Bozana Novkovic

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Inclusive Education- Theory, Policy and Practice

102084
William Nketsia
Assessment 1
Bozana Novkovic
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Adaptation of Lesson Plan Incorporating Universal Design for Learning

The Australian government constantly seeks to provide funding to improve the education

for students throughout the country. However, improvements on how to implement

inclusive education is a factor that needs more attention. Though legislation states that

inclusive education exists within Australian schools; practice of inclusivity in Australian

schools say otherwise. In this essay, inclusion of all students will be discussed through a

flexible teaching method, along with adjustments and approaches that need to be taken to

ensure that all students succeed in all areas. It is crucial to take into consideration that not

every student learns the same. Each student can improve their skills regardless of their

background, learning ability or whether they have a disability.

“Internationally, educational authorities have adopted a philosophy of inclusion to address

their social and moral obligation to educate all students. The competing needs of different

types of disabilities and special needs, as expressed through the associated lobby groups,

have led to a range of different philosophies of inclusion” (Forbes, 2007). Autism Spectrum

Disorder is a disability that deeply effect the individual’s social, emotional and mental state;

however, this can be amplified due to stressful external factors. Individual’s with Autism

Spectrum Disorder have trouble in communicating and responding verbally, loss of focus,

adapting to new environments or schedules, as well as forming friendships. Those with

Autism Spectrum Disorder can express high or mild symptoms depending on what age the

individual is. Age plays a vital factor, signs may be identified in later stages of the individuals’

life and may not be clearly present at the earliest stages of growth (American Psychiatric

Association, 2013). “Autism spectrum disorder (ASD) is a neurodevelopmental disorder

characterised by impairments in social communication and interaction, and the presence of

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restricted and repetitive behaviours and interests. Although evidence suggests that ASD has

genetic causes diagnosis relies on observations and behavioural manifestations (Guthrie,

Swineford, Nottke & Wetherby, 2013). Within the classroom, inclusion of all students is

extremely crucial. Inclusion starts with schools in the education system and disregards

everyone’s differences of background or disability. However, teachers are the core holders

of students’ overall performance. As a result, teachers must acquire and practice the skills of

teaching students with a variety of learning skills. “When dealing with students who have

been diagnosed with ASD, some of the overt difficulties that teachers and EAs/Tas are

expected to deal with include poor social and/or communication skills, exemplified by

developmental delays and a restrictive use of language” (Soto-Chomidan, Pooley, Cohen &

Taylor, 2012). To create an inclusive classroom, it is important for the teacher to set the

tone of an inclusive learning environment. This means that students obtain an

understanding of how to contribute to a positive learning environment, whilst the teacher

maintains a positive learning environment and deep knowledge of learning characteristics of

the student with Autism (Ferraioli & Harris, 2011). Teachers also need to understand that

the teaching process for a student with Autism Spectrum Disorder is difficult, though when

attempting to battle a task that may not be clear during the processing period; tantrums or

aggression can possibly arise. This unfortunately can not be avoided, although with

appropriate skills teachers can assist the student and ease this confronting process (Ferraioli

& Harris, 2011). Implementation of a variety of learning styles tailored for a student with

Autism supports the student’s learning process and highlights the teacher’s flexibility to

differentiate activities for the student. One teaching strategy that can be implemented is the

use of visual material. Visual material allows for students with autism to process what the

image illustrates and allows for the student to engage verbally to communicate the meaning
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or concept of the visual material. Utilising visual material benefits students with autism as

they tend to store non-verbal material much more effectively than verbal material (Tissot &

Evans, 2003). Visual material can also be incorporated and used for every student in the

classroom with creates inclusion for learning and benefits all. Although the classroom

environment and content can be difficult for students with autism to confront; teachers

with useful and effective resources can assist and outline measures that need to be taken to

create an inclusive learning environment for students with autism. “Teachers agreed that

training on how to educate students with ASD is essential to providing children with ASD

with an appropriate education and maximise social inclusion with their peers. This could be

through formal workshops and training as well as informal training from peers and learning

on their own” (Lindsay, Proulx, Scott & Thomson, 2014).

