102084 Inclusive Education: Theory, Policy and Practice – Assignment 1

To improve teachers' limited knowledge and skills, the professional and quality inclusive
learning of diverse learners training program supports educators’ inclusive education needs.
This specific training helps to develop the educators' understanding and preparation regarding
students’ inclusion in academic activities. The program's goal is to prepare teachers, increase
confidence and gain necessary knowledge regarding diverse learners’ needs. Including such a
professional training program reflects on "how to establish and promote a more inclusive
school environment for students with a disability” and overcoming education challenges
(Kelly & Viola, 2019, p.349). The government can also help to contribute to this process by
encouraging to embrace learners with a disability in education functions (Kelly & Viola,
2019). In this way, having professional and quality training of inclusive learning aims to
ensure that diverse students “feel connected to the school environment" (Kelly & Viola,
2019, p.351). This valuable program enhances educators’ knowledge and preparation to
maintain diverse learners’ sense of belonging to the school community. In doing so, this
would meet the outcome of “the Council of Australian Governments (COAG)” that is
strengthening the capability of educators to deliver elevated quality inclusive learning
programs (Foreman & Arthur-Kelly,2017, p.59). To ensure the support and training of
teachers is progressing the “advisory visiting teachers (AVT)” helps to provide assistance,
feedback and evaluation of achievement and information on particular student needs
(Foreman & Arthur-Kelly, 2017, p.63). This policy feature ensures that the training program
of professional training is not only functioning and increasing teachers' knowledge, but aims
to fill gaps of essential skills needed for inclusive environment implementation.