Historical, Political, and Curricular Rationales for Inclusive Education

Focus Summary Paper
Introduction
There has been a keen observation that children across the globe are
forcefully denied to attend the schools. All students have equal rights to
attain education irrespective of their disabilities, race, language, religion,
gender and lifestyle. Every child has a right to get all the support that
they need from school, parents, family and community. This helps a child
to develop, learn, and build personality in the early years. Every child has
the right to go to school and receive equal attention from teachers and
friends. When all types of children are educated together under one roof,
regardless of their differences, it proves to be a societal gain which is
actually the foundational element of inclusive education. Throughout this
discussion, we will demonstrate the key information for historical, political
and curricular rationales for inclusive education. This paper would discuss
about the practices to improve biasness factors and thereby reduce risk of
denying education to any student. This paper also articulates classroom
strategies and approaches to meet individual differences in students
learning.
Historical, political, and curricular rationales for inclusive
education
Melbourne Declaration
‘The Melbourne Declaration on Educational Goals for Young Australians’
creates guidelines for Australian students, for tenure of ten years, as
granted by Australian education minister in 2008. This declaration
displays two main educational goals for young Australians: the
advancement of equity and excellence in Australian schools and secondly,
every young Australian should become an effective learner, confident and
creative individual with a quality of being dynamic in nature. This
document also includes a commitment to the action in eight
interconnected ranges, so as to support the accomplishment of
educational goals.
The Salamanca Statement
In June 1994, delegates of 92 governments and 25 global associations
framed the World Meeting on special Needs Education, held in Salamanca,
Spain. They agreed to a new statement on educational aspects of all
disabled children; they tried to impose standards which outlined that
ordinary school should welcome and must suit all types of children,
regardless of their physical, intellectual, social, or emotional conditions.
This statement also calls on international community such as UNESCO,
UNICEF, UNDP and World Bank to support the approach of this inclusive
education and development of special needs’ educational program.
Disability standard for education
Disability standard for education aims to give disable students, the right
to education and training on a same premise as other normal students.
This incorporates the right to equal access to services and facilities and

the right to join educational training, disregarding any sort of
discrimination, including categorized beliefs about the capacities and
selections of students with disabilities. The standard covers the rights of
students in connection to education and training, obligations of education
suppliers and measures which whenever executed, will be proof of
consistency and protection against any litigation.
UN Convention on the Rights of the Child
UN Convention on the Rights of the Child (UNCR) is a legitimately-
restricting worldwide agreement setting out the civil, political, economic,
social and cultural rights for all the children, irrespective of their race,
beliefs and abilities. The UNCRC comprises of 54 articles that state the
rights of children and how governments should cooperate to make them
accessible to every child. Under this convention, governments are needed
to meet children’s essentials needs and support them to utilize their
maximum potential. Integral to this is the affirmation that each youngster
has some basic fundamental rights such as life, protection, education,
family and right to express their opinion.
Enhance protective factors and minimising risk- Friday
Bullying is one of the biggest issues in Australian schools that ruin child’s
education, social and emotional well-being. There are many ways in which
parents, educators and whole community should work together to
increase protection and reduce risk of child’s torture from bullying at
school. Firstly, it is important that parents, teachers and community be
the first group of people to identify these kinds of behaviours, because
sometimes a child may be ashamed or in fear to report that they have
been bullied in the school. Parents need to engage with their child
carefully to identify if their child has be affected by any sort of bullying. It
is important that parents pay attentions to their child’s emotions and
show the child that they care about them. It won’t be a fully fledged
solution to the whole issue but it makes big difference when a child knows
that they can count on their parents for support.
Being a good role model is also a significant approach to reduce and
prevent the problem. Children normally imitate unfriendly behaviours
such as bullying from their role models, parents, and other adults and
especially from social media. Therefore, it is necessary to be positive role
models to the children from an early age. This helps them to avoid
negative vibes around them and this makes it quite unlikely for a child to
involve in anti-social behaviour.
The aspect of Bullying mostly occurs in schools and therefore teachers
have a bigger role to play in this situation. Teachers need to have
frequent conversation with their students about bullying and also access
the situation around bullying at school. This helps students to understand
what types of behaviours are related to bullying. Educators also need to
be aware of nature of bullying and the effects, to figure out an accurate
way to respond within the school. They should work with parents and
communities to prevent its occurrence. Bullying needs to be addressed by