Gabrielle Magee

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Prior to 1970s Australia, children with disabilities were segregated into special
schools. After the mid-1970s these children began to integrate into mainstream
schools, where they were met with many barriers. Inclusive education, in which
schools and teachers alter their practise to cater to all children, is becoming common
practise, but is still prone to issues, including discrimination and poor teacher
preparation (Humpheys, 2013, p. 1). In 2000, Graeme Innes reviewed the Disability
Discrimination Act 1992 (NSW). He observed that, regarding inclusion using an
individually-based and essentially private complaint investigation and conciliation
process is not, and will not, be successful (2000). Though the cases he refers to,
such Clarke v Catholic Education Office (2003), have been beneficial in highlighting
the struggles of children and families dealing with disability, they are not a long term
solution. One way of ensuring that the rights of students with disabilities are met is
by ensuring that any teacher faced with an inclusive classroom has the tools and
knowledge to effectively cater to each individual child. This includes strategies for
working together with stakeholders, learning how to adjust and accommodate
learning programs and classroom settings and adjusting teacher attitudes. There are
a number of legislation guidelines, including the DDA 1992, the Disability Standards
for Education 2005, and the NSW ADA 1977 (NSW), that can assist with the
development of these strategies.
Under the Disability Standards for Education 2005, educational practitioners have an
obligation to consult with students regarding any adjustments or accommodations
they need to succeed. By asking questions, such as, What are the challenges,
needs or barriers for the student? (NDCO, 2016) on a frequent and regular basis (to
ensure that their methods are working), not only will the educator gain valuable
insight into the students mindset and their emotional needs, but the student with
have opportunity to assert their independence and feel respected and acknowledged
(Reid, Lienemann, and Hagaman, 2013, p. 71).
In addition to consulting the student, the educator has an obligation to consult other
stakeholders in the students future. Loreman, Deppeler and Harvey advocate the
creation of a professional learning community, including teachers, paraprofessional
support staff and parents, to work collaboratively together to solve problems within
the school. This allows all parties to take part in the process of inclusion (2005, p 88107). Collaboration with stakeholders is particularly important for students with ASD.
In Robisons rules for working with students with ASD (2012, p 43), he dictates the
importance of explicitness, consistency, predictability. A student with ASD will
experience consistent expectations, and thus experience greater understanding, if all
stakeholders are following the same guidelines for behavior and academic focus.
This is one example of how collaborating with stakeholders can assist teachers in
working within an inclusive classroom.
Collaboration with paraprofessionals is valuable. In addition to assisting students in
the classroom, paraprofessionals can assist in researching, liaising with families and
giving additional care to students with physical or sensory disabilities who need
orientation and mobility support (Loreman et al, 2005, p 103-105). To effectively
utilize paraprofessional support, a teacher should have open discussions with the
paraprofessional and other colleagues, use assessment and research to determine
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focusses for assistance and ensure that the paraprofessional understands the
processes and aims involved in their role (Giangreco, 2003, p 42). The difference
between past segregated classroom systems and inclusive systems is that
paraprofessionals become a part of the classroom as a whole, assisting all students
and the teacher, and thus helping students with disabilities to feel included within the
classroom.
Collaborating with parents is also vital when dealing with an inclusive classroom.
This process includes parenting, communicating, volunteering, learning at home and
decision making (Epstein, 2013, p 115). Teachers and support staff may have access
to research for parents to utilize in the home, while communication between schools
and parents can facilitate accommodations and adjustments to help the student.
Having parents volunteer in the school can also help them feel connected to what
their child is experiencing, leading to better adjustment and inclusion strategies for
that child. Giving the parents of children with additional learning needs access to
educational resources they can use at home will give the child more opportunity for
consistent learning. Most importantly, parents need the opportunity to be a part of the
decision making for their child, as they have a unique understanding of their childs
needs and their capabilities (Epstein, 2013, p 116-117). While collaborating in this
manner, educators can make effective use of their relationships with their students
parents, for the overall benefit of the child.
A study by Stahmer showed that inclusion in classrooms has developmental benefits
for all students, including improved behavior development, independence, and
qualities such as patience, trust, and empathy (2011, p 628). In the same manner,
program differentiation for students experiencing disabilities can have universal
benefits for all students. Under the NSW ADA 1997 and The DDA 1992, educators
must make reasonable adjustments and ensure that no student is subjected to any
detriment, this includes a disadvantageous or an inferior education. One way of
achieving this is through universal education.
