EXCLUSION FROM SCHOOL ACTIVITIESBY HAYLEY FIRTH: 18608638WORD COUNT: 1650

POSITION

It is the position of this paper that ALL children are entitled to mainstream, ample, and inclusive
education that supports their participation and beyond. Although inclusive education has improved
over the years (Anderson & Boyle, 2019), research still detects strong connections between the
neglect of people with disability to an inadequacy in inclusive education today (Australian Institute of
Health & Welfare [AIHW], 2017). Therefore, promoting participation within schools through inclusive
education will not only enhance learning outcomes and decrease discriminatory prejudices within
primary schools (Graham, 2020), but render a socially cohesive and equitable quality of life for ALL
children, with or without disabilities (Cologon & Lassig, 2020).

JUSTIFICATION

No individual should ever be denied the right to learn, nor be excluded from their society.
Unfortunately, these issues continue to coexist through the exclusion of people with disability from
educational involvement (Davis et al., 2020). This exclusion has dire long-term consequences, as it
implicitly permits discriminatory prejudices to continue beyond school contexts and overall,
detrimentally impacts an individual’s quality of life (Davis et al., 2020). The Bronfenbrenner Ecological
Systems model (Bronfenbrenner & Ceci, 1994) elaborates how exclusion restraints an individual
through analysing how interactions between interconnected social systems influence one’s wellbeing
and socio-economic status. However, by understanding the underlying ideologies, assumptions, and
attitudes within the ‘macrosystem’ (Bronfenbrenner & Ceci, 1994), we can

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understand how individuals are impacted by exclusion in different social contexts (Anderson, Boyle&
Deppeler, 2014). Therefore, challenging barriers and misconceptions of disability within each system
provides implications for how and why change must occur for inclusive education (Foreman& Arthur-
Kelly, 2017).Initially, changes must occur in the ecosystem to reinforce equitable perceptions of
disability. Underlying ideologies from the macrosystem directly impact one’s ecosystem
(Bronfenbrenner &Ceci, 1994), as societal norms and discourses govern the development of
educational legislation and policy (Liasidou, 2008). Previously, the medical model of disability has
influenced educational legislation (Done & Andrews, 2019) through conceptualising “disability as a
biological product”(Haegele & Hodge, 2016, p.195). For instance, the Commonwealth

Disability Discrimination Act

(1992) employs terminology such as “student’s disability” (Section 22, p.25), suggesting that
disability is a personal, biological limitation for individuals. Consequently, misconceptions of ‘special-
education’ formed, whereby segregating students with disability from mainstream classrooms was
believed beneficial and inclusive (Graham et al., 2020). Overtime, segregation proved highly exclusive
and detrimental for students with disability as restricting their involvement with meaningful
education lowers learning outcomes, as well as their social and emotional wellbeing (De-Bruin,
2020). However, Australian society recognised this ramification, causing systemic reform through
the Commonwealth

Disability Discrimination Amendment Act

(1992) by adopting the social model of disability and implementing the Disability Standards for
Education (2005). This shifted societal perceptions of disability, as the environment was perceived to
disable an individual (Graham et al., 2020) and thus, schools became legally obligated to perform
reasonable adjustments within educational contexts (Poed, 2020). Nevertheless, changes are still
required within the ecosystem to improve perceptions of disability (Poed, 2020).

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Accordingly, barriers arise within the mesosystem that contribute to exclusion in schools and
classroom practices. The misconceptions and barriers within the ecosystem produce enacted
stigmatisation within educational contexts (Cologon, 2014), such as the denial of reasonable
adjustment that supports the participation of students with disability in mainstream
contexts(Cologon & Lassig, 2020). Although reasonable adjustments ensure students with and
without disability are given equal opportunities (Graham, 2020), enacted stigmatisation continues to
exist a s58% of Australian primary schools still segregate students with disability as of 2015 (AIHW,
2017).Overtime, schools and educators have attempted to decrease segregation through integrating
students with disability into mainstream classrooms (Graham, 2020). However, integration remains
controversial as it positions a child with disability into a mainstream environment without
implementing adaptions to support the child’s full participation (De Bruin, 2020) and thus, does
notachieve inclusion. Therefore, educators need to develop an understanding for inclusive practices
in order to surpass integrative ramifications and achieve inclusive education (Boyle, Anderson
&Allen, 2020). Evidently, students with and without disability exhibited enhanced learning outcomes,
decreased discrimination, and a strengthened sense of belonging due to supported,
meaningful participation (Cologon & Lassig, 2020). Hence, it is imperative the identified barriers are
confronted within the mesosystem to remove exclusive practices and promote inclusion.
Subsequently, microsystem approaches to family partnerships must evolve for the inclusive
education of children living with disability. Previous discourse from the mesosystem imposed the
notion of the teacher as the professional in collaborative partnerships and thus, the one to make
final decisions (Tancredi et al., 2020). Consequently, this negatively impacted relationships between
educators and the families living with disability by ignoring the parents’/carers’ input of knowledge
that could further support the child’s education (Fialka, 2001). However, teachers have attempted to
improve family collaborations through a relational approach (Dunst & Trivette, 1996) involving
gactive listening, empathy, and respect (Dunst & Trivette, 1996). Although relational approaches are

