Understanding and Supporting Inclusion in Education - Desklib

This report discusses inclusive education and how to support students with disabilities and neurodevelopmental disorders. It includes a case study of six children and strategies for creating an inclusive environment in the classroom, such as a strength-based approach, using Australian sign language, and introducing rest breaks and brain breaks. The report also provides recommendations for improving inclusive education, including using Vygotsky's theory, specialized training for teachers, and developing a behavior management plan.

Understanding
and Supporting
Inclusion
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Contents
INTRODUCTION...........................................................................................................................3
DISCUSSION..................................................................................................................................4
RECCOMENDATION....................................................................................................................6
Criteria 1.................................................................................................................................6
Criteria 2.................................................................................................................................7
REFRENCES...................................................................................................................................9
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INTRODUCTION
Inclusive education can be supported and promoted by accepting, understanding and
embracing student differences and diversity (Weldon, 2018). The Australia's first national Early
years Learning framework focuses on extending an enriching children's learning from word to
five years. One of the principles of early years learning framework is respect for diversity, which
helps promote inclusive education in the Australian educational system. Different legal policies
legislations have been passed by the Australian government in order to improve and protect
human rights for individuals with disabilities.
The disability Discrimination Act of 1992 makes it unlawful to discriminate a person in
many areas of public life including employment Education getting on using services renting or
buying house and accessing public spaces because of their disabilities (Klibthong & Agbenyega,
2018). Compliance with this act also promotes inclusive education as it ensures that the rights of
individuals with disabilities are productive by educational institutions.
The case study for this report includes six children between the ages of five years and
seven years. The youngest learners in this case study are 5 year olds Joseph and Tara. Joseph
faces trouble concentrating and this defiant of parents opinion, with possible ADHD. On the
other hand Tara is deaf with out going nature who loves socialising with friends. The language
delay problem faced by Tara is supported by a speech pathologist and the learner has been using
cochlear implants from the age of two. Lucy is a 6 year old student with moderate cerebral palsy.
Lucy requires the usage of adaptive technology braces and medication to fulfil daily tasks.
Mishika is another 6 year old learner without going nature and diagnosis of sensory processing
disorder. Mishika is hypersensitive and easily gets overwhelmed by the external environment.
The last learner in the case study is Fiat who is a 7 year old only child diagnosed with separation
anxiety.
This report discuss is the children included in the case study and implementing strategies
in class in context of inclusive education. The main points which are considered in the
discussion include the capacity to include children with additional lead and the adjustment which
can be taken into account to address additional needs of different students. In addition to this the
ways in which inclusive environment can be provided to students in class is also discussed in this
report along with specific focus on inclusive education and its implementation by practitioners.
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Detail recommendation on the ways in which inclusive education can be improved for students is
also provided in this report.
DISCUSSION
A strength based approach can be applied to improve educational environment for different
students in the class and help support inclusive education. A strength based approach focuses on
understanding various scenarios in a realistic manner so that opportunities can be exploited to
support existing strength of students instead of working on staying with the issues faced by the
learner (Hesterman & Targowska, 2020). By utilizing a strength based approach inclusive
education can be practiced as it never focuses on minimizing the issue faced by the child but
helps separate the problem and the learner so that solutions can be tailored to address individual
needs of the learner.
A strength based approach supports learners development and progress because it
understands that learning is dynamic complex an holistic for individual learners and children
demonstrate learning in different ways. This feature of strength based approach helps provide
inclusive environmental students as it not only accepts the differences between learning of
different learners but looks at strength and capacity which can help the strike develop instead of
presenting what is absent and can hinder development. ADHD which is also known as
Attention deficiency hyperactivity disorder is one of the most common neurodevelopmental
disorders diagnosed in children.
In order to create an inclusive environment for children with ADHD, Strength based
approach need to be applied so that their challenges in paying attention controlling impulsive
behaviors and maintaining focus can be solved effectively. The usage of scent based approach to
help children with ADHD will create inclusive learning environment for Joseph who showcases
symptoms of this neurodevelopmental disorder. It is important to identify individual talents and
strengths of students so that they can be motivated to consistently yield excellent performance
(Duncan, Punch & Croce, 2021). This is because strength based pursuit historically results in
positive outcome for children diagnosed with ADHD because it makes them feel accomplished,
fulfilled and engaged.