Universal education is an important step into a integrated, inclusive education
system. By creating resources that can be effective for all students, there is no
feeling of segregation or separation in terms of course materials. In 1997, The
Centre for Applied Special Technology created a framework called the Universal
Design for Education, built on the principles of multiple means of representation,
action and expression, and action and engagement (Burgstahler, 2012, p 4). By
using this design in the creation and presentation of learning materials, educators
can effectively cater, not only to students experiencing various disabilities, but also to
the wide variety of learning abilities and types present within a classroom. Teachers
can utilize this framework in their classrooms in a number of ways. Modifying
Representation in a science or history classroom might include portioning lengthy
instructions into smaller, more practicable tasks or providing a video or photographic
representation of a process in addition to a written description. These modifications
would be highly beneficial in particular to students with intellectual disabilities, by
increasing the readability of texts and drawing focus from written texts to visual
representations which may be easier to process. Visual representation in place of
text will also assist students with ASD, as they often have excellent visual abilities
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(Pierangelo & Giuliani, 2008 p 152). They might also benefit from chunking large
texts into smaller, more manageable sections to prevent distraction, confusion or
loss of concentration. Students without disabilities will benefit from the improved
readability, and the multiple means of instruction that will cater to visual learners. In
this way, a modification that facilitates more effective learning for all students in a
classroom will have additional benefits for disabled students.
Other universal design methods include providing captions for all video and using
audio adaptations of texts for students with sensory disabilities. Also using cognitive
supports such as summarization, scaffolding and explicit strategies (Burgstahler,
2012, p 5-6). The aim of universal education is to provide multiple and modified
means of instruction that benefit all students, including those with disabilities. By
using this framework, a teacher could effectively cater to a class with a wide variety
of learning needs using one set of resources.
Under the DDA, it is considered unlawful to deny or limit a students ability to learn
by developing curricula or training courses having content that willexclude the
person from participation (1992). In order to follow this legislation teachers and
schools must make adjustments and accommodations to ensure that students with
disabilities can receive the same quality of education as their classmates, in
accordance with the Standards for Education. For a teacher, this means making
accommodations specifically, in relation to course or program, and in relation to
facilities and services, (2005).
Common adjustments that can be made to facilities to cater for physical disabilities
include changing placement of equipment or furniture in a room to accommodate
physical or visual impairments and placing students in easily accessible rooms
(Walsh, 2012, p 24-29). Other whole school changes might be installation of ramps,
lifts or railings (Walsh, 2012, p 29). Access for students with hearing difficulties can
be greatly improved by an induction loop placed in classrooms (Rekkedal, 2012, p
23), and access for children with impaired sight can be improved using tactile
elements on workbooks and pencils, and through texts and worksheets with large
print or braille lettering. By making these adjustments and accommodations, schools
and teachers can ensure that students with disabilities can access the same
education as their fellows.
Accommodations in relation to course or program might refer to adjustments in
curriculum, and to how a program is presented. Wolfe and Hall advocate several
methods of curriculum adaptation. The teacher may need to adapt the regular
curriculum, using the same settings and activities, but with slightly different but
related objectives. For example, a student with a language disorder or a learning
disability might use a prepared mind map or table to summarize a text, while other
students are required to write a summary paragraph or an essay. The same content
is being utilized, but the outcome is altered to assist in achievement and
comprehension. Similar to this, an objective could be achieved, but the activity could
be altered. A student with a visual disability or an intellectual disability might be
asked to use a different but still relevant source, such as a website or a more
readable book, to complete an assignment. The objective remains the same, but the
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activity is slightly altered for accommodation (Wolfe and Hall, 2003, p 56). Course
presentation adjustments are also highly influential in classroom inclusion. Inclusive
presentation skills include explicitness instruction, highly readableresources, sensory
modifications to video presentations and use of methods such as peer tutoring. This
can allow a teacher to present a program that includes all students within the
classroom (Conway, 2005, p 135). Peer collaboration in particular can be very
helpful for a number of different needs. Peers can assist in writing if a student has a
physical disability, can simplify instructions and can help students, particularly with
behavioral disorders, stay focused and on task (Katz and Mirenda, 2002, p 19).
In the case of students with ASD, the way a course is presented can have a
significant impact. Being clear and explicit with instructions, either verbally or with a
visually formatted set of instructions, can help students with ASD stay focused and
help them comprehend the requirements of a lesson. Keeping a lesson structured,
with a daily schedule and routine, and removing any unnecessary distractions, (such
as leaving lab equipment or educational toys on desks) will also help students with
ASD stay focused and on target (Pierangelo and Giuliani, 2008, p 52). Curriculum
and program adaptations such as this can assist in allowing students within a
classroom to participate and learn without being segregated into a separate class
with a separate program.