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beneficial for family-teacher relationships (Dunst, 2002), research suggests further action is required
to achieve true family-centred practice (Dunst & Trivette, 1996; Moore, 2001; Fordham &Johnston,
2014). Fordham & Johnston (2014) recommend participatory approaches are adopted by educators
to ensure parents’/carers’ are actively involved in decision-making and planning to achieve desired
inclusive education for the child with disability. Fialka (2001) identified how this allows
parents’/carers’ to become critical contributors, as educators remove their ‘professional
headphones’ to understand another perception, and thus, focus upon “the parents’ music and
unique dance steps” (p.27) to achieve inclusion. Therefore, it is imperative approaches to
collaboration and partnerships evolve to benefit the microsystem of children with disability and their
inclusive education. Consequently, systemic and educational change immensely impacts the social
cohesion and overall quality of life for individuals living with disability. Initially, excluding children
with disability from equal learning opportunities produces low educational attainment (AIHW, 2017).
According to AIHW (2017), by removing children with disabilities from mainstream learning
environments, their access to education is restricted and thus, they cannot achieve optimal learning
outcomes. Thereafter, exclusive education impacts their socio-economic status as discriminatory
prejudices emerge from school contexts and into the broader society (Graham, 2020). Evidently,
there are strong correlations between educational exclusion and social inequalities (AIHW,
2017), such as discrimination and unemployment of people with disability (Hagarty & Morgan, 2020).
Subsequent these interactions between one’s interconnected systems (Bronfenbrenner & Ceci,
1994), it is apparent how it detrimentally impacts the sense of belonging and general wellbeing of
individuals living with disability. Docker & Smith (2017) reveal that individuals living with disability
still lack a sense of social belonging, as they report being left behind, despised, and never listened to
(Docker & Smith, 2017). Therefore, these barriers continue to impact the quality of life for individuals
living

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with disability. Even with systemic change, we must continue to evolve our educational practices for
the imperative progression of inclusive education.

RECOMMENDATION

Transitions into mainstream primary school classrooms should be offered for segregated students
living with disability. This would involve gradually increasing a student’s involvement within
mainstream contexts through regular intervals, such as once a week. However, choices made for
when and whether to cease or increase transition intervals is entirely up to the student with
disability. Beneficially, this grants students a freedom of choice as they are actively involved in their
learning according to their pace (The United Nations, 2006), whilst also providing opportunities for
parents/carers to be ‘critical contributors’ to the student’s education (Fialka, 2001).Consequently, this
promotes inclusion by reducing segregated classrooms influenced by social discourse whilst
providing choice for students who prefer segregated settings. This supports the social-emotional
learning of students with disability as they willingly choose a learning context where they feel most
comfortable, supported, and included in their education (Hargarty & Morgan,2020). According to
Grove & Laletas (2020), this also improves social cohesion through the development of self-
awareness and interpersonal skills that enhances positive relationships, work opportunities and life
outcomes (MCEETYA, 2008). Therefore, flexible transition is imperative for the progression of
inclusive primary education in Australia. Additionally, early intervention is required for pre-service
teachers by practising inclusive education in hypothetical contexts. In order to support the previous
recommendation and future pedagogical practices, pre-service teachers should be required to
practise inclusive strategies within assessment tasks across

all

key learning areas (KLA). Although pre-service teachers extensively practise differentiation (AITSL,
2011), assessment tasks do not require the implementation nor development of inclusive practices,
principles, and strategies (Lancaster & Bain, 2019).

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Consequently, pre-service teachers are not equipped with the appropriate understanding to support
he education of students with disability throughout KLAs (Lancaster & Bain, 2019). However, early
introduction to the Universal Design for Learning (UDL) approach within a pre-service teacher’s
degree provides implications for practising inclusive strategies throughout all KLAs. The UDL
approach encourages pre-service teachers to practise the implementation of inclusive and
differentiated strategies (Cologon & Lassig, 2020). According to Cologon & Lassig (2020), these
approaches ensure “accessibility, flexibility, and responsiveness” (p.185) by removing barriers and
supporting differentiation for genuine learning opportunities. Subsequently, pre-service teachers
adopt a modern, equitable perception of disability as they gain a deeper understanding for how and
why inclusive education is imperative for all students (Cologon & Lassig, 2020). Pedagogical practice
is also strengthened by demonstrating standard 1.6.1 through practising “teaching strategies that
support participation and learning of students with disability” (AITSL, 2011, p.11). Therefore, by
practicing equitable conceptions of disability and adapting them to hypothetical contexts, they
converge into real-world contexts and achieve inclusive education.

CONCLUSION

Ergo, individuals are being denied the right to learn whilst excluded from their society. Assisted by
Bronfenbrenner’s Ecological Systems model (Bronfenbrenner & Ceci, 1994), the critical analysis of
the macrosystem emphasised how and why change must occur for not only inclusive education, but
for a socially cohesive and optimal quality of life for all individuals. These recommendations MUST
be implemented to pursue this dream and support people living with and without disability. As Chris
Bunton (Docker & Smith, 2017) states: “we would like to live in a world where we are all equal”
(27:14).

REFERENCES