EDFD452 Assessment 1 Research Essay

Ashleigh Pearson S00135130

The process of running and leading a classroom can, at the best of times, prove to be
quite a tremendous task for teachers. Within an everyday classroom environment, teachers
can expect an array of hurdles in which they must overcome to effectively guide, teach and
assess students throughout their journey of learning. Common hurdles include things such as;
excursions, school assemblys, behavioural issues, lack of resources, lack of support, sudden
routine changes and (most importantly) keeping the students motivated to learn. With this
being said, teachers are taught to become proficient with overcoming such hurdles and make
these situations appear seamless to the untrained eye. What will be discussed is the added
effect of diversity in a classroom, the topic of dealing with disability (focusing on physical
disability), and the way in which the curriculum is linked to these issues.

Diversity in a school, particularly the classroom, can come in an array of forms.

Examples of different types of diversity can be seen as cultural norms, ethnic background,
social class, gender and language. (Haigh, 2002) discusses the importance of creating a
setting where there is an equitable opportunity for the learning ambitions of all students,
regardless of who they are. Expanding from this, one must ask the question, but how can
such equality of learning be achieved? The answer to this question is through inclusion. The
implementation of inclusive systems within a school and classroom are not only important for
the students involved, it helps develop a wider, more inclusive community (Foreman, 2011).
The first step towards creating an inclusive classroom is to recognise the fact that difference
should be accepted, embraced and celebrated and that despite any of these differences,
everyone is equal. Kilgallon & Maloney (2003) discuss that it is essential for teachers to seek
out support to assist them with creating inclusive environments. They discuss the importance
of teachers becoming more proactive, rather than reactive in building a repertoire of support

EDFD452 Assessment 1 Research Essay

Ashleigh Pearson S00135130

formats. Gaining support from colleagues can be a great base for (particularly new) teachers
to set up inclusive environments. Parents can help develop an inclusive environment through
the nurture and understanding they bring with them. Agencies can provide resources for
inclusive classroom strategy, and assistant teachers can enact specialised help and be a well
of knowledge for a generalist teacher. A teacher must make changes to their teaching
practices in the way towards inclusion in order to be able to include a student with disabilities
in their classrooms, whilst also still being an accommodating environment (Kilgallon &
Maloney, 2003).

Australian classrooms are becoming more and more diverse each year largely due to
the fact that Australia is such a multicultural country. More parents are opting to enrol
students with disabilities into regular classrooms rather than a specialised schooling
environment. This has caused teachers to adapt their learning environments in a way that can
best cater for all students regardless of their needs. Stewart (2010) suggests that teachers need
to see challenges such as students with disabilities as an outlet and an opportunity for
conversation and growth in the classroom. He suggests that rather than seeing students with
disabilities as threats to the contemporary classroom, they should become ways in which a
teacher can model how to overcome challenges in life and turn them into opportunities for
growth and reflection. Reid (2010) discusses a problem with many contemporary schooling
environments suggesting that many teachers are not quite prepared to properly understand the
emotional and cognitive needs of a person with a disability even if they are well intentioned.
This is commonly because students with a disability may have cognitive function that is equal
or higher than other students, although they can be overseen due to the fact that their physical
function is hindered in some way. Because of this, it is important that as a teacher, one must

EDFD452 Assessment 1 Research Essay

Ashleigh Pearson S00135130

actively look past the physical aspects and see deeper within a students thinking in order to
be able to teach and challenge students to the maximum potential. Reid (2010) suggests that
giving a student with a disability an equal education in terms of reading and writing can
really help them find their own voice and give them an outlet to which they can learn to
respect themselves and others.
Stewart (2010) discusses that often when calling a persons disability to attention,
people tend to recommend pat suggestions and unneeded help. An example of this is
unnecessarily trying to provide help and assistance to a student with a disability when it is not
required. This can often do more damage than good and can lead to a teacher accomplishing
the opposite of what they intended (Stewart, 2010). Instead of offering help that is unneeded,
it is essential that teachers turn to the parents of students with disabilities. These parents can
offer knowledge and support that is truly personal to a student with a disability. A way in
which teachers can gain a strong knowledge of how to deal with a student with a disability is
to create an opportunity to meet the student prior to classes beginning. Kilgallon & Maloney
(2003) suggest that this prior interaction can help a teacher develop a working knowledge of
the child. It can also lead to a teacher tending to focus on a childs abilities rather than their
disabilities. Another way to assist in the learning of such students is that teacher should
monitor and change the structural environment of the classroom and school in order to make
everything in the classroom accessible for all students (Millar & Morton, 2007). Other
resources that can be used to help assist in dealing with students with disabilities is through
the use of Government resources. The Australian Sports Commission provides tips on
communicating with students with disabilities such as lowering yourself to the eye level of
students in a wheelchair and always addressing people with vision impairment by name
(Australian Government, 2005).

EDFD452 Assessment 1 Research Essay

Ashleigh Pearson S00135130

Being a teacher in Australia can have its perks. The Australian curriculum is
progressive in a sense that it provides supplementary documentation and resources that are
specifically there to help teachers adjust their classrooms to become more inclusive
environments for students with disabilities (Millar & Morton, 2007). The curriculum is
designed in a way that assessment can be seen as age appropriate and level appropriate. This
enables teachers to be able to gauge students with disabilities individually, rather than
categorising every student at the same standard. With the Australian curriculum being open to
the idea of being flexible based on its interpretation or the environment around the school,
there are more opportunities for teacher to be able to adapt situations to be educational for all
students involved.

Upon reflecting on the need for inclusion within school communities and classrooms,
it is essential that teachers use all of the support at their disposal. It is also essential that
teachers employ every aspect of this inclusion to students with disabilities whilst also
catering for their individual needs. Research has shown that the inclusion of students with
disabilities into the regular classroom is beneficial to all, as students and teachers both gained
socially and academically and developed a stronger sense of understanding and diversity
(Millar & Morton, 2007).

EDFD452 Assessment 1 Research Essay

Ashleigh Pearson S00135130

References:
Australian Government,. (2005). Top tips for communicating effectively with people with
disabilities (p. Handout 43). Australian Capital Territory: Australian Sports Commission.

Foreman, P. (2011). Inclusion in Action (3rd ed.). Australia, Harcourt Australia.

Haigh, M. (2002). Internationalisation of the Curriculum: Designing inclusive education for a

small world. Journal Of Geography In Higher Education, 26(1), 49-66.
doi:10.1080/03098260120110368

Kilgallon, P., & Maloney, C. (2003). Early childhood teachers' knowledge of teaching
children with disabilities. Australian Journal Of Early Childhood, 28(4), 9-13.

Millar, R., & Morton, M. (2007). Bridging two worlds: special education and curriculum
policy. International Journal Of Inclusive Education, 11(2), 163-176.
doi:10.1080/13603110500375382

Reid, E. (2010). The Outcast Comes In: Grappling with Physical Disability in the Literacy
Classroom. The English Journal, 100(2), 105-108.

Stewart, M. (2010). The Paradox of Disability and Teaching. The English Journal, 100(2),
27-30.

EDFD452 Assessment 1 Research Essay

Ashleigh Pearson S00135130