Inclusive Education - Assessment Task 1

Inclusive Education Essay

Schools are becoming increasingly more diverse. Teachers therefore need to adapt and

develop specific skills, strategies and mindsets that will make them more accepting and their

classrooms more inclusive. This essay will set out the adjustments and strategies a classroom

teacher can employ not only in the History learning area but in any learning area, to assist a student

who is diagnosed with autism spectrum disorder (ASD). This essay will also specify the legislation and

changing perceptions of ASD within our school systems and wider communities. As such over time

the stigma surrounding disability has begun to dissipate through the progression of globalisation and

social inclusion. There is no doubt that this has come about due to the fact that various stakeholders

like; teachers, parents, doctors, students and the general population have a far more comprehensive

understanding of ASD and what tools and strategies can be employed at home and at schools to

provide students with ASD the best possible chance to prosper. This essay will also draw upon

various other factors that shape ASD student outcomes these include; Teacher attitudes,

differentiation, working with various stakeholders within the community and how collaboration can

help ASD students, setting appropriate goals and outcomes and any accommodations that may

improve an ASD students learning and life outcomes.

The findings of John Hattie (2003) are very pertinent to this essay and its subject matter.

Hattie argues that the two main contributing factors to a student’s success, are the role played by

the students themselves in their self-efficacy and resilience and the support and guidance of their

teachers. Hattie found that teachers who were inclined to use better quality teaching practices,

inspired their students to achieve more through higher expectations and developed meaningful and

solid rapport with their students had a greater effect on their achievement and life goals (2003). As

such it is evident that all stake holders most prominently teachers need to think critically about the

concepts and conventions that shape education policies. It is often the fact that teacher philosophies

and teacher practice shape how students interact and operate within your classroom. This all comes

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down to the issue of making your classroom more equitable in the case of Australian educators this

comes down to the fact that teachers need to have a deeper understanding of the political and

social influences that impact on the learning experiences of students in order to develop teaching

strategies that are critical to creating an equitable learning experience for all students (Ballard,

2012). Ballard argues that exclusionary ideologies are rooted in the neo-liberal practices that guide

our political and social agendas (2012). This is because neo liberalism dominates the ideas that

shape our economic, social and educational policies. These policies value individualism and

discourage collectivism, reducing fairness and promoting inequality both socially and economically.

This has huge impacts on students with disabilities as it doesn’t value them or their potential. Ballard

argues that throughout the previous decades there had been a shift from the exclusionary practices

of ‘special education’, separating disabled students from the regular education classroom to the idea

of ‘mainstreaming’ (2012). Ballard argues that this shift left disabled students included in regular

classroom activities but without being catered to. Therefore, the notion of inclusion implies that

teachers with classes that include disabled students should review and examine the strategies and

practices they have in place to comply with their student’s needs.

In a similar vein Sweller and Graham (2011) argue that the construction of social norms that

reinforce the notion of the mainstream or regular school for non-disabled students is the starting

point for constructing the exclusion of students who are different. To combat this notion of the

social norm Sweller and Graham argue that there needs to be a reconceptualization of how schools

operate. This is achieved through changing the school’s structures, the practices used by teachers

and the school as a whole, and the schools overall culture; not just the classroom cultures enforced

through individual teachers (2011). Even so it is clear that the neo-liberal constraints as argued by

Ballard (2012) are also present in Sweller and Grahams findings as key arguments that aid in the

segregation of profoundly disabled students. The arguments being that such students can present

schools with costly and complicated dilemmas most of which from a political stand point are viewed

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as unfeasible as a cost that most neoliberal governments fear taxpayers will not stand to

accommodate. As a result of the political and social climate that so often shapes the direction of our

education system, Sweller and Graham emphasise the role of accommodations and adjustments to

address student needs on a case to case basis. This is seen as a far more sustainable way of

incorporating inclusion of diverse students with diverse needs. Even so there are still limitations to

what extent these accommodations and adjustments can be applied. More specifically the fact that

if schools don’t embrace full inclusion the question then raised is to what level does a student’s

specific level of need justify them not being included. Sweller and Graham’s findings suggest that

students with profound disabilities are less likely to be welcomed into their local schools than

students with milder more manageable disabilities. Suggesting a narrower view of the role of schools

and ‘mainstream’ educators in implementing the inclusion of all students.