It is strongly advocated that every child has the right to education regardless of race,

background, linguistic ability and disability. This is true and is supported by legislation and

policy throughout the world. Every student must be treated equally and receive equity due

to the diversity of students. The Salamanca Statement (Unesco, 1994), is a document that

highlights just that for students with a disability. The document purely states that each

individual with a disability deserves and has the right to receive an education that benefits

them, assists them based on their needs and results to positive learning progress. Also,

support must be provided by organisations through funding, research and training for

educators to practise this within schools (Unesco, 1994). The Disability Standards for

Education (2005) define disability as, “a disorder, illness or disease that affects a person’s

thought processes, perception of reality, emotions or judgement or that results in disturbed

behaviour”. Many education providers such as pre-schools all the way through to schools of
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the public sector must comply with these standards along with State and Territory Training

Authorities, however, it is questionable whether educators receive full support and access

to training. “Most teachers advocated to receive extra training and, in some cases, had to

personally cover the costs associated with learning more about how to work with children

with ASD” (Lindsay, Proulx, Scott & Thomson, 2014). With training authorities not assisting

schools in extra training for teachers this can create an ineffective and unsupportive

learning environment for students with ASD, and ultimately defeat the purpose of

maintaining an inclusive learning environment and do not do justice for students with this

disability. Prior to making any adjustments and assisting a student with ASD; consulting the

student’s family or carer is crucial. This step is the very first step that needs to be taken to

ensure that any adjustments or assessments made will be affective and necessary for the

student that is being focused on (Disability Standards for Education, 2005).

Overtime, attitudes of teachers have changed towards students with disabilities; due to the

change of the curriculum, teaching strategies and educational system overall. “Historically,

teachers have not been favourably disposed to the policy of increased inclusion of children

with special needs within the regular classroom. Their concerns include the amount of

individualised time children with special needs might require, possibly to the detriment of

other students; apprehension as to the quality of work produced by children with special

needs; lack of adequate support services; and teachers’ concerns about deficiencies in their

own training and preparation in the skills required to support inclusive educational practice”

(Campbell, Gilmore & Cuskelly, 2003). With teachers avoiding the confrontation of change

within the classroom this becomes extremely problematic and causes social displacement

for students entirely; though students with disabilities are ultimately affected and
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experience a divide socially. Stigmatising and labelling are factors that unfortunately

continues to arise when attempting to create an inclusive learning environment. Knight

(1999) believes that including students with disabilities in a classroom with students who do

not have disabilities does not necessarily create an inclusive environment. Educating

students on social acceptance and academic skills is necessary for the classroom to operate

smoothly and stimulate healthy learning. However, the tone of the school also contributes

to whether inclusive education is a priority. “We found that principals’ perceptions of

inclusive education are informed by their own understandings and attitudes towards

inclusion as well as the contextual characteristics of their schools. In other words, principals

do not form their perceptions in a vacuum. The process is reciprocal: context influences

perceptions, perceptions influences attitudes, and, in return, attitudes influence context”

(Graham & Spandagou, 2011). New South Wales schools still managed to display ineffective

practice for inclusive education and even the mentality to better improve the

implementation of inclusive education throughout curriculum and classrooms (Graham &

Spandagou, 2011). Funding to assist schools with resources and creative inclusive spaces

due to the increase of diagnosis of students with disabilities since the last 1990’s. “Larger

increases were seen in enrolment of students with autism and emotional disturbance in

support classes than in special schools, suggesting that students with autism and emotional

disturbance are more likely to be enrolled in support units” (Graham & Sweller, 2009). With

this increase; adjustments are essentially made to accommodate for students with autism.

As previously mentioned, training for teachers needs to be offered for effective teaching

and learning to occur. Focusing on the student’s strengths rather than weaknesses is an area

where teachers need to take into consideration when first entering the classroom.

Observing the student with autism will lead to the appropriate adjustments that need to be
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made to ensure that inclusive pedagogy is in full affect emotionally and academically.

