Understanding and Supporting Inclusion in Education - Desklib

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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