Inclusive Education: Policy Priority and Recommendations for Effective Learning Outcomes

Inclusive Education

Contents
Introduction................................................................................................................................3
Main Body..................................................................................................................................3
A) Position.............................................................................................................................3
B) Justification.......................................................................................................................3
C) Recommendations.............................................................................................................5
Conclusion..................................................................................................................................6
References..................................................................................................................................7

Introduction
According to Christopher Boyle & Joanna Anderson, (2020), in Australia, inclusive
education has been a firmly established and recognised component of educational discourse
and policy for more than a quarter-century. In Australia, there is a strong focus on inclusive
education, with researchers looking at global developments and issues. The provided position
paper will highlight relative findings with selection of appropriate policy priority as the
learning and education outcome (Boyle & Anderson, 2020).
Main Body
A) Position
It is not easy to agree to an agreement on exactly inclusive education must seem like
and the argument has been difficult and controversial in modern times. The emphasis should
shift away from a comprehensive definition of inclusive education and toward the removal of
exclusive educational practises, since this is a more obvious place to start. Nonetheless, it
implies that this change has not yet occurred. Through its simplest sense, inclusive education
requires all students, regardless of ability, to study in their local school utilising appropriate
techniques, philosophies, and facilities.
With regards to the given issue related to inclusive education, the policy priority 2;
Building capabilities in the delivery of inclusive education for improving outcomes of
education for school students with disability can be taken into consideration. The stated
policy priority forms as a best option that will explore relative best aspects of the issues or
challenges faced in the case scenario. Australia were among the first countries to implement
the inclusive education concept for disabled students. Ever since, the term inclusive
education has augmented to encompass all students' education, as evidenced by even the most
latest Education Declaration, which states that Australian governments need to focus on
providing all young Australians of fair treatment to achieve their full potential and
accomplish their best educational outcomes.
B) Justification
A consideration of the reasons for inclusive education is pending. Policymakers
throughout the world are trying to create and execute reforms that would assure effective and
long-term inclusive education; at the same time, the number of young children with a variety
of learning needs participating in schools is increasing. Indeed, it has been suggested that the
concept of inclusive education has crossed a critical point, since many nations have achieved