102084 – Inclusive Education Student ID: 17464824

102084 – Inclusive Education Assessment 1

A teacher’s pedagogy is obligated to be differentiating for inclusion of various

students learning abilities to provide a positive and safe learning environment,

especially when considering students with a disability. Autistic Disorder, Asperger

syndrome and Pervasive Developmental Disorder – Not Otherwise Specified (PDD-

NOS) are types of disabilities that have been combined classifying as Autism

Spectrum Disorder (ASD), by diagnosis (Positive Partnerships, n.d.). Research has

discovered ASD to be a permanent disorder, typically detected in a child’s early

years of life (before 3 years of age) that endures into adult life, showing no

recognised aetiology or specific treatment (National Research Council, 2001). The

insufficiencies exhibited by people with ASD affect the most fundamental qualities of

life, involving social interactions with a selection of different people, communicating

feelings and opinions, and displaying empathy and sympathy.

Segregation of people with a disability was incorporated in the late 1950s

categorising homogenous groupings to institutionalise students with a disability

(Kisanji, 1999). This institutionalisation was separated from mainstream cultured

society where people with a disability rightfully belong and deserve to live. The

segregation lead to the coined word ‘normalisation’ that was first portrayed in

Denmark and Sweden, and various other Scandinavian Countries (Kisanji, 1999).

Spreading awareness of special education has now been understood and portrayed

as an important segment of inclusive education essentially improving educational

outcomes of students with a disability (Ainscow, 1995). An inclusive education

requires modification of key ideas and concepts of a regular school or classroom

accommodating academic support and assistance. A whole-school approach that

Western Sydney University 1

102084 – Inclusive Education Student ID: 17464824

restructures the school system differentiating teaching strategies and teaching skills

leads to success in educational achievement (Ainscow, 1995). Whole-school

inclusive approaches have been found to focus predominately on inner school

improvements benefiting the diverse range of students (Kisanji, 1999).

The World Declaration on Education 1990 has been effectively integrated and

publicised overlooking education for all students, especially special education

(UNESCO,1998). This has led to an employed expansion of quality education

services reducing inconsistent inclusive education. In relation, teachers encountered

a productive survey in the early 1980s finding teachers being in favour of taking

responsibility for students with a disability (Kisanji, 1999). However, teacher’s

competence was questioned to whether they acquired the appropriate skills to cater

for the diversity of students with a disability (Kisanji, 1999). Pedagogical training may

evidently be required for teachers to differentiate learning strategies and skills for this

establishment. Incorporating teacher training services and the satisfactory

cooperation of teachers to actively engage is essential. The introduction of

pedagogical training advances integral inclusive resources and teaching strategies to

implement in the classroom environment enhancing learning ability levels (UNESCO,

1993). In comparison, considerable increases in integrated inclusive resources and

teaching strategies designed for educational achievement may successfully

eliminate student exclusion in schools, satisfying students with social, economic,

psychological and physiological disorders (UNESCO, 1994).

The Disability Discrimination Act (DDA) 1992 indicates lawful grounds against the

negative diverse treatment of people with a disability being aggrieved compared to

Western Sydney University 2

102084 – Inclusive Education Student ID: 17464824

people who do not have a disability (Dickson, 2005). Applying the DDA into schools

alleviates the unnecessary teaching approaches aimed at shunning students with a

disability rather than implementing equitable teaching approaches. However, the

DDA has imposed a problem of creating the responsibility of adaptation for students

with a disability. Furthermore, the Disability Standards for Education Act (DSE) 2005

indicates that it is not unlawful for a teacher to execute discrimination on people with

a disability if the evasion of that discrimination leads to unjustifiable hardship on the

teacher in question (Dickson, 2005). Concerning the DDA, the DSE has extended

this process of unjustifiable hardship immunity forcing responsibility of sensible

alteration on teachers avoiding unlawful discrimination (Dickson, 2005). Equal

opportunity with the removal of discrimination can lead to an education system built

for inclusion pertaining specifically to students with a disability. Disability Standards

for modern day testing practices are displayed as not inclusive and possibly

offensive, in Australian policy terms (Cumming & Dickson, 2013). Emphasising the

unequitable practices that are still endorsed essentially breaches regulations

implemented to eliminate discriminative teaching methods. In contrast, a student

may then initiate fair grounds to oppose this problem due to the breach of standards

outlined in the DDA (Cumming & Dickson, 2013).

