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Assignment 1: Inclusive Education in the Modern Day Classroom

Education as an institution presents itself as a shifting landscape that reflects the

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

challenges of disability and education. In the current context, it is expected that

teachers are able to include, differentiate and foster the potential of all students, which

includes students with disabilities (Fisher, Sax, Pumpian & Rodifer, 1997). Thus,

the attitude to disabilities has changed drawing in more inclusive approaches to

education over successive decades (Graham & Jahnukainen, 2011). While this is a

positive development and is supported by human rights and legislative frameworks

such as the Disability Act 1992, the challenges of classroom teachers remain current,

as their role expands to teach an increasingly diverse student body (Mateusi,

Khoaeane & Naong, 2014). Many teachers find themselves either overwhelmed or

under resourced so the question pertains: how does a classroom teacher effectively

teach students of all abilities, including disabilities, in a mainstream classroom? To

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

culminating into strategies to teach students in an inclusive way, particularly in the

context of teaching students with Autism Spectrum Disorder (ASD).

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Historically, educating students with disabilities, including those with ASD has

often been discriminatory and horrific because of the legacies of the traditional

and medical models, which viewed disability from a deficit (Lindsay, 2003). For

example, treating students with ASD often entailed electrotherapy and

psychosomatic medication, even extending to their parents who were thought to

have been the reason for their children’s disability (Rotatori, Obiakor & Bakken,

2011). Discriminatory educational practices continued as late as the 1970s as

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

false, and inclusive design of classrooms and teaching supported (Loreman,

Deppeler & Harvey, 2011) so all students can have opportunity of access and

succeed.

Specifically, children who displayed signs of ASD were often isolated in

educational environments which focussed on lower order, menial tasks,

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

disabilities in society compared to those uninhibited by a disability (Munyi). As a

result of this effect, there have been many movements within education to

change these stigmas (Dunn) to allow all students to access learning.

In contemporary education settings, developments toward inclusive education

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resulted from ethical, human rights and empirical based research and work

(UNESCO, 1960; Loreman, Deppeler & Harvey, 2011). Empirical evidence supports

inclusion as it has positive outcomes socially and academically for all students

regardless of impairments, in conjunction with positive financial implications for

education overall (Cole, Waldron & Majd, 2004). This movement towards inclusivity

is upheld by Article 24 United Nations Conventions on Persons with Disabilities,

requiring countries to ensure the education is equitably accessed in mainstream

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

Standards for Education 2005, supported by the Discrimination Act 1992

(Department of Education and Training (DET), 2012a; DET, 1992). These two

legislative frameworks ensure that no one can be discriminated based on their

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

been modified to meet their needs (DET, 2012b).

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
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modify, adapt and develop inclusive ways for them to access their learning (Spirko,

2015; Ferfolja, Diaz & Ullman, 2016). Examples of inclusive pedagogy include

using reciprocal communication; teaching is a relational and social art as

individuals learn from their developing perspectives, assisting in their

comprehension of knowledge and skills (Smith, 2010). Effective teaching in this

environment requires the teacher to have strong content knowledge of which its

delivery can be fluid and adapted to different frameworks, often called

adaptation, modification and differentiation (Loreman, Deppeler & Harvey,

2011). For example, in English, students with disabilities, particularly those with

ASD, have benefited from peer support, or mixed ability group based learning,

especially with complex texts (Devarakonda, 2013). Other adjustments to meet

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

& Harvey; Devarakonda) to enable access. Adjustments in each lesson engages

students of all abilities socially, emotionally and mentally by focussing on their

learning needs (Loreman, 2007) and individualising learning.

Looking specifically at the needs of students with ASD we can provide a case for

inclusion. Firstly, it is well noted that students’ perceptions of teachers and

attitudes towards them is a clear antecedent of misbehaviour (Demanet, & Van

Houtte, 2012). Additionally, teachers’ perceptions of students have strong

causation affects on their academic outcomes (Demanet, & Van Houtte).

Therefore, (as evidenced in numerous studies) teacher attitudes towards

inclusion affects effectiveness (Avramidis and Norwich, 2002). It has been

concluded that possessing a positive attitude towards inclusive education is

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vitally significant, showing required skills and knowledge (Loreman, Deppeler &

Harvey, 2011). Effective pedagogy embodies inclusive values through teacher

adaptability, catering to the needs of a diverse range of students (Australian

Professional Standards for Teachers (APST), 2017). This can prove a challenge

however as pre-service teachers, attitudes have found to shift from positive to

negative as they move into their careers prompting for more rigorous

preparation in inclusive education (Boyle, Sriven, Durnin & Downes, 2011). It is

essential for teachers to teach for inclusion as they are not just teaching content but

modelling societal values to young people (Egan, 1978). Therefore, disability

awareness is vital for both teachers and students as it creates respectful and

effective learning environments and beyond.

