Inclusion in the domain of education Assignment PDF

Introduction
Inclusion in the domain of education is identified as the basic human right towards the foundation of equal
society (Cologon, 2013). According to the reports published by The Conversation (2015), inclusive education is a
concept where the children with special needs are educated in the mainstream schools. The concept of inclusive
education was first used by United Nation Educational, Scientific and Cultural Organisation (UNESCO) in the year
1996. UNESCO highlighted that inclusive schools are the most effective way to address the indifferent attitudes
nurtured by the healthy individuals and children towards the children with additional needs (Australian Research
Alliance for Child and Youth (ARACY), 2012). The following assignment is based on inclusive pedagogical practice
step-up with 30 children between the age group of 0 to 5 years. Among these 30 children, there are the children
with additional needs like Downs syndrome, cerebral palsy, autism, speech impairment, attention deficit
hyperactive disorder (ADHD) and other chronic diseases. The assignment will initiate with the funding and national
quality standards available in Australia for comprehensive management of inclusive pedagogical practice. The
assignment will then try to highlight the professional and organization support that will be helpful in handling this
diverse set-up. The assignment also attempts to throw light over the special skills that educator must have to
successfully operate in this inclusive educational setup.

Part 1
Current Funding
According to the NSW Department of Education (2018), the main aim of disability and inclusion program is to generate support and
funding to help children with disability and additional needs in community preschools to take part in quality early childhood education program
on the same basis as all other children. The main overview of the 2018 Disability and Inclusion Program includes
Program component Brief Description Key dates
Initiation of strong equity
funding
Funding of $6,600 per annum for children with additional
needs and disability who are registered under community
pre-school for 600 hours annually.
Collection of data: 28th February to 27th March
2018
Payment: April 2018
Additional fund raising for
children who demands high
learning support needs
Proper funding for children who require high learning
support needs is provided in order to develop and then
subsequently deliver each child’s individual learning plan.
This also includes emergency funding
Applications will mainly be assessed to align
with the quarterly payment schedule during
April 2018
Minor capital funding This is important for minor environment adjustments along
with specialised educational equipment and furniture to
enable proper inclusion of children with disability in
Payment were open till April 2019

educational program
Sector wise capacity building
program
Proper training and support program for preschools which
are delivered by local early childhood intervention services
(and associated qualified providers)
This plan will commence from July 2018
Intervention scholarship for
early childhood
This is a new scholarship program which is focused on the
early childhood development along with early childhood
intervention under special educational studies
This program and funding process is in its
developmental stage
Table: Overview of the funding program in NSW government
(Source: NSW Department of Education, 2018a)
NSW, the main funding is used to recruit additional teachers and school learning support officers in order to implement personalised
learning and support for students in their classrooms. The funding is also provided in order to assist classroom teachers. This assistance is given
via providing relief for them to use professional learning and to liaise with the carers, parents and other staffs of school. Integration funding
support in NSW is only considered when a support team of school requires extra support for students with high to moderate support needs or
requires additional resources to personalise the overall support and learning. The integration funding support program mainly helps students who

are enrolled in a regular class in a NSW public school; are school-aged; has severe to moderate physical disability, intellectual disability, hearing
and / or vision impairment, mental health disorder, autism spectrum disorder (NSW Department of Education, 2018b)
National Quality Standards for Inclusive Education
The Australian Children’s Education and Care Quality Authority (2017) has 7 distinct National Quality
Standards (NQS) that are designed to extract useful outcomes for the children. The first quality area is educational
program and practice. This quality area is mainly directed towards the children and aims to maximize child’s
learning and development. The second quality area is children health and safety. According to this quality area,
quality education should be provided under an environment that safeguards the health and safety of the child. The
third quality area emphasizes over the physical environment. According to this, safe physical environment provides
promote children learning and development. The fourth quality area highlights the importance of proper staffing
and other arrangements. This is because, qualified and experienced professionals help in establishing warm
relationship with the children and thereby providing proper engagement in the learning program. The fifth quality
area further emphasizes over the effective relationship with the children and thereby enhancing a sense of
belonging and attachment in an educational set-up. The 6th quality area promotes collaborative partnerships with
the family and community groups and this helps in achieving quality outcomes. The 7th quality area is governance
and leadership.
Under quality area 1, element 1.1.2 of standard 1.1 aligns with the need of the children with additional
requirement and/ or disability. According to this standard, the design of the learning program must be child-
centred that is based on the strengths, ideas, culture abilities and interest of the children. The element 3.2.1 of
quality standard 3 states that inclusive environment must be designed in such a way that is supports and engage

every child. This element is important for inclusive learning practise as comfortable surrounding environment helps
student with additional needs and/or disability to participate in the learning practice. The important aspects of
quality area 5 that align with the requirement of the inclusive practise include respect towards the dignity and
rights of the children irrespective of their disability and additional needs (element 5.1.2). Quality area 4 and quality
area 6 also align with the required practise standards for the children with additional needs and / or disability.
(Australian Children’s Education and Care Quality Authority, 2017).
Part 2
Professional and organizational support
The main professional support that is important while handling culturally and linguistically diverse (CALD)
children, especially children between the age group of 3 to 5 years (who are learning to speak is, speech-language
pathologists (SLPs). The SLPs supports children with speech, language and communication needs and thereby
helping them to easily adopt easily with the other children of Australian origin and whose mother tongue is English
(Verdon, McLeod & Wong, 2015). However, different SLP must be appointed for the different CLAD children like
Mandarin, Turkish and Arabic. This SLPs must be aptly assisted via an interpreter who will effectively interpret their
language and dialect and thereby helping the SLPs to work effectively.
The main professional support to work with children with ADHD is a nutritionist and organizational support
coming from the mental health professionals. According to Millichap and Yee (2012), a proper diet plan helps to
fight against the complexity of the ADHD. A proper diet plan ensures sound sleep at night and adequate sleep in
turn helps to retain the attention and reduces the sense of hyperactivity among ADHD children. The mental health

nurse will indulge in towards providing comprehensive behavioural support for children with ADHD and thereby
helping to reduce the severity of mood swings and hyperactive approaches (Lee et al., 2012). According to
Pringsheim et al. (2015), children with Oppositional Defiance Disorder (OFD) often suffer from ADHD, bipolar
disorder and at times Tourette syndrome. The main professional help mandate for handling children with OFD
includes a mental health nurse just like for the children with ADHD. For handling the neurological complication, a
constant support from neurologist is also important (Pringsheim et al., 2015).
According to Reilly et al. (2015), children with speech impairments vary vastly with their abilities. Along with
difficulty in communication, these children also struggle with expressing their thoughts, feelings, reading and
managing other class activities. Therefore, the main professional support for these special children will mainly
come from speech-language pathologists (SLPs). A SLP will provide speech therapy to these children and thereby
helping them to overcome their problem since from their early childhood. The main professional support in the
children suffering from autism will come from paediatricians. According to Malow et al. (2012), a professional
paediatricians help in early recognitions and evaluation of autism along with chronic management of disorder. The
main professional support that will be important for managing children with autism spectrum disorder other than
psychologist, speech therapist and behavioural support therapist is an occupational therapist. An occupational
therapist will help to develop the hand writing skills, fine motor skills and daily living skills (Rodger & Kennedy-
Behr, 2017).
Down syndrome is a chromosomal abnormality that occurs due to trisomy of chromosome 21 (Devor et al.,
2013). According to Dierssen (2012), individuals with down syndrome are frequently reported with constellation of
diverse medical complications like conductive hearing loss and sensor neural hearing loss. Therefore, the main