Mainstream schools offer the best education for physically disabled Australian children

This presentation discusses the argument regarding mainstream schools or disabled specific school that can provide best education to disabled children in Australia. It explores the reasons why mainstream schools are unwilling to include disabled children in their system and how education in mainstream school helps to rebuild the social inclusion and equality.

Mainstream schools
offer the best
education for
physically disabled
Australian children
A critical discussion on the article

Introduction
 According to the data of Australian
Bureau of Statistics (2016), there
are more than 4.3 million disabled
individuals in Australia.
 the government is focusing on
interventions that can help to
create an inclusive society having
equal rights.
 This presentation in the later
section will discuss the argument
regarding mainstream schools or
disabled specific school that can
provide best education to disabled
children (Bulman and Schutz 2013)

Main argument and
premises
 The main argument of this presentation is : Mainstream
schools offer the best education for physically disabled
Australian children
 Premise 1: mainstream schools do not include disabled
children in their education system.
 Premise 2: special schools for disabled are unable to bridge
the gap between better education and such special children
 Premise 3: education in mainstream school helps to rebuild
the social inclusion and equality.

Premise 1
Mainstream schools do not include disabled children in their
education system
 There are several reasons due to which mainstream schools are
unwilling to include such children in their system
 According to the ABC news (2017), there are lack of human as
well as financial resources that can prepare a mainstream
classroom adequate for disabled children
 Besides the resources, the schools are hesitating as there is a
possibility that including disabled children in their school can
disrupt their performance and decrease their reputation (Bulman
and Schutz 2013).

Premise 2
Special schools for disabled are unable to bridge the gap between
better education and such special children
 As per Vaz et al. (2015), the government is failed to provide proper
resources to the disabled educational institutes that can help them to
make the disabled children competence to the educational system
 The researchers also determine that by preparing such syllabus, the
education system let downs the disabled students
 Maximum schools are following curriculums that require advanced
learning skills, and the disabled schools are unable to incorporate such
learning due to the lack of funds (Bulman and Schutz 2013).

Premise 3
Education in mainstream school helps to rebuild the social inclusion
and equality
 competing with normal and physically fit children helps to boost the
confidence of disabled children and they are motivated to perform better in
their life
 combining the education system with disabled child education help the
entire society to grow psychologically as they both support each other to
achieve success (Haq and Mundia 2012)
 The children will learn to support each other in adverse situation, that will
help to develop them as better humans and the moral thinking of the
society will be changed (Bulman and Schutz 2013).

References
 ABC News (2017). 'We encountered a lot of ignorance': SA schools struggle to teach children with
disabilities. [online] ABC News. Available at: http://www.abc.net.au/news/2017-04-01/sa-schools-
struggle-to-teach-children-with-disabilities/8404472 [Accessed 10 Apr. 2018].
 Australian Bureau of Statistics (2016). 4430.0 - Disability, Ageing and Carers, Australia: Summary of
Findings, 2015. [online] Abs.gov.au. Available at:
http://www.abs.gov.au/ausstats/abs@.nsf/0/C258C88A7AA5A87ECA2568A9001393E8?
Opendocument [Accessed 10 Apr. 2018].
 Bulman, C. and Schutz, S.5th eds., 2013. Reflective practice in nursing. John Wiley & Sons, Chicester.
 Haq, F.S. and Mundia, L., 2012. Comparison of Brunei preservice student teachers’ attitudes to
inclusive education and specific disabilities: Implications for teacher education. The Journal of
Educational Research, 105(5), pp.366-374.
 Lindsay, S., Proulx, M., Scott, H. and Thomson, N., 2014. Exploring teachers' strategies for including
children with autism spectrum disorder in mainstream classrooms. International Journal of Inclusive
Education, 18(2), pp.101-122.
 Vaz, S., Wilson, N., Falkmer, M., Sim, A., Scott, M., Cordier, R. and Falkmer, T., 2015. Factors
associated with primary school teachers’ attitudes towards the inclusion of students with
disabilities. PloS one, 10(8), p.e0137002.