One of the most important elements of inclusion is teacher attitude. Boyle and
Topping describe an ideal inclusive teacher as, open to student responses and
personal engagement with a student (2012, p 100). This would be beneficial for any
student with a disability, as they have a greater understanding of their needs and
desires than anyone else. By forming a personal relationship, the student may feel
that they are being respected and acknowledged for themselves and not just
because they are differently abled. For students with ASD, understanding of a
students personality, particularly their nuances and their likes and dislikes, will allow
for better connection and communication (Robison, 2012, p 43). An effective attitude
to inclusive education also includes a willingness to try new methods of education,
including universal education. Methods such as multiple means of presentation and
group and peer collaboration are shown to be effective in inclusive education, but are
not utilized in all classrooms. In addition, the teacher must be willing to collaborate
with parents and other teachers to provide the most effective program for their
students (Cologon, 2015, p 14). Finally, in accordance with the DDA Standards
obligation to Obligations to eliminate harassment and victimisation, a teacher must
educate their school and students about inclusivity and disability. Cologon (2015, p
17) advocates teaching all students and teachers about ableism and disability, with
the aim of eliminating stereotyping, patronising or alienating students with
disabilities. Programs such as Marvelous Max (2016), which teaches students
about ASD and how to help students with ASD feel included in a school and
classroom can be extremely beneficial, as it will help students without disabilities to
understand their classmates mindsets and assist in their social inclusion. Teacher
attitudes are incredibly crucial for creating an effective inclusive teaching
environment.
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If a teacher, when presented with a classroom that includes students with disabilities,
is able to utilise the skills and methods described in this essay, they should be able
to effectively engage with their class in an inclusive manner. If this practice is
implemented in all NSW and Australian schools, the aims of the Disability
Discrimination Act 1992, and the Anti-Discrimination Act 1977 (NSW) can be
achieved, for the benefit of all students.
Word Count: 2193
Works Cited:
Australian Government. Disability Discrimination Act 1992 (1992).
Australian Government. Disability Standards for Education 2005 (2005).
Boyle, C. & Topping, K. (2012). What works in inclusion?. Maidenhead, Berkshire:
Open University Press.
Burgstahler, S. (2012). Universal Design in Education: Principles and Applications (p.
4). Seattle: Disabilities, Opportunities, Internetworking, and Technology
Centre.
Clarke v Catholic Education Office & Anor (2003) FCA 1085.
Cologon, Kathy. "Inclusion in education: towards equality for students with
disability." Children (2015).
Conway, R. (2005). Adapting curriculum, teaching and learning strategies. Inclusion
in action, 102-173.
Epstein, J. (2013). Ready or not? Preparing future educators for school, family, and
community partnerships. Teaching Education, 24(2), 115-118.
Giangreco, M.F. (2003). Working with TAs. Educational Leadership 61(2), 503.
Humphreys, K. (2013). The Question of Inclusion or Diversity: Responding to the
Learning Needs of Students. CAISE Review, 1.
Innes, Graeme, Deputy Disability Discrimination Commissioner, Human Rights and
Equal Opportunity Commission. (2000). The Disability Discrimination Act
Seven Years On: Have We Had the Good Years or Are They Still To Come?
Retrieved from https://www.humanrights.gov.au/news/speeches/disabilitydiscrimination-act-seven-years
Jordan, A., Glenn, C., & McGhie-Richmond, D. (2010). The Supporting Effective
Teaching (SET) project: The relationship of inclusive teaching practices to
teachers beliefs about disability and ability, and about their roles as teachers.
Teaching and Teacher Education, 26(2), 259266.
Katz, J., & Mirenda, P. (2002). Including students with developmental disabilities in
general education classrooms: Educational benefits. International Journal of
Special Education, 17(2), 14-24.

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Marvelous Max - Autism Awareness for Kids Australia. (2016). Marvelous Max Autism Awareness for Kids Australia. Retrieved 1 August 2016, from
http://www.marvelousmax.com.au/
NSW Government. Anti-Discrimination Act 1977 (1977).
Obligation to consult. (2016). Ddaedustandards.info. Retrieved 1 August 2016, from
http://www.ddaedustandards.info/obligation-to-consult
Pierangelo, R. & Giuliani, G. (2008). Teaching students with ASDs. Thousand Oaks,
CA: Corwin Press.
Reid, R., Lienemann, T., & Hagaman, J. (2013). Strategy Instruction for Students
with Learning Disabilities, Second Edition. New York: Guilford Publications.
Rekkedal, A. M. (2012). Assistive hearing technologies among students with hearing
impairment: Factors that promote satisfaction. Journal of deaf studies and
deaf education, 23-72.
Robison, J. E. (2012). Call Me Different, Not Difficult. Educational Leadership, 70(2),
40-43.
Stahmer, A. C., Akshoomoff, N., & Cunningham, A. B. (2011). Inclusion for toddlers
with ASDs. The International Journal of Research & Practice, 15(5), 625641.
Walsh, T. (2012). Adjustments, accommodation and inclusion: children with
disabilities in Australian primary schools. International Journal of Law and
Education, 17(2), 23-38.
Wolfe, Pamela S., and Tracey E. Hall. "Making inclusion a reality for students with
severe disabilities." Teaching Exceptional Children 35.4 (2003): 56.

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