Inclusive Practice In Australia

As a teacher when delivering any lessons planned we have to make sure that each students individual needs are met, so they will feel included in the lesson. “Inclusion is about creating interesting, varied and inspiring learning opportunities for all learners, ensuring all learners contribute and are never disadvantaged by methods, language or resources” Wilson (2008).

Within a school, equality, diversity and inclusion is very important. It is their duty to make sure all children have equal access to the curriculum. Whether they are a different race, culture, gender or have a special need or disability, it is important that they are supported and have a right to participate and be treated equal; this is known as inclusion. As part of this it is important that schools and other professionals support and promote cultural diversity in schools and the wider society, breaking down any discriminatory barriers to learning.

“From the surface one may look upon Australia as being the ‘lucky county’ however when explored deeper Kayleigh Richmond came to the conclusion that this so called ‘lucky country’ isn’t all that ‘lucky’ for marginalized groups in Australia, the literature of these marginalized groups in Australia certainly substantiates this point”.

Students with special needs need deserve the same education general education students are presented with. The philosophy of “ Disability Inclusion” concentrates on creating a safe, loving, and effective learning environment for students who suffer from physical, learning, and behavioral disabilities. When a student with disabilities is placed in the same environment as a non-disabled student, the results show wonderful improvement. When we are able to discover the strength of the student we are able to see just how much the student can improve in an inclusion classroom. Disability Inclusion not only sets a new beginning for an equal education of special education students, but it allows for more interaction with the child, and a more hands-on assessment.

Abstract supplied from Creative Sprits as to the belief on what the new policy objective hope to achieve for the Aboriginal of mix descent. : “The destiny of the natives of aboriginal origin, but not of the full blood, lies in their ultimate absorption… with a view to their taking their place in the white community on an equal footing with the whites.” (Creative Sprits n.d.)

The patient recruitment could have been more appropriate because of the limiting of patient being selected from only Australia or New Zealand which can reduce the extrapolative quality to a wider patient population.

The main social issue of the book was discrimination in Australian communities. The book was dealt with this issues refer to her multicultural relationship and friendship with the different ethnical and religious groups. Her strong decision and acceptance of Islam were significantly contributed to deal with this issue. It was interesting to report that two heterogeneous group of friends from the minority and majority groups. As for example, one of the Japanese Australian friend was Eileen at her preparatory school, McCleans. Another school friend was Simone who was actually a white Australian. Both Simone and Eileen were really good friends of Amal. They were quite more helpful in school and outside of school with a strong bonding. Leila

Are all children created equal? Are they all the same? Do they all need the same things? Can they all excel at the same pace? These and many more questions come up when we discuss the topic of inclusion. Inclusion is the term many educational professionals use to explain the integration of students with special needs into regular education classes. The terms mainstreaming, deinstitutionized, normalization, as well as the least restrictive environment all have been used to in the past to refer to inclusion. Is inclusion what is best for all students with disabilities? What steps need to be taken in order to achieve this goal?

A minority group can be defined as any group of individuals who are distinguished from the majority of the population and are therefore vulnerable to discrimination. The differentiation may be attributed to an individual’s race, ethnicity, gender, religious beliefs, health, culture, sexual orientation or by any other characteristic which alienates them from the social majority. Although females do not constitute a statistical minority, they are perceived as such due to the lack of privileges and opportunities presented to women which are easily obtained by men. Despite contributing to the majority of the population, women only constitute approximately 8% of incarcerated criminals, while simultaneously are disproportionally overrepresented as victims of sexual assault and domestic violence. In spite of these

Inclusion in education also caters for a variety of other students such as gifted and talented, students that speak English as a second language (EAL/D) or students that come from diverse backgrounds, including refugees. These children have a right to rigorous, relevant and engaging learning activities drawn from a challenging curriculum that addresses their individual learning needs. Teachers can use the Australian Curriculum flexibly to meet the individual learning needs of gifted and talented students.

Gove argue that Teachers' opinions and views of mainstream inclusion, as well as details of their experiences, including the support and strategies they use to manage students generally, have been explored. These literature reviews give a greater insight into the inclusive learning environment and help to develop teaching experience and understanding for future years. Gove, M. (2010).

Inclusion practices are supposed to support the ID student, including them as an important member of society, emphasizing their right to belong, no matter what disabilities or problems they have. Inclusion’s supporters believe that the values taught to students in an inclusive classroom are of vital importance in the education of all students. They insist that the acceptance and understanding of one another, even students with different abilities is one of the primary goals of education. While this is very admirable, it is normally not the case. Most ID children in an inclusion setting are either harassed, bullied

However, Inclusion is more than a physical placement of a child with special needs in a general education classroom. Susan Baglieri author of Disability Studies and the Inclusive Classroom defines inclusion as, “A term used to describe school based arrangements in which students with and without disabilities learn together in a general classroom setting” (1). Like many trends in special education, inclusion is driven by parents, advocacy organizations, and professionals with an admirable focus on advocacy for the rights of children. Cronin states, “Inclusion really involves a change in which a school system allows for a variety of placements that offer the conditions under which every individual feels safe, accepted, and valued and is helped to develop his or her affective and intellectual capacities” (Cronin) It is one thing to include and mainstream a child into a general education classroom, however, it is another to make them feel included. Full inclusion advocates believe that 1students with disabilities learn more in integrated settings than in segregated settings as they develop better working relationships, communication skills, social interaction skills and friendships when they are in an inclusive environment.

By teaching in an inclusive environment, the teacher will give all students access to a fair education. this might not be a big deal for some but it will definitely help a student’s self-esteem, and give them a sense of belonging, boosting his confidence and motivation towards school

The inclusion philosophy emphases the value of every individual, ensure everyone is given equal access and removes any discrimination and barriers to involvement (Woodcock, Dixon, & Tanner, 2013). As the school realizes that individuals have elementally rights to be treat with respect. The school inclusion policy philosophy is developed based on the belief: a high-quality education can support every individual to reach full potential and achieve better outcomes. According to Booth and Ainscow (2002), by valuing students’ diversities can make the effective inclusion. The school inclusion policy also included the importance of adjusting school environment like policies and practices to the better response to the diversity of students. By strengthening the relationships between school and community and having community involvements can create a positive learning experience for students (Ockenden 2014). The