This strength based approach to work on students interest and identify their strengths
when it comes to different subjects and core elements such as literacy numeracy and language
will promote inclusive education in classroom for every student as it will create a powerful
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feeling of accomplishment and raise self esteem of students who have not been able to perform
equally well to their peers because of their neuro developmental all physical disabilities.
The usage of Australian sign language which is also known as AUSLAN can be utilized
to support inclusive education for students with hearing impairments. In addition to this other
teaching strategies and approaches which can be used for learners with hearing impairment
includes auditory learning speech reading and technological assistance for interaction (Duncan &
Punch, 2021). These approaches can be utilized for developing differentiation teaching plants
for students with hearing impairments such as Tara. Differentiation in teaching is defined as the
act of adjusting content of a lesson on the process which is used to learn the product expected
from students to ensure that learners with different abilities can receive guidance they need to
successfully learned the contents of the lesson. The usage of Australian sign languages while
teaching students along with auditory learning and speech reading can promote inclusive
education in the classroom as we will make slight adjustments to the lesson so that students with
hearing impairment can equally participate in class and gain satisfaction as well as enjoyment
during their learning process.
Another suitable approach which can be used for promoting inclusive education in
classroom is the introduction of rest breaks brain breaks an cosy corner. Brain break is defined
as a short time away from daily classroom activities which include planned learning activities
shift that mobilize different networks of the brain. The activities used during brain break such as
dancing card tricks and gaming activities help revitalize different regions of the brain that are
blocked by stress or high intensity. Brain breaks can be used for coming students with sensory
processing disorder and hypersensitivity along with making students with anxiety more
comfortable. In addition to this a cosy corner can also be used for improving inclusive education
as it can be used to help students manage their emotions and students gain a safe place where
they can come down when they're feeling mad sad nervous but experiencing any other big
emotion (Dally & et. al. 2019).
Finally rest breaks can also help students pause their daily classroom activities for some
time if they are feeling stressed so that they can collect their emotions and talk to the practitioner
until they feel normal. All these three option of rest break brain break and cosy please can be
used to support inclusive education as they help students deal with emotions so that they feel
comfort and enjoyment while learning instead of being stressed and dreadful due to the learning
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environment. It can be specifically beneficial for students such as Joseph Fiate and Mishika who
have trouble controlling their emotions related to focus hypersensitivity and anxiety. Students
with neuro-development disorders related to channeling their emotions will be able to benefit
from these practices and enjoy learning with their peers and get an option to recover from their
emotional issues (Bruck, Robinson & Gallagher, 2021).
In addition to this computer assistive technology and help from external specialist can
also be used to support inclusive education. computer assistive technology can be used in case
of students who have serious neurodevelopmental disorders such as cerebral palsy where they
are dependent on others and technological tools to complete basic daily work. In addition to this
help of external specialists such as speech therapists psychologists and occupational therapist can
be used to support students with different mental and neurodevelopmental disorders such as
cerebral palsy separation anxiety disorder and hypersensitivity. These resources can be used to
provide best quality care in education to students with the different capabilities and physical or
mental disabilities so that inclusive environment can be created for every student.
RECCOMENDATION
Criteria 1
 The primary commendation which can be used for improving inclusive education is using
Vygotsky's theory. Vygotsky's theory states that children’s learning is enhanced too
through their interactions with their peers (Bannister-Tyrrell & et. al.,2018). In order to
implement this theory group based exercises can be implemented to ensure that children
work together to learn social behaviour and subject theory by communicating with their
peers and scaffolding on each others learning. In addition to this students will be
provided guidance from practitioners during group work so that they are able to handle
anxiety or any other emotional needs and are able to overcome their mental or physical
disabilities to learn and work with their peers effectively.