Equitable opportunities of inclusion for assessments is an element that justifiably

seeks to be encompassed across all types of assessment, based on the students

learning ability, to benefit learning outcomes. The National Assessment Program of

Literacy and Numeracy (NAPLAN) has integrated a precedence of adaptation for

students with a disability to have inclusive opportunities in examinational

proceedings (Cumming & Dickson, 2013). Yet, participation is still not subject to all

Western Sydney University 3

102084 – Inclusive Education Student ID: 17464824

students and the adaptive process has presented to be insufficient for students with

a disability (Cumming & Dickson, 2013). This exclusion defeats the purpose of

inclusive educational outcomes reflecting harshly on the educational system. The

focus of policy and regulation are imminent that displays well-intentions to be

accepting for all students. Failure to meet the standards outlined in the DDA are

observed within NAPLAN signifying unflattering procedures and treatment lacking

equitable education for students with a disability (Cumming & Dickson, 2013).

International tests across Europe, UK and USA participate in human rights and anti-

discrimination legislation, which is undefinably consequential considering equity and

discrimination for students with a disability, which has not been met (Cumming &

Dickson, 2013). This failure in inclusion based on discrimination encounters more

positive actions in international human rights courts, allowing for impending

inclination of inclusive education due to the rise in equality.

Loreman’s (2007) seven pillars of support for inclusive education emphasise

developing positive attitudes, supportive policy and leadership, flexible curriculum

and pedagogy, community involvement, meaningful reflection, and necessary

training and resources. These seven pillars are created to provide an organisation of

approaches that have been found to optimise inclusive education, based on research

and evidence-based practice. Conceptualised within each pillar is research relating

to the benefits and success of differentiating approaches to be applied to teachers

for better education, focusing on the diversity of students (Loreman, 2007). The

classroom is subject to modifications, which also concerns teacher’s attitudes,

beliefs and values, to appropriately accommodate for students with a disability

creating a positive learning environment.

Western Sydney University 4

102084 – Inclusive Education Student ID: 17464824

A teacher’s pedagogy demands professional skills to implement the most effective

approaches for optimal differentiated learning for diverse students to achieve

academic success. Communication, flexibility and preparation are types of

professional skills endorsed for improvements in educational outcomes and the

maintenance of positive learning environments. Communication combined with

social interaction are prioritised skills for students with ASD suitable to real-world

connections of obtaining these skills to productively sustain and maintain their lives

independently (Iovannone et al., 2003). This is embraced by addressing subject

content in a communicative and socially interactive way to ensure active

engagement is encouraged (Iovannone et al., 2003). Non-verbal and verbal

communication difficulties may minimise interaction and cause decreases in

participation for students with ASD (Sparapani et al., 2016). Educational programs

aimed at training teachers are crucial strategies to integrate communication and

social skills benefiting control of different exposures to internal and external

environments (Iovannone et al., 2003). Social Communication/Emotional

Regulation/Transactional Support (SCERTS) Model is an inclusive intervention

scheme focusing on the support of emotional regulation and social communication to

involve active interaction and participation for students with ASD (Sparapani et al.,

2016). Whereas the failure of observing communication skills and engaging this skill

to students with ASD, who have insufficient social communication skills, leads to

challenging educational participation and success (Sparapani et al., 2016). The

provision of educational programs is thus essential for teachers to incorporate a

standard ability of support for communication skills to participate proficiently to

students with ASD (Iovannone et al., 2003). Augmentative communication (AAC)

Western Sydney University 5

102084 – Inclusive Education Student ID: 17464824

and assistive technology (AT) are just a few tools identified as practical emerging

components of an instructional program built to foster student’s inability to

communicate naturally (National Research Council, 2001). These forms of ICT assist

and support students with practical communication impairments or with trouble

understanding verbal and nonverbal communication, AAC and/or AT establish the

production of effective outcomes.

The adaption of assessment and teaching strategies elicit significant focus, involving

the Australian curriculum, to accommodate for students with ASD whilst bearing in

mind goal settings recognised by the family (Iovannone et al., 2003). Flexibility when

applied allows for the adaptation process promoting augmented control of teaching

aims juxtaposed to standard mainstream teaching (Kassardjian, 2013). Evaluating

student emotional regulation, classroom participation and independence, social

connectedness, times of communication, and the flexibility to adjust to modifications

in the learning environment are investigated for active student engagement

(Sparapani et al., 2016). The SCERTS model, in this investigation, coherently

indicates the potential for communication and flexibility skills to be essential for a

teacher’s pedagogy effectively improving regulation of emotion for students with ASD

(Sparapani et al., 2016). This foundation establishes a development of complex skills

concerning communication and flexibility for students with ASD, as discovered in

these research findings. Sparapani et al. (2016) found that students with ASD

displayed moderately further flexible behaviour when faced with modifications in

resources (roughly 75% of observed time) than desires to change functional

concentration (roughly 50% of observed time). In this situation, students had less

opportunities for subject content resources than the desires to change functional

Western Sydney University 6

102084 – Inclusive Education Student ID: 17464824

concentration. Overall, there appears to be a limitation of research is the relating to

flexibility in a teacher’s pedagogy that is implemented into the classroom setting

(Kassardjian, 2013).