This therefore raises the question what type of accommodations and practices should

educators implement in mainstream classrooms to accommodate the needs of all students. King-

Sears et.al (2011) argues that on such adjustment that regular schools could implement to aid in the

learning of disabled student would be the use of assistive technologies. The use of such technologies

are argued by King-Sears et.al to allow students with mild to severe disabilities the learn more and to

learn much faster (2011). In the case of this essay assistive technologies would be very useful in

helping students with ASD keep up with the classroom content, engage with the classroom content

and meet the outcomes set out to be achieved in the classroom through tasks that use technologies

that play to their strengths. It is clear that the use of technology is a very useful tool in

differentiating students’ tasks and instructions. This is specifically relevant because students are

given the opportunity to use technology in a way that benefits everyone in the classroom. As King-

Sears et.al suggests technology can provide benefits in the learning of all students within the

classroom. Furthermore, teachers need to be aware of any specific technologies that may be

indicated on students individual learning plans (IEP).

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Inclusive Education - Assessment Task 1

Loreman (2007) argues that in order for inclusion to be successfully implemented in schools,

educators need to establish educational climates and design a set of practices that are inclusive and

positive. Educators need to adopt attitudes that are positive towards and support policies and

leadership, ensuring that they involve the community, engage in flexible pedagogy and curriculum

and use classroom processes that are research based. Educators should also be engaged in

meaningful reflection. Loreman argues that there is no justifiable reasoning behind the use of

segregated forms of education and that teachers now operate in classroom environments that are

highly diverse, accommodating the needs of diverse children. It is up to the teachers to design ways

that support and provide meaningful education to the students under their charge (2007).

Differentiated instruction is also an effective and useful strategy for adjusting instruction and tasks

to cater to ASD students. Differentiated instruction is not just an effective and useful tool for ASD

students but also is an extremely valuable way to adjust lessons for all students even those within

the mainstream. Loreman et.al. (2011) highlights that differentiated instruction is not just

differentiating what your teaching but also how your teaching it. Some adjustments that can be

made through differentiation are mostly through varying aspects of the learning environment,

including; the usefulness and accessibility of; materials, resources and technologies, instruction

strategies, and learning outcomes.

Loreman (2007) highlights what he calls the ‘seven pillars of support’. These pillars each

embody a specific theme that is evident within the literature and research of the inclusive education

field. The first of which is the notion of positive attitudes, this pillar emphasises that educators with

positive attitudes are far more successful in engaging with diverse students. This is because attitudes

have been found to govern the daily practices of classroom teachers and influence the types of

teaching strategies they use to achieve their goals. Likewise, negative attitudes tend to have an

unfortunate outcome for students with disabilities usually due to the lowering of expectations and

the lack of support and belief students feel from their teachers. The second pillar highlights the

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importance of supportive policies and leadership in establishing inclusive educational environments.

This pillar encompasses the role of inclusive policies in both global and local context and ensuring

that intent of the policy is met with the willingness of local educators to comply and meet its

requirements. Pillar three highlights the fact that school and classroom practices need to be

grounded in research based practice. Teachers must also be engaged with flexible curriculum and

pedagogy as set out in the fourth pillar. Pillar five advocates for the involvement of the community,

Loreman argues that the community plays a central role in how successful inclusive education can

be. The sixth pillar highlights that teachers can benefit from meaningful reflection allowing them to

constantly advance their skills. Lastly in the final pillar Loreman (2007) argues that training is

necessary to ensure that teachers can meet the demands of an inclusive classroom as well as having

the resources like aides there to assist them in helping their students.