 It has been recommended to provide sspecialized training, to make assure that teachers
are developing the effective possible learning atmosphere. Moreover, they might be
equipped with vital techniques as well as training. in case teachers are keen to develop
the student inclusion, up skilling and obtaining extra training would be much
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advantageous. In addition to this, the management of school should recruit specialist who
are proficient for primary teaching as well as in maintaining inclusivity. It would aids in
managing and maintaining a welcome behaviour towards all learners. Additionally, it
may simply manage learners having ages less than 10 as well as assisting them in
developing more accepting manner to learn with one another.
Criteria 2
 It has been also suggested that the management of school should encourage the student
interactions as students would much likely continue if the feel socially as well as
academically connected to its school. The teachers and staff might facilitate opportunities
for students for meeting and getting to known one other in effective way. Letting students
have thoughtful interactions as well as conversation along with individuals from distinct
background and experiences helps promote diversity (Holmes & Prieto-Rodriguez,
2018).
 It has been recommended that for the inclusive learning of students the school
management should perform the demonstrative appraisal as it is helpful in identifying the
troubles understudies face during getting the hang of, instructing and evaluation. Both
students and teachers can find out about shortcomings and qualities of instructive
experience. Additionally, demonstrative appraisal ties used in pre evaluation stages
where educators are expected to assess understudies, length, shortcomings, information
and abilities. In addition to this, the use of analytic evaluation is profitable on the grounds
that numerous students can figure out their general abilities and frail regions through the
use of indicative appraisal. Notwithstanding this ID of explicit units and abilities
expected for getting done with a scholarly responsibility can likewise be distinguished
through the utilization of an indicative device.
 This has been also recommended to develop a behaviour management plan, such as
whole group plan, small group plan and many others. As it assists school management
prepare for inevitable moment that a student exhibit disruptive attitudes along with
acknowledging that few behaviours are not so much consequences in comparison to
others (Hepburn & Beamish, 2019). Moreover, the particular plan might be shared with
students as well as their parents so that all are aware about the expectation and results
should that desires not be accomplish. In addition to this, the much effectual plans mainly
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incorporates effectual deals of positive reinforcement as well as clear understandings of
wants.
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REFRENCES
Books and Journals
Bannister-Tyrrell & et. al., (2018). Initial teacher preparation for teaching students with
exceptionalities: Pre-service teachers' knowledge and perceived competence. Australian
Journal of Teacher Education (Online), 43(6). 19-34.
Bruck, S., Robinson, A., & Gallagher, E. (2021). A Model of Practice for improving autism
knowledge in teachers of mainstream students on the autism spectrum in
Australia. Australasian Journal of Special and Inclusive Education, 45(2), 221-236.
Dally & et. al., (2019). Current issues and future directions in Australian special and inclusive
education. Australian Journal of Teacher Education (Online), 44(8), 57-73.
Duncan, J., & Punch, R. (2021). Building inclusive education workforce capability: School
principals’ perceptions of roles and responsibilities. Australasian Journal of Special and
Inclusive Education, 45(1), 62-75.
Duncan, J., Punch, R., & Croce, N. (2021). Supporting primary and secondary teachers to deliver
inclusive education. Australian Journal of Teacher Education (Online), 46(4), 92-107.
Hepburn, L., & Beamish, W. (2019). Towards implementation of evidence-based practices for
classroom management in Australia: A review of research. Australian Journal of
Teacher Education, 44(2), 82-98.
Hesterman, S., & Targowska, A. (2020). The status-quo of play-based pedagogies in Western
Australia: Reflections of early childhood education practitioners. Australasian Journal
of Early Childhood, 45(1), 30-42.
Holmes, K., & Prieto-Rodriguez, E. (2018). Student and staff perceptions of a learning
management system for blended learning in teacher education. Australian Journal of
Teacher Education (Online), 43(3), 21-34.
Klibthong, S., & Agbenyega, J. S. (2018). Exploring professional knowing, being and becoming
through Inclusive Pedagogical Approach in Action (IPAA) framework. Australian
Journal of Teacher Education, 43(3), 109-123.
Weldon, P. (2018). Early career teacher attrition in Australia: Evidence, definition, classification
and measurement. Australian Journal of Education, 62(1), 61-78.
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