Inclusive Education Assignment

This assignment is related to inclusive education, which involves providing educational opportunities and experiences for students with disabilities. The assignment likely includes questions and tasks that require the application of theoretical knowledge and practical skills in the context of inclusive education. It may also involve critical analysis, problem-solving, and discussion of real-world scenarios or case studies. The assignment may cover topics such as disability awareness, universal design for learning, executive function in education, and social skills development for students with Autism Spectrum Disorder.

Running head: INCLUSIVE EDUCATION
Inclusive Education
Name of the Student
Name of the University
Author Note

1INCLUSIVE EDUCATION
Introduction
The main aim of Inclusive Education is to provide education to every student
irrespective of their challenges such as students with Autisms Spectrum Disorder, impaired
vision students and are placed in general education category for achieving higher distinction
(Anderson & Boyle, 2015). Prior to this, inclusive education helps to remove the barriers in
educational system by aiming to provide basic and general education to all categories of
students equally. The paper mainly elucidates on the inclusive educational system with
students with Autisms Spectrum Disorder (ASD) in Australian educational settings. In order
to support the educational process with Autisms Spectrum Disorder, many Governmental
laws have also been formulated such as the Disability Standards of Education Act 2005,
Disability Discrimination Act and more.
Discussion
In order to understand the criteria of the Autisms Spectrum Disorders (ASD), there
are no proper diagnosis, the only method to understand their behavior through social
interaction and communication. Prior to that, the Government has also initiated certain rules
and regulation to support those students. As per the Disability Standards for Education
2005, it ensures that students with disability disorders can seek education and participate on
all activities as normal students (Carrington et al., 2017). Accordingly, the Australian
Educational system needs to make certain adjustments regarding the learning program of the
students. In the year, 2008, the United Nations Conventions on the Rights of People with
Disabilities puts an effort to promote inclusive education for disability students in Australia
and in other nations. Australia supports general education for the ASD and other disable
students therefore it mainly depends on the legislature procedures of the Government. The

2INCLUSIVE EDUCATION
Commonwealth Disability Discrimination Act, 1992 makes it clear that it is unlawful to
treat any person unfairly because of their disability and accordingly the Australian schools
have adopted this law in their educational process (Round, Subban & Sharma, 2016).
Accordingly, the government and the non-government schools make reasonable adjustments
to comply with the requirements of the disable students that include supplementary
adjustments, substantial adjustments and extensive adjustments. It is important to note
that during the mid 1970s, Australian schools provided education to the disable students in a
mainstream classroom that was separated from the normal student education process, but
after understanding the importance of special education settings, the schools initiated to teach
disable students along with normal students (Liasidou et al., 2015). With the introduction of
the inclusive educational system, the barriers between special and regular educational system
have been completely removed.
Although it has been stated that students diagnosed with Autism Spectrum Disorders
have their own unique characteristics, but there are four main characteristics that helps to deal
with the ASD students that includes communication, social interaction, challenging
behavior and the learning characteristics. Language difficulties include lack of expressive
language skills, problem in oral languages, and inflexible style of conversation and more
(Sharma & Sokal, 2015). To deal with such problems, schools can introduce comprehensive
communication assessment that mainly involves pathologist related to speech-language.
Classroom evaluation will help teachers to understand their problem and accordingly can pay
attention to students by comprehending common instructions by using basic language. Prior
to that autisms student have psycho-educational problems such as students within the
classroom have learning difficulties, problem related to paying attention in the classroom.
Schools should introduce different learning styles such as VARK learning styles that deals
with providing education to the autism students through visualizing things, by hearing or

3INCLUSIVE EDUCATION
listening and through touching any kind of objects (Meyer et al., 2016). As per the report,
autism students’ likes to rely only on one type of learning styles, therefore schools should
apply a single learning style so that students can get easily accustomed. As per the UNC,
ASD students have visual strengths; therefore teachers within the classroom can incorporate
teaching style through demonstration such as in the form of images, charts that would bring
positive outcomes for ASD as well as for other disable students. For instance, if the teacher
wants students to form a group for any activity, this could be delivering to the students
through demonstration. The educational programs that will be adopted within the classroom
for the ASD students would be in collaboration with the parents, as parents are expected to
assist the professionals so that the disable students could acquire the best possible knowledge
(Romanczyk, Wiseman & Morton, 2017). Collaborative parent-teacher relationship will
not only help in the success of the students but will able to create a healthy environment for
communication, social interaction and learning.
In order to deal with the ASD and other disable students within the classroom schools
and the teachers could apply curriculum based assessment skills and other appropriate
strategies that would help teachers to understand the behavior of such students in a better
way. Implying of the Inclusive education system in the schools of Australia has provided
greater opportunities in educational field for the disable and ASD students. Curriculum
based assessment will help to improve the learning of the disable students as it involves the
participation of the students (McIntyre et al., 2017). Teachers within the classroom could
introduce formative assessment system that will help teachers to understand the need of the
students and accordingly teachers can use different strategies to help out the disable students.
Accordingly for the implication of the curriculum based assessment, teachers can implement
the SCERTS Model within the classroom (Hayes, 2015). The intervention of this model
refers to social, communication, emotional, regulation, transactional and support. With the