Hammond (2010) argues that there is a real need to promote strength based practices in

inclusive classrooms as it is a respectful and meaningful way of supporting student achievement and

helping them achieve their learning goals. Strength-based approaches steer clear of the deficit

approach typically inherent to problem-based approaches. Problem based approaches can often

lead to labelling, limiting, not recognising a student’s strengths and capabilities, focussing on what

they can’t do rather than what they can do, not taking into account ways of individualising the

learning of particular students, looking for patterns and excuses to explain away difficulties and

disabilities. It is clear that an effective strategy for assisting students with ASD in my classroom

should include aspects of Social emotional learning. It is a process in which students learn to

integrate what they think, what they feel and how they should behave in order to meet significant

life tasks. This allows students to identify and understand how their actions and decisions impact on

how they operate in the world as well as understanding the factors that shape their identity and

relationships with others. (Loreman et.al., 2011)

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Loreman et.al. (2011) has listed a great many adaptations and modifications one could use in

accommodating ASD students these include; addressing student learning plans when planning out a

unit and through individual lesson plans. Another useful tool for adjusting the learning of ASD

students in my classroom is through using specific classroom Layouts to ensure that my classroom is

inclusive for all students including those with ASD. Loreman et. al. (2011) found a few very useful

ways to apply seatings plans in an inclusive classroom these include; using a system of seating in

which students are study buddies so that they can assist each other through peer support, seating

students with particular issues next to a student who can act as a good role model, placing students

away from distractions, designating a quiet area and making sure that desks are free from

inessential materials.

Schools are extremely diverse places and have students that hail from all walks of life. As

such teachers have an obligation to adapt and develop strategies, skills, adjustments and

accommodations that provide a more equitable and inclusive classroom for all students, not just

disabled students. This essay has identified the adjustments and strategies that are the most useful

for classroom teachers to employ in assisting students diagnosed with autism spectrum disorder.

This essay has identified the ever changing nature of the policies, legislation and social perceptions

of ASD within our school systems and wider communities. Pointing out not only the move from

segregated special education classrooms but the explicit benefits of inclusivity and mainstreaming

students with ASD. It is clear that the stigma surrounding disabilities have begun to disintegrate with

the changing times, it is evident that this has come to fruition through a range of stakeholders

including; teachers, parents, doctors, students and the general population developing a better

understanding of ASD. This essay has also identified that these stakeholders are far more successful

at helping ASD students when they know and have access to the tools and strategies that help ASD

students succeed at achieving their goals. However, it is clear that schools are obligated to address

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Inclusive Education - Assessment Task 1

any reasonable adjustments and accommodations for disabled students. Even though this cannot

always be achieved due to funding and staffing constraints.

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References
Ballard, K.,. (2012). Inclusion and social justice: Teachers as agents of change. In S. C. MacArthur,
Teaching in inclusive school communities (pp. 65-87). Milton, Australia : John Wiley & Son.
Retrieved August 26th, 2018

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. doi:10.1080/13603110903470046

Hammond, W., . (2010). Principles of Strength-Based Practice. Resiliency Initiatives , 1-7.

Hattie, J. . (2003). Teachers Make a Difference, What is the research. Building Teacher Quality: What
does the research tell us?, 1-17. Retrieved August 28th, 2017, from
https://research.acer.edu.au/cgi/viewcontent.cgi?referer=http%253A%252F%252Fwww.bin
g.com%252Fsearch%253Fq%253Djohn%2520hattie%25202003&amp=&src=IE-
SearchBox&amp=&FORM=IENTSR&amp=&httpsredir=1&amp=&article=1003&amp=&contex
t=research_conference_2003&amp=&se

King-Sears, M.E., Swanson, C., & Mainzer, L.,. (2011). TECHnology and Literacy for Adolescents With
Disabilities. Journal of Adolescent & Adult Literacy, 54(8), 569-578. Retrieved August 26th,
2018, from https://www.jstor.org/stable/41827726

Loreman, T.,. (2007). SEVEN PILLARS OF SUPPORT FOR INCLUSIVE EDUCATION; Moving from “Why?”
to “How?”. INTERNATIONAL JOURNAL OF WHOLE SCHOOLING, 3(2), 22-38. Retrieved August
26th, 2018

Loreman. T., Deppeler, J., & Harvey, D.,. (2011). Inclusive education: Supporting diversity in the
classroom. Crows Nest: Allen & Unwin.

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