An Introduction to Inclusive Education Name of the University Author Note Introduction
Added on 2021-04-17
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Running head: INCLUSIVE EDUCATIONInclusive EducationName of the StudentName of the UniversityAuthor Note
1INCLUSIVE EDUCATIONIntroductionThe main aim of Inclusive Education is to provide education to every studentirrespective of their challenges such as students with Autisms Spectrum Disorder, impairedvision 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 ineducational system by aiming to provide basic and general education to all categories ofstudents equally. The paper mainly elucidates on the inclusive educational system withstudents with Autisms Spectrum Disorder (ASD) in Australian educational settings. In orderto support the educational process with Autisms Spectrum Disorder, many Governmentallaws have also been formulated such as the Disability Standards of Education Act 2005,Disability Discrimination Act and more. DiscussionIn order to understand the criteria of the Autisms Spectrum Disorders (ASD), thereare no proper diagnosis, the only method to understand their behavior through socialinteraction and communication. Prior to that, the Government has also initiated certain rulesand regulation to support those students. As per the Disability Standards for Education2005, it ensures that students with disability disorders can seek education and participate onall activities as normal students (Carrington et al., 2017). Accordingly, the AustralianEducational system needs to make certain adjustments regarding the learning program of thestudents. In the year, 2008, the United Nations Conventions on the Rights of People withDisabilities puts an effort to promote inclusive education for disability students in Australiaand in other nations. Australia supports general education for the ASD and other disablestudents therefore it mainly depends on the legislature procedures of the Government. The
2INCLUSIVE EDUCATIONCommonwealth Disability Discrimination Act, 1992 makes it clear that it is unlawful totreat any person unfairly because of their disability and accordingly the Australian schoolshave adopted this law in their educational process (Round, Subban & Sharma, 2016).Accordingly, the government and the non-government schools make reasonable adjustmentsto comply with the requirements of the disable students that include supplementaryadjustments, substantial adjustments and extensive adjustments. It is important to notethat during the mid 1970s, Australian schools provided education to the disable students in amainstream classroom that was separated from the normal student education process, butafter understanding the importance of special education settings, the schools initiated to teachdisable students along with normal students (Liasidou et al., 2015). With the introduction ofthe inclusive educational system, the barriers between special and regular educational systemhave been completely removed.Although it has been stated that students diagnosed with Autism Spectrum Disordershave their own unique characteristics, but there are four main characteristics that helps to dealwith the ASD students that includes communication, social interaction, challengingbehavior and the learning characteristics. Language difficulties include lack of expressivelanguage skills, problem in oral languages, and inflexible style of conversation and more(Sharma & Sokal, 2015). To deal with such problems, schools can introduce comprehensivecommunication assessment that mainly involves pathologist related to speech-language.Classroom evaluation will help teachers to understand their problem and accordingly can payattention to students by comprehending common instructions by using basic language. Priorto that autisms student have psycho-educational problems such as students within theclassroom have learning difficulties, problem related to paying attention in the classroom.Schools should introduce different learning styles such as VARK learning styles that dealswith providing education to the autism students through visualizing things, by hearing or
3INCLUSIVE EDUCATIONlistening 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 shouldapply 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 incorporateteaching style through demonstration such as in the form of images, charts that would bringpositive outcomes for ASD as well as for other disable students. For instance, if the teacherwants students to form a group for any activity, this could be delivering to the studentsthrough demonstration. The educational programs that will be adopted within the classroomfor the ASD students would be in collaboration with the parents, as parents are expected toassist the professionals so that the disable students could acquire the best possible knowledge(Romanczyk, Wiseman & Morton, 2017). Collaborative parent-teacher relationship willnot only help in the success of the students but will able to create a healthy environment forcommunication, social interaction and learning.In order to deal with the ASD and other disable students within the classroom schoolsand the teachers could apply curriculum based assessment skills and other appropriatestrategies that would help teachers to understand the behavior of such students in a betterway. Implying of the Inclusive education system in the schools of Australia has providedgreater opportunities in educational field for the disable and ASD students. Curriculumbased assessment will help to improve the learning of the disable students as it involves theparticipation of the students (McIntyre et al., 2017). Teachers within the classroom couldintroduce formative assessment system that will help teachers to understand the need of thestudents and accordingly teachers can use different strategies to help out the disable students.Accordingly for the implication of the curriculum based assessment, teachers can implementthe SCERTS Model within the classroom (Hayes, 2015). The intervention of this modelrefers to social, communication, emotional, regulation, transactional and support. With the
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