EDU30005: Reflective essay

Sashika Randombaarachchi 1

EDU30005: Understanding and Supporting

Inclusion
Assignment 1: Reflective essay

Student’s Name: Sashika Randombaarachchi

Student Number: 101158874

Ela: Michelle Ferguson

Word count: 2203

Due Date: 07/04/2021

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Sashika Randombaarachchi 2

In 2013, the state of the world United Nations Children's Fund statement encouraged people to

"see the child before the disability" (UNICEF, 1989). Despite the facts such as race, income,

gender, indigenous people, citizens, migrants, people with disabilities, people who learn

differently should have access to education. The Early Years Learning Framework (EYLF)

describes that all children should involve in the decision-making process for education, ensuring

that all children's experiences are valued and acknowledged (Department of Education,

Employment and Workplace Relations for the Council of Australian Governments [DEEWAR],

2009, p. 48). United Nations Educational Scientific and Cultural Organization (UNESCO) have

defined education as a fundamental right for everyone and it has been protected by the

Universal Declaration of Human Rights since 1948. The Australian and state legislations

underpin by UNESCO and it links to the state education policies which links to the teaching

practices we use in the classroom. This essay will be drawing attention to the historical

development in Australia such as term "disability" has replaced with words "the children with

special needs, policy documentation that underpins the practice, impact of history and policies

on contemporary practice and what I believe is the role of an educator in the educational

setting from early years.

Inclusive education is not definitively defined by anyone yet, but Anderson et al. (2014) has

defined inclusive education by three components. Despite of the condition, all children must be

able to participate, achieving and being valued within the regular classroom or their local school

(Anderson & Boyle, 2015. p. 7). Even though most of the children with disabilities have a broad
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line to participate in local schools for their learning needs, the Australian government has

opened opportunities for them to study in special schools. The children with special needs, the

children who need additional support and the children from a diverse background have been

faced discrimination, negligence and separation from society including their families for a long

time. Families were ashamed to accept the fact that the children can be born with disabilities,

special needs and special conditions. These ideas were mainly questioned in the late 1800s. The

school system in Australia began to establish special schools in the 1940s and 1970s. Though

this is known as an achievement, many children with special needs were not acknowledged in

this school system (Loreman, Deppeler, & Harvey, 2005).

When reflecting on the history and present-day there have been many positive changes in the

schools, societies and the community. As per my understanding and my personal experiences,

being an early childhood educator since 2015, I believe that I have seen a massive change in

educational settings especially in accepting the children and families who have disabilities and

special needs. In 1989, the convention on the rights of the child states that a child who is

disabled mentally or physically should enjoy a full and decent life which also ensures self-

reliance, active participation in the community (UNICEF, 1989). The Salamanca statement states

that a child should have a fundamental right to education despite the facts of unique

characteristics, interests and learning needs (UNESCO, 1994). It took decades to provide equal

opportunity for the children and people with special needs to protect their educational rights.

In 1994 governments from all over the world revised the education policy to protect the human

rights and self-esteem of people with disabilities. This came along with eight guiding

philosophies which include respect for self-esteem and independence, non-discrimination,

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involvement and inclusion, equivalent chance and availability (UNESCO, 1994). It is an

achievement that we as students are learning about inclusive education from different subjects

throughout the studies. However, according to my perspective, it is a narrow capacity for us to

explore and learn about assisting a child or a family who expecting additional support,

especially in the early years of education.

Under the National Law and Regulations, the Early childhood education sector and the school

sector are required to follow specific frameworks in Australia. One of the approved learning

frameworks is The Victorian Early Years Learning and Development Framework (VEYLDF) which

followed by the state of Victoria along with EYLF. The VEYLDF underpin by the Early Childhood

Australia Code of Ethics 2016 and Supporting Young Children's Rights by Australian Human

Rights. In this way, all rights are protected by Australian Law. As an educator, I perceive that as

a great opportunity for the young vulnerable children who are not able to speak for themselves.

The VEYLDF describes that to strengthen education in the early years, the teachers; educators

should create an inclusive environment through collaboration with the children and families

(Department of Education and Early Childhood Development [DEECD], 2016).