It has been noted that students with ASD have become one of the most

significant populations of students whose diverse needs will have to be met in

mainstream classrooms (DET, 2012). For students of ASD and their teachers the

challenges revolve around: communication, social and interpersonal skills, and

restrictive, repetitive behaviours (Autism Spectrum Australia, 2017). ASD students

often struggle developing peer relationships, impulse control, misinterpreting

nonverbal and verbal communication, intense fixation on irrelevant details and

adverse reactions to changes in routine (Autism Spectrum Australia). These

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

specialists and organisations to create mindful adjustments so all students can

improve on their learning (Loreman, Deppeler & Harvey, 2011). For example,
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when creating Individual Learning Plans (ILP) it is best practice to consult with

specialists such as speech pathologists, parents, the student themselves and

other relevant community members and organisations to create informed

strategies for teaching and learning (Loreman, Deppeler & Harvey). This

enhances the opportunity for success.

There are various strategies available to teachers and schools to cater to

students with ASD. The implementation of a strength-based approach is

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,

perhaps focussing on character and students with impairments could be instructed to

write a poem around a theme for the creative writing task (Hoogveld, Paas, &

Jochems, 2005). Further, responses to content or questions can be delivered by

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

allows for a variety of ways for students to demonstrate knowledge (Taylor,

2015). Teachers should also employ a reflexive/reflective practice to discern

what teaching strategies are effective compared to others. Here the teacher can

then adapt accordingly from this teacher-based assessment (Loreman, Deppeler

& Harvey, 2011). By changing content, product or the process of learning

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activities teachers can get a richer picture of their students to ensure effective

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

to cater to all students; this is essential to effective pedagogy (Loreman, Deppeler

& Harvey, 2011). This is mandated from department policies to the Australian

Professional Teaching Standards, stating that teachers must cater to students of

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

interpretations of the story through comics, poems, graphic novels and

multimodal texts (Yearta, Jones, & Griffin, 2014). The text could also be used

in mixed ability group work using Vygoksky’s Zone of Proximal Development

(ZDP) where students act out the parts (Poehner, 2012). This allows for

diversity within a group of students and social support.

Further, the classroom environment itself can be adapted based on the principles

of Inclusive Design. For example, seating layout can be arranged to assist a

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

away from sensory distractions such as flickering lights or low by constant

noises from machines, such as the air-conditioned (Loreman, Deppeler & Harvey,

2011). Catering to student learning from Inclusive Design principals is essential

sound pedagogy and teaching and is not just effective for students with
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disabilities but for all students, no matter their needs (Ferfolja, Diaz, & Ullman,

2016; Loreman, Deppeler & Harvey).

In addition to the various strategies mentioned above, teachers can become

aware of and implement the 7 Pillars of Inclusive Education to assist them in

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

the community, teachers possessing positive attitudes towards inclusive

education, ongoing professional development and having access the relevant

resources, implementing pedagogic strategies that are evidence based and

programmes that are flexible and finally, employing reflection on teaching

strategies as to develop awareness and best practices for students (Loreman).

These strategies encompass the school, community and classroom level and have

been identified in the strategies outlined above (Loreman). Essentially, effective

teaching includes inclusive strategies naturally however, for any teacher that wishes

to be consistently effective in their classroom, the 7 Pillars of Inclusive Education

give crucial guidance in order to prepare schools and teachers for the diverse learning

needs of their students (Loreman; Loreman, Deppeler & Harvey, 2011).

In conclusion, Inclusive Education is a must in modern day school practices, not an

option. Empirically, the summation is definitive, as it has been shown that the most

effective way for all students to learn, regardless of ability or background, is in an

inclusive environment, where content is structured, modified and addresses their

needs (Loreman, Deppeler & Harvey, 2011). By highlighting examples of Inclusive

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Design for students with ASD, it is clear that inclusion must be the default position

and is the best evidence based, morally and ethically appropriate approach (Dunn,

1968). Having students of all abilities work together in collaborative, open classroom

environments, effectively builds their skills and knowledge collectively as students

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,

regardless of ability or background can reach their potential.

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