Understanding and Supporting Inclusion

Running head: UNDERSTANDING AND SUPPORTING INCLUSION 1
Understanding and supporting inclusion
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UNDERSTANDING AND SUPPORTING INCLUSION 2
Introduction
The JS (Joubert Syndrome) is a neurodevelopment disorder associated with the genetic origin
(Cantagrel et al. 2008). Some of the clinical attributes related to the Joubert syndrome (JS) are
the prominent forehead, arched eyebrow, strabismus, ptosis, tongue protrusion, rhythmic
movement, and the lower lib inversions. The Joubert Syndrome is as a result of alteration of the
brain system and cerebellum whose outcome is the modification of motor, language, visual,
functional and social capabilities in children (Brancati, Dallapiccola & Valente, 2010). The kids
born with Joubert Syndrome have a delay in receiving and sharing their responses.
The main challenge with Joubert Syndrome children is poor and inability to perform simple tasks
the coordination of motor processes. Secondly, approximately 50 % of JS kids lack walking
stability due to ataxia and broad base (Parisi & Glass, 2017). Thirdly, The Joubert Syndrome is
associated with eye abnormality like retinal dystrophy causing the loss of vision by the infected
child.
Discussion
The systems of education in Australia concerns learning of children in all its territories (Hebbeler
& Spiker, 2016). Every jurisdiction has self-act of training and policies for children with Joubert
syndrome. Melbourne declaration is one of the policies committed to help all the children in
acquiring good education (Henderson, 2015). According to Melbourne declaration, children with
Joubert Syndrome should be provided with extra support like modifying their assessment criteria
and curriculum. However, curriculum modification should consider personal needs of each
student to offer him or her with a balanced curriculum (Siraj-Blatchford, 2016).

UNDERSTANDING AND SUPPORTING INCLUSION 3
The second policy is the DDA 1992 (Disability Discrimination Act) which requires the Attorney-
general to provide a mandatory standard that covers all attributes of the Joubert Syndrome kids.
(Shaw, 2018). This policy defines the fundamental techniques like the adjustment and phrase
used when referring them. The general procedures are as well outlined to help the educators
when making curriculum decisions for the children with Joubert Syndrome condition. This
policy also requires the teachers to work together with other professional and family members in
fulfilling the needs of the Joubert Syndrome child. This procedure will help in ensuring all the
child has genuine and equal opportunities to participate in learning and interactions.
The UN rights of children indicate that all children have the right to good education, health and
protection, and every community has a responsibility in expanding the opportunities in children's'
life (Cohen, 2017). Therefore, different communities like schools should adjust their structures to
accommodate all kids with Joubert Syndrome. The global standard of human rights constitutes
the right of a child with a Joubert Syndrome to be recognized in schools and in other recreation
programs.
Educators have the obligation of developing the learning environment based on the knowledge
about strengths, interests, abilities, and need of Joubert Syndrome child (Cologon, Cologon,
Mevawalla & Niland, 2019). Educators must as well establish a physical environment that
engages the interests Joubert Syndrome to maximize their participation. For example, educators
should focus on reorganizing the school environment to get rid of aspects that can bring
confusion and frustration. According to FMF (family moving forward) reorganization will help
in supporting positive characteristics like children using language to request assistance from the
adults. Secondly, the inclusive environment should be able to offer the Joubert syndrome kids
with ability to take part in learning activities (Peña, Stapleton & Schaffer, 2016). For example,