In 2006, United Nations passed the Convention on the Rights of Person with Disabilities, which

has been a major turn over in the history of inclusion. Australia became one of the 92 countries

from all around the world that signed a protocol to protect and support the rights of people

with disabilities which also made a huge impact on students with disabilities in Australia

(Foreman & Arthur‐Kelly, 2008). In 2013, The National Disability Insurance Scheme Act (NDIS)
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was ratified by the commonwealth government which made a significant impact on the people

with disability and their families and carers. By receiving NDIS support, a person with a disability

will be able to make the best use of an independent lifestyle and will have full inclusion in the

mainstream community. Secondly, it will raise awareness in the community to facilitate civic

participation towards an inclusive society and social participation (NDIS, 2013). The Australian

department has acknowledged some challenges and disadvantages a person with a disability

may face in their daily life. As a recommended solution for the issue, The Australian

Government has included guidelines and standards for proficient teachers via the Australian

Institute for Teaching and School Leadership (AITSL) (Foreman & Arthur‐Kelly, 2008). The

Australian Professional Standards for Teachers are mainly focusing on inclusive education in the

classrooms and it is strengthened by the Australian Disability Standards for Education (2005).

The commonwealth of Australia supports individuals, early childhood settings and schools by

different methods such as introducing teacher’s aide, speech therapies, paediatrician etc. The

Australian Government has given priority to the students with disability by the law including

guidance practices. This includes, all children have the right to learn and should have access to a

high-quality education, a safe and stimulating environment or all the children help them to

achieve their desired learning outcomes and reasonable adjustments are made for the students

with disabilities to achieve their life goals (AITSL, 2020).

In contemporary education, the educator has a vital role when it comes to developing an

inclusive environment. The first step of the inclusive educator is to identify and accept the

students with special needs, students with disabilities (Tyagi, 2016). To identify the students

with special needs or disabilities, a key goal for the educators is to collaborate with their
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families and the support team. A student support group (SSG) is mainly built up with caregivers,

teachers, teacher's aide, the leading department of the school and health professionals who

may require assisting the children. As an educator, it is required to build a positive interaction

towards the children with disability and their peers. Children with disability should feel

welcomed, comfortable and should be benefited from these classroom interactions and

teaching strategies. However, I believe that it is not enough what we do as an educator

regarding helping children with special needs or disabilities. According to Dixon and Verenikina

(2007), a good policy does not guarantee good practice (Anderson & Boyle, 2015. p. 9). Even

though Australia has place necessary legislation to protect the rights of people with disabilities

there is a lack of knowledge that is missing from the inclusive educational environment.

According to Forlin (2006), there are two main inclusive practices in Australia. Some

professional argues that inclusive education should be providing a solitary educational system

but should offer range services while others argue to include all the children in mainstream

education. Since the 1970s in Australia, the teachers have raised their concerns about the

insufficient knowledge they have to support inclusive education. To engage the students with

disability in the classroom, the teacher should have practical skills such as segregating the

curriculum, using suitable assessment strategies etc. (Forlin, 2006). This includes upskilling the

knowledge of existing teachers and pre-service teacher education. According to Cambourne

(2002), pre-service teachers are not capable of finding solutions for the problems that arise in

the classroom. Carrol et al., (2003), explain that the reason behind this is the universities are

taking control of mandatory studies in specific units in inclusion and diversity (Forlin, 2006).

According to Loreman et al., (2005) the teachers should undertake hands-on experiences rather
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than focusing on theory when it comes to achieving main steps in school such as identifying

students with disabilities and accepting them in the classroom.

According to the researches, it takes a heavy investment to improve inclusivity in Australian

schools (Forlin, 2006). But inclusivity should not be an expensive option whether it is nearly

childhood or in schools. It should be categorised as the best option for all the students where

they can participate in a caring, compassionate environment (Forlin, 2006). There are several

pedagogical approaches available for the children and families who required them which also

strengthen by the Commonwealth Act. However, directing the families for the education they

required when they first accepting the disabilities around them is more important. The teacher

or the early childhood educator plays a vital role in the first step of acceptance in the

educational setting. And it should not be limited to the classroom. Children with disabilities

should be able to participate in extracurricular activities, excursions, incursions without any

boundaries. Across Australia, states and territories have included inclusive practices into their

curriculum and planning process (AITSL, 2020). The students with disability have access to

personalised learning and support via the authorities. Though the teachers and early childhood

educators are not qualified for the diagnosis of any disability it is our duty of care to recognise

the children/ students who are not achieving milestones within a certain period. It is the

responsibility of the educator to be the whistle-blower and raise awareness for the families and

other authorities (AITSL, 2020). Initial assessment for the teacher could start with making

observations, be aware of the behaviour patterns, keeping records of any conversations with
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families, carers or previous educators. The responsibility of a child with a disability, who attend

the care is shared with the educators, teachers, school and other support systems (AITSL). In

Australian schools, the following adjustments are taking place to support the students with

disabilities or additional needs. Such as adjusting physical classroom space along with

specialised furniture, sign language and technological equipment to support the children who

are not able to hold a pencil or type. Working on a smaller group of children or giving one on

one attention to practice introductory concepts. Helping to build up their social skills by

creating positive interactions between teacher to student and student to student (AITSL, 2020).

