms outperform their peers who have been educated in
segregated settings.

➤ 2012 study involving 68,000 students with disabilities found that on average the
greater the proportion of the school day spent with non-disabled students, the
higher the mathematic and language outcomes for students with disabilities.
BENEFITS OF INCLUSIVE EDUCATION - FOR THE INDIVIDUAL
➤Higher expectations from their teachers.
➤More instruction, comparable amount of 1:1 instruction time, addressed
content more, and used non-disabled peers more and adults less
➤The degree of inclusion is a significant predictor of educational progress
regardless of the “functional level” of the student.
➤ Children who attend ‘special’ schools are more likely to experience bullying
than children who attend mainstream settings; inclusive education is a key
factor in reducing or eliminating bullying.
➤Communication and language development in children who do and do not
experience disability is enhanced through inclusive education. This is
particularly evident when children who experience disability are supported to
communicate with their peers.
➤Children who experience disability who are included into mainstream
educational settings show gains in motor development and have a higher
degree of independence.
BENEFITS OF INCLUSIVE EDUCATION - FOR PEERS

➤ Reduced fear of human difference

➤ Increased comfort and awareness
➤ Growth in social cognition (increased tolerance of others,
more effective communication with all peers)
➤ Improvements in self-concept (increased self-esteem,
perceived status, and sense of belonging)
➤ Development of personal moral and ethical principles (less
prejudice, higher responsiveness to the needs of others) and
warm and caring friendships.”
INCLUSIVE EDUCATION IN SCHOOLS

➤ Schools must be ready to both accept students with diverse

needs as well as to behave in proactive ways to eliminate
barriers to enable full participation.
➤ UNICEF definition: ”Inclusion is really about how well child-
friendly schools are doing at making practical changes so that
all children, regardless of their background or ability, can
succeed” (2010, p. 31).
GOOD PRACTICE (CLASSROOM LEVEL)

➤The application of universal design,

➤Use of technologies
➤ Individual planning through the IEP
➤Differentiating or introducing alternative curricula
➤ Focus on quality teaching for all students
UNIVERSAL DESIGN FOR LEARNING

➤ What is my goal?
➤ What are the barriers?

➤ Combat barriers through:

representation (multiple means and
varied supports), action and
expression (plenty of options for
expressing knowledge), and
engagement

Clearing a path for people with special needs

clears the path for everyone!
➤ https://www.youtube.com/watch?
v=bDvKnY0g6e4
PRACTICAL APPLICATION
(STRATEGIES)
DIFFERENTIATION
➤ Personalised learning may require adjustments to be made to the
environment, instruction and/ or curriculum*
➤ Environment: when, where, who
➤ Instructional: how it is taught
➤ Curriculum: what is taught

* Not all students with disabilities need adjustments in all areas and
contexts
➤ Start with environment, then instruction, then curriculum
NOTE: THIS IS NOT CATEGORISED BY
LEARNING DIFFICULTY/ DISABILITY!
We are differentiating for the child as an individual - in
alignment with the principle of inclusion.
😊
ENVIRONMENTAL ADJUSTMENTS
➤ Provide an established daily routine
➤ Provide clear rules and consistent enforcement
➤ Use of choice boards
➤ Use of first/ then, first / next / then
➤ Use of colour coding or pictures for class organisation of items
➤ Reduce auditory clutter
➤ Reduce visual clutter
➤ Preferential seating
➤ Use of class or personal visual timetable
➤ Declutter work space
➤ Use a work caddy
➤ Take a break centre.
➤ Consider lighting / glare
➤ Provide break cards
➤ Provide sensory activities / experiences.
➤ Additional personnel, buddies, peers
➤ Use of assistive technology
INSTRUCTIONAL ADJUSTMENTS
➤ Use checklist for following procedures, organisation and competing tasks
➤ Advise of upcoming events and prepare for transitions with social stories or cognitive rehearsal
➤ Provide an overview of lesson prior to learning
➤ Set explicit learning intentions and success criteria
➤ Pre-teach topic specific vocabulary
➤ Gain attention and alert students prior to expressing key learnings
➤ Provide clear, explicit, concise directions prior to the commencement of tasks.
➤ Provide written or visual supports to accompany verbal instructions
➤ Use key words accompanied by visuals or signs
➤ Have students verbalise instructions before commencing a task
➤ Break assignments into segments
➤ Use concrete examples / hands on experiences before introducing abstract concepts
➤ Monitor the rate at which material is presented
➤ Paraphrase information
➤ Highlight key concepts
INSTRUCTIONAL ADJUSTMENTS
➤ Use simple sentence structure
➤ Provide specific feedback for learning
➤ Encourage students feedback to monitor understanding.
➤ Use visual aids such as charts and graphs
➤ Demonstrate how new material relates previously learned skills and concepts.
➤ Frequent check ins or conferences to monitor
➤ Allow alternative representations power point, I pad apps, puppet shows.
➤ Set time limits for specific tasks
➤ Include sensory activities or breaks as appropriate.
➤ Prompt level, verbal, visual, gestural, model
➤ Improve readability of text - rewordify
➤ Illustrate instructions
➤ Additional time to complete tasks
➤ To provide visual scaffolds to support comprehension of worded problems
➤ Use graphic organisers to support planning and assist working memory
CURRICULUM
➤ Consider principles of Universal Design for Learning

➤ Consider Environmental and Instructional adjustments prior to

curriculum adjustments to enable access to the same content.

➤ Provide multiple means for engagement providing repetition with variety.

➤ Different content within the same learning area. Map back through the
Australian Curriculum using the scope and sequence.

➤ Alternative content IEP goals