Teachers wept over the fact that their teacher preparation programs were not

emphasising practical strategies for individualisation in the classroom (Able et al.,

2015). The wide-range of teachers strongly expressed their need for preparation

skills that relates to knowledge and accommodation of students with ASD in the

classroom (Able et al., 2015). Teachers were perplexed in discussions of the range

of ASD characteristics and reflected the insufficiency to appropriately address

students’ independent characteristics and needs (Able et al., 2015). Teaching

strategies focused on classroom engagement of students with ASD has been of a

great importance and is a powerful stipulation in preparation and progress in

professional growth (Able et al., 2015). The practical engagement of teaching

students with ASD in the school environment appears to be more beneficial when

considering teacher preparation compared to non-practical efforts and basing

inclusive strategies and skills from research only. The teacher student relationship

and collaborative relationship of peers are conveyed by interventions intended for

social skills and self-advocacy skills promoting appropriate relationship progression

and decreases in mistreatment of students with ASD (Able et al., 2015). Preparation

allows effective results of problems assessed within the classroom environment and

the resilience to accommodate cooperative inclusive programs incorporating support

services that provides differentiated learning.

Western Sydney University 7

102084 – Inclusive Education Student ID: 17464824

The assumption of students with ASD pertaining an educational ability to succeed

and will in an inclusive environment has been counteracted. Previous research has

indicated this is not always the case as mainstream schools increase this application

(Keane et al., 2012). The Individuals with Disabilities Education Improvement Act

(IDEA) 2004 has regulated, in the lowest impeding environment, a free suitable

public education for students with ASD (Koenig et al., 2009). This exposure has

instigated an ASD Nest Program constructed by the New York City Department of

Education to accommodate inclusive effective learning in the classroom (Koenig et

al., 2009). The achievement of the ASD Nest Program is displayed by the adaptions

and strategies implemented into the classroom differentiating a teacher’s lesson

design (Koenig et al., 2009). Illuminating these factors of achievement congregate

success in behavioural, educational, social, and sensory abilities in students with

ASD (Koenig et al., 2009). Encapsulating portrayed success is evident by the

strengths in support within schools concerning integration of the ASD Nest Program

selected by the principals of the school (Koenig et al., 2009). Integration allows

training services within the school to administer inclusive education approaches for

managers, staff, and parents (Koenig et al., 2009).

Undoubtedly, there appears to be an educational disadvantage for students with

ASD as they may lack communication and social skills in the mainstream classroom.

Autism Spectrum Australia’s (Aspect) satellite class programme intends to adopt this

disadvantage by combining specified intervention with strategies to organise

students for school transition to more inclusive educational environments (Keane et

al., 2012). The introduction of satellite classes differentiates to a broader spectrum of

inclusion enabling adaptations to occur at the student’s pace, when familiarising with

Western Sydney University 8

102084 – Inclusive Education Student ID: 17464824

the regular classed learning environment, adopting new essential skills to sustain

this environment and an effective transition to benefit educational outcomes (Keane

et al., 2012). Moreover, teachers from the satellite classes stipulate support and

education for the regular categorised teachers that enable them to adapt a more

positive inclusive learning environment and teaching skills articulated to effectively

assimilate the physiological and psychological necessities that students with ASD

require. In conclusion, the pedagogical advances in differentiated learning focusing

on inclusion of diverse students proclaims to be beneficially successful when

incorporating essential policy and regulation, and teaching strategies and skills for

students with a disability.

Western Sydney University 9

102084 – Inclusive Education Student ID: 17464824

References

Able, H., Sreckovic, M. A., Schultz, T. R., Garwood, J. D., & Sherman, J. (2015).
Views from the trenches: Teacher and student supports needed for full
inclusion of students with ASD. Teacher Education and Special Education,
38(1), 44-57. Retrieved March 30th, 2018 from https://search-proquest-
com.ezproxy.uws.edu.au/docview/1697493105?accountid=36155

Ainscow, M. (1995). Education for All: Making It Happen. Keynote address presented
at the International Special Education Congress, Birmingham, UK, 10-13 April
1995.