All these supports are mostly available in the school educational systems. But I believe that

early learning setting supports are limited by the lack of resources. I believe that early invention

makes a huge, positive difference especially for the children with additional needs (Autism

Spectrum Disorder [ASD] and Attention deficit hyperactivity disorder [ADHD]). But according to

my personal experiences, we have limited access to the resources even though we can

recognise the children with additional needs. There are several cases that I have experienced

where the parents or caregivers ignore the situation and moving without accepting the help

they are required. Since the Salamanca Statement (UNESCO, 1994), the educational system in

Australia has taken essential steps to support the children disability (Forlin, 2006). However, I

believe that it is time to focus more on inclusion in early childhood educational settings too.

The early childhood educators actively support the inclusion of all children and offer productive

ways to build a kind and inclusive educational community (DEEWAR, 2009. p. 17).

In conclusion, this essay is providing a brief reflection of the history of inclusive education and

development in the present day. Along with the history, I have drawn my attention to Victorian
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Early Years Learning and Development Framework (VEYLDF), The National Disability Insurance

Scheme Act and Australian Institute for Teaching and School Leadership standards which must

strengthen by UN rights for children. I have reflected on my personal experiences and described

the role of the educator as a person who is nurturing an inclusive environment in the

classroom. I have also discussed the challenges as well as the benefits that I face as an educator

in inclusive contemporary education and, teaching strategies that I have used and will be using

in the future to be more confident in inclusive program and practice. According to Anderson &

Boyle (2015), some researches indicates that Australia has not met the inclusive education

practices, but I believe that small acts can make huge differences which will be a path for a

successful, inclusive environment for children with special needs, the children who need

additional support and the children from diverse background.

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References

Australian Children’s Education and Care Quality Authority. (2021). Retrieved 7 April 2021, from

https://www.acecqa.gov.au/nqf/national-law-regulations/national-law

Anderson, J., & Boyle, C. (2015). Inclusive education in Australia: rhetoric, reality and the road

ahead. Support for Learning, 30(1), 4-22. DOI: 10.1111/1467-9604.12074. Retrieved

from

https://www.researchgate.net/publication/274459538_Inclusive_education_in_Australi

a_rhetoric_reality_and_the_road_ahead

Department of Education and Early Childhood Development. (2016). Victorian Early Years

Learning and Development Framework (VEYLDF); For Children Birth to Eight Years.

Canberra: Commonwealth of Australia. Retrieved 05 April 2021, from

file:///C:/Users/Kalinga/Downloads/veyldframework.pdf

Department of Education, Employment and Workplace Relations, 2009. Belonging being

becoming The Early Years Learning Framework for Australia, Retrieved 05 April 2021,

from

https://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming

_the_early_years_learning_framework_for_australia.pdf

Disability Standards for Education 2005. (2005). Retrieved 7 April 2021, from

https://www.legislation.gov.au/Details/F2005L00767
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Forlin C. (2006) Inclusive education in Australia ten years after Salamanca. European Journal of

Psychology of Education, Retrieved 6 April 2021, from

https://link.springer.com/article/10.1007/BF03173415#citeas

Foreman, P., & Arthur‐Kelly, M. (2008). Social Justice Principles, the Law and Research, as Bases

for Inclusion. Retrieved 6 April 2021, from

file:///C:/Users/Kalinga/Downloads/psdlitreview_Socialjusticeprinciples_thelaw_and_re

search(1).pdf

Inclusive education - Teaching students with disability. (2020). Retrieved 6 April 2021, from

https://www.aitsl.edu.au/research/spotlight/inclusive-education-teaching-students-

with-disability

Joenpera, J., & Murdoch, F. (2021). Disability in Australia: changes over time in inclusion and

participation factsheets: community living, education and employment, Fact sheets -

Australian Institute of Health and Welfare. Retrieved 7 April 2021, from

https://www.aihw.gov.au/reports/disability/disability-australia-changes-over-time-

factsheets/fact-sheets

Tyagi, G. (2016). Role of Teacher in Inclusive Education. Retrieved 7 April 2021, from

http://ijear.org/vol61/TEP2016/34-gunjan-tyagi.pdf

UNICEF. Convention on the Rights of the Child. (1989). Retrieved 4 April 2021, from

https://www.unicef.org/child-rights-convention/convention-text
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UNESCO. (1994) The Salamanca Statement and Framework for Action on Special Needs

Education. World conference on special needs education: Access and quality. Retrieved

from https://www.european-agency.org/sites/default/files/salamanca-statement-and-

framework.pdf.

What is the NDIS? | NDIS. (2021). Retrieved 7 April 2021, from

https://www.ndis.gov.au/understanding/what-ndis