4INCLUSIVE EDUCATION
help of this model, in case of social interaction, teachers can communicate through gesture
and signs and prior to that teacher as well as the students can actively engage in the learning
activities. This model is an appropriate model for the disabled students as it is based on
activity and developmentally grounded. Furthermore, curriculum based assessment encourage
students with autism spectrum disorder to show their skills and talents as per the curriculum.
It is important to note that to initiate better education for the disabled students;
teachers can apply various strategies such as different learning theories could be introduced
by the teachers in order to encourage individual learning process. Vygotsky and social
cognition theory initiates students individual learning process as every students learning and
the development process is affected by the culture (Bandura, 2014). This learning theory will
help to provide support to the students in order to perform their respective task in relation to
the performance level of the students. Apart from this, this theory also encourages students to
study in a diverse background and accordingly schools should encourage studies in a diverse
culture. Assessment based on this theory should aim to implement actual and potential form
of learning that aims to measure the levels of their learning with and without support of the
teachers and parents. Another learning theory is the social learning theory that focus on the
learning process in the social context and this learning is appropriate for disabled students
when they tends to change their own behavior and decides to adopts different students
behavior (Meltzer, 2018). By implementing this theory, teachers within the classroom can
initiate collaborative learning system among the ASD and other disabled students and
accordingly can observe the behavioral changes among those students. Assessment related to
the social learning theory that should include supportive perspective where behavioral
changes likely to occur. However, another important theory schools can introduce for
initiating inclusive education for the ASD and for other disable students is the Piaget theory
of cognitive development that identifies the performance of the students through its four

5INCLUSIVE EDUCATION
stages that includes sensorimotor, preoperational, concrete operational and formal
operational (Joly et al., 2017). Through the four stages it becomes easy to identify the
learning difficulties and other problems of the students with Autism Spectrums Disorders.
Furthermore, the attitude of the teachers towards the ASD students should be
supportive and prior to that to understand the nature of the autism students it is necessary for
the teachers to acquire certain skills in relation to adjustment reaction for students required
any additional needs. For example, students with certain health issues might require short
breaks and by initiating short breaks between classes can increase the motivational level of
the students. According to the Universal Design for learning, accommodations and
adjustments are made based upon the behavior performance level of the students (Meyer,
Rose & Gordon, 2014). The main aim of the Universal Learning Design aims in creating
certain goals and objectives that can be achieved by the disabled students as per their needs
and criteria. For instance, Australian schools can introduce Braille technology for students
with impaired vision disability. Apart from this, the social development theory can play a
significant role by including certain time of practice to understand the connection between
the disabled students and their respective problems (Sharma, Forlin & Furlonger, 2015).
Furthermore, teachers within the classroom can differentiate various instructions within the
classroom that helps the ASD students to know what they understood and accordingly they
can demonstrate it. Differentiated teaching procedure focus on providing different learning
procedures, and accordingly students can select their appropriate learning procedures as per
their ability. Apart from this, teachers should introduce appropriate assessment and should
adjust it as per the student’s needs so that they can perform well along with the normal
students (Bilaver, Cushing & Cutler, 2016). For instance, formative assessment will help to
understand the talents and skills of the disabled students, therefore exams should focus more
on the talents and skills of the autism students.

6INCLUSIVE EDUCATION
In order to promote and introduce inclusive education among all the government and
non-government schools of Australia, the schools can initiate various programs and
strategies so that students can achieve higher distinction in the exams. Services and physical
accommodation is one such strategy that will tend to promote inclusive education for the
autism spectrums disorder students (Biasatti & Lombardo, 2017). Programs such as speech
therapy program will encourage disabled students to improve their speech, so that they can
communicate socially. (Mitchell, 2014).
With the help of SMART goals, schools can formulate a program plan that would
help teachers to teach the disabled students in an appropriate way.
Specific Measurable Achievable Realistic Timely
Implementation
of the speech
therapy program
through
inclusive
education would
help the ASD as
well as normal
students to
improve their
speech problem
(Meltzer, 2018).
At the first
week, teachers
will focus more
on identifying
the problem and
accordingly can
start the therapy
program with
identification of
alphabets.
If schools can
implement the
program
properly, then it
will give positive
outcomes not
only in academic
sphere, but also
in the social and
behavioral
domains.
Speech therapy
is a realistic
program as by
applying the
program many
schools have
received
success.
Although this
requires certain
amount of time
to complete the
program. This
program will
require time
period of six
months in order
to get success.

7INCLUSIVE EDUCATION
As per the evaluation program, implementation of speech therapy as a part of the
inclusive education would help disabled students to improve their speech problem. This
would not only help them in schools, but will support them in social and behavioral domains
(Meyer, Rose & Gordon, 2014). Though the program might take a time period of six months,
but implementing the program effectively and with the support of parents, teachers and the
Governments, ASD students would be able to cope up with their problems.
Conclusion
From the above conclusion it could be concluded that with the increase in the number
of disable students and especially students with Autisms Spectrum Disorder (ASD), the
government and the non-government schools of Australia have introduced inclusive form of
education. Accordingly to promote inclusive education the schools have also implemented
various legislation policies such as the Disability Discrimination Act 1992, Disability
standards for education 2005 and more. Classrooms are equipped with various teaching
methods to teach the ASD students such as speech therapy programs, using of differentiated
teaching methods and more. Furthermore, different stakeholders such as the Governments
and the parents should collaborate and assist the teachers to encourage the disabled students.
Furthermore, with the implication of the Universal Design for Learning, schools ensure that
all the disabled students should get proper learning opportunities to increase their knowledge
and skills.

8INCLUSIVE EDUCATION
References
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10INCLUSIVE EDUCATION
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