Structured routine of classroom activities is to be made for every lesson. Students with

autism can be confronted with difficulty through unclear and uninformed changes to

schedule throughout the day. A simple approach like preparing an explicit lesson outline can

ease the tasks that need to be completed by the student (Lindsay et al., 2014). Creative

planning and flexibility of lessons adds to effective inclusive pedagogy, although teachers

need to ensure that these lessons are planned in advanced with an additional plan of

activities for the student if the original structure seems to not gel well. Building on students’

interests is another strategy that highlights engagement throughout the lesson. This can be

easily identified with students of ASD with close observation or communication with the

students’ parents or caregivers. Though incorporating students interests in lessons can be

utilised by the teacher for students without a disability. Preventing behavioural outbursts is

vital with consistently setting the tone for appropriate social interaction and behaviour from

non -disability students towards students with a disability. Tools such as providing a

‘squeezy ball’ to decrease stress for students with a disability is useful, as well as setting an

environment that allows students to calm down from over stimulation (Lindsay et al., 2014).

And finally, goal setting is encouraged to be set for all students to deliver a motivator within

the learning environment. “The importance of setting individualised goals and rewarding

socially acceptable behaviour was highlighted as a mechanism of inclusion for all children,

including children with autism” (Lindsay et al., 2014). By altering, providing adjustments and

utilising appropriate resources specifically for students with autism or disability; this will

provide a positive learning experience and eliminate exclusion of students with disability.

Reflecting on your teaching strategies is also key to an effective and productive learning
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environment. As a teacher, it is your responsibility to reflect and contain flexibility for each

student regardless of their background or disability.

There is no doubt that inclusive education is crucial for students with and without

disabilities throughout the whole world with legislation and policies in place. However,

practising inclusive education is what creates positive progression and minimises exclusion

in the classroom. The change of attitudes from principals and teachers highlights the future

of education for students with disabilities. With appropriate resources and training;

teachers can ultimately obtain teaching strategies that are necessary for ASD students and

students with other disabilities. The Australian education system still has room for

improvement to maintain inclusive education, however, with the right knowledge and

teaching strategies; teachers can further their skills on consistently easing the learning

process for all students.

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References

Campbell, J., Gilmore, L., & Cuskelly, M. (2003). Changing student teachers’ attitudes

towards disability and inclusion. Journal of Intellectual and Developmental Disability, 28(4),

369-379.

Ferraioli, S. J., & Harris, S. L. (2011). Effective educational inclusion of students on the autism

spectrum. Journal of Contemporary Psychotherapy, 41(1), 19-28.

Forbes, F. (2007). Towards inclusion: an Australian perspective. Support for learning, 22(2),

66-71.

Graham, L. J., & Spandagou, I. (2011). From vision to reality: Views of primary school

principals on inclusive education in New South Wales, Australia. Disability & Society, 26(2),

223-237.

Graham, L. J., & Sweller, N. (2011). The inclusion lottery: Who's in and who's out? Tracking

inclusion and exclusion in New South Wales government schools. International Journal of

Inclusive Education, 15(9), 941-953.

Guthrie, W., Swineford, L. B., Nottke, C., & Wetherby, A. M. (2013). Early diagnosis of autism

spectrum disorder: stability and change in clinical diagnosis and symptom presentation.

Journal of Child Psychology and Psychiatry, 54(5), 582-590.

Knight, B. A. (1999). Towards inclusion of students with special educational needs in the

regular classroom. Support for learning, 14(1), 3-7.

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Lindsay, S., Proulx, M., Scott, H., & Thomson, N. (2014). Exploring teachers' strategies for

including children with autism spectrum disorder in mainstream classrooms. International

Journal of Inclusive Education, 18(2), 101-122.

Ruddock, P. H. I. L. I. P. (2005). Disability standards for education 2005.

Soto-Chodiman, R., Pooley, J. A., Cohen, L., & Taylor, M. F. (2012). Students with ASD in

mainstream primary education settings: Teachers' experiences in Western Australian

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Tissot, C., & Evans, R. (2003). Visual teaching strategies for children with autism. Early Child

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Unesco. (1994). The Salamanca Statement and Framework for action on special needs

education: adopted by the World Conference on Special Needs Education; Access and

Quality. Salamanca, Spain, 7-10 June 1994. Unesco.