Cumming, J. J., & Dickson, E. (2013). Educational accountability tests, social and
legal inclusion approaches to discrimination for students with disability: A
national case study from australia. Assessment in Education, 20(2), 221.
Retrieved March 30th, 2018 from https://search-proquest-
com.ezproxy.uws.edu.au/docview/1346908718?accountid=36155

Dickson, E. (2005). DISABILITY DISCRIMINATION IN EDUCATION: PURVIS V

NEW SOUTH WALES (DEPARTMENT OF EDUCATION AND TRAINING),
AMENDMENT OF THE EDUCATION PROVISIONS OF THE DISABILITY
DISCRIMINATION ACT 1992 (CTH) AND THE FORMULATION OF
DISABILITY STANDARDS FOR EDUCATION. University of Queensland Law
Journal, 24(1), 213-222. Retrieved March 30th, 2018 from https://search-
proquest-com.ezproxy.uws.edu.au/docview/215225164?accountid=36155

Iovannone, R., Dunlap, G., Huber, H., & Kincaid, D. (2003). Effective educational
practices for students with autism spectrum disorders. Focus on Autism and
Other Developmental Disabilities, 18(3), 150-165. Retrieved March 31st, 2018
from https://search-proquest-
com.ezproxy.uws.edu.au/docview/205056773?accountid=36155

Kassardjian, A., Taubman, M., Leaf, J. B., Edwards, A., McEachin, J., Leaf, R., &
Schulze, K. (2013). Utilizing teaching interactions to facilitate social skills in
the natural environment. Education and Training in Autism and
Developmental Disabilities, 48(2), 245-257. Retrieved March 30th, 2018 from
https://search-proquest-
com.ezproxy.uws.edu.au/docview/1503665209?accountid=36155

Keane, E., Aldridge, F. J., Costley, D., & Clark, T. (2012). Students with autism in
regular classes: A long-term follow-up study of a satellite class transition
model. International Journal of Inclusive Education, 16(10), 1001-1017.
Retrieved April 1st, 2018 from
doi:http://dx.doi.org.ezproxy.uws.edu.au/10.1080/13603116.2010.538865

Kisanji, J. (1999). HISTORICAL AND THEORETICAL BASIS OF INCLUSIVE

EDUCATION. Inclusive Education in Namibia: The Challenge for Teacher
Education. Khomasdal, Windhoek, Namibia: Windhoek, Khomasdal.

Western Sydney University 10

102084 – Inclusive Education Student ID: 17464824

Koenig, K. P., Bleiweiss, J., Brennan, S., Cohen, S., & Siegel, D. E. (2009). The ASD
nest program: A model for inclusive public education for students with autism
spectrum disorders. TEACHING Exceptional Children, 42(1), 6-13. Retrieved
April 1st, 2018 from https://search-proquest-
com.ezproxy.uws.edu.au/docview/61828805?accountid=36155

Loreman, T. (2007). Seven pillars of support for inclusive education: Moving from
"why?" to "how?". International Journal of Whole Schooling, 34(2), 22-38.

National Research Council. (2001). Educating children with autism. Committee on

Educational Interventions for Children with Autism. Division of Behavioural
and Social Sciences and Autism. Washington, DC: National Academy Press.

Positive Partnerships. (n.d.). Fact Sheet 10. Retrieved March 30th, 2018 from
https://www.autismtraining.com.au/orionfiles/upload/public/files/Fact%20Sheet
%2010_DSM-5_Nov13(1).pdf

Sparapani, N., Morgan, L., Reinhardt, V. P., Schatschneider, C., & Wetherby, A. M.
(2016). Evaluation of classroom active engagement in elementary students
with autism spectrum disorder. Journal of Autism and Developmental
Disorders, 46(3), 782-796. Retrieved March 31st, 2018 from
http://dx.doi.org.ezproxy.uws.edu.au/10.1007/s10803-015-2615-2 Retrieved
from https://search-proquest-
com.ezproxy.uws.edu.au/docview/1762952626?accountid=36155

UNESCO (1993). Special Needs in the Classroom: Teacher Resource Pack. Paris:
UNESCO.

UNESCO (1994). The Salamanca Statement and Framework for Action on Special
Needs Education. World Conference on Special Needs Education: Access
and Quality, Salamanca, Spain, 7-10 June 1994. Paris: UNESCO.

UNESCO (1998). Inclusive Education on the Agenda. Paris: UNESCO.

Western Sydney University 11