Position Paper: Towards Achieving Inclusivity in the Education Sector

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QUESTION

Assignment    

Inclusive Education  Principles and Practices

Assignment 2

Acknowledgement of Country

I would like to acknowledge traditional custodians of the land on which we meet and honour with respect and esteem the Elders both past and present of the Darug people. I extend this respect to other Aboriginal peoples present.

Assignment focus

After successful completion of this Unit, students will be able to:

1. Analyse theoretical, ethical, philosophical, legislative and policy frameworks underpinning inclusive practices.
2. Reflect on how community and personal assumptions, values and attitudes influence interactions, pedagogies and the provision of high-quality inclusive environments.
3. Critically assess the enablers and barriers to play and learning which facilitate access, meaningful participation, and social inclusion.
4. Apply knowledge of development, learning and dispositions to identify and refer children/students who would benefit from educational and community support services.
5. Design inclusion plans, personalised learning programs/ lessons, and differentiated curriculum, in partnership with families and other stakeholders, that promote authentic learning experiences, coordinated transitions and continuity of learning. 6.
6. Create responsive physical and social environments, incorporating technology and resources that facilitate health, wellbeing and inclusion.

Assignment 2

• Respond to a current issue as identified on pages 3-5, Cologon, K. (2019) Towards inclusive education: A necessary process of transformation. Report written by Dr Kathy Cologon, Macquarie University for Children and Young People with Disability Australia (CYDA)
• Available from: https://apo.org.au/sites/default/files/resource-files/2019-10/apo-nid265286_1.pdf
• The report by Cologon (2019) highlighted a number of issues or barriers to inclusion and inclusive education. Select one of these issues or barriers.
• You need to prepare a 1,500 word position paper advocating an appropriate and thoughtful response to the issue or barrier in relation to your area of teaching (early childhood, primary or secondary). The submission will take the form of a position paper and have aligned components: your position around the issue or barrier, a justification for this position and two recommendations around how this might be improved. The paper will clearly state your position (this is what it should look like/happen to address the issue or barrier), justification (this is why this is the right way forward) and two specific recommendations (this is what needs to be done to achieve this position) and include a reference list.

Four sections of the Paper

A Your position (Approx 100 words): In a clear statement identify your position. The statement considers what you think should happen, much like an outcome, it states the best case scenario. You are identifying concisely what you think is the best option to address your selected issue or barrier.

B Justification (Approx 950 words): In this section you are justifying why you have taken this position. This is where you explain what is/is not working, what could be done better and why. Your argument should be logically aligned, consider the Australian context and be supported by the literature. Your justification will align to your recommendations.

C Recommendations (Approx 450 words): You will make two clear and specific evidence-based recommendations. What innovative ideas do you have that would lead to change and improve inclusive education? Your recommendations will be: - aligned with your position; - linked to the issue or barrier you discussed in your justification; - referenced to and supported by current research; - innovative, clear, specific and detailed. Avoid broad and generalised statements.

D References: Use a minimum of 6 current academic journal articles or texts. One of your references should be your text book and another Cologon (2019) report. At this level of study, you are expected to move beyond using websites to substantiate your claims. Use correct APA 7 style with attention to detail including punctuation, spacing and italics.

Process:

 

1. Read the report by Cologon (2019) and select an issue or barrier.
2. Investigate your selected issue or barrier outlined by Cologon (2019) in chapter one of the report (pages 3-5). You might like to think about the following questions as you explore the complexities of inclusion and how you might respond: What is your position on the issue or barrier? What might be some of the underlying causes of the issue and barrier? How does the issue or barrier influence the implementation of inclusive education? What does the research say about the issue and barrier? What role might you as an educator play in addressing this issue and barrier? What changes might lead to a more inclusive education?
3. Develop a position (or stance) that advocates a way forward. Your position will explain what you think should happen, what education would like if the issue or barrier was addressed and two recommendations which might be taken up.

 

4. Write your position as a statement (approx. 100 words in 2 or 3 affirmative sentences).
5. Using references justify this position (approx. 950 words). Reflect and consider why your position is the best option and what needs to change to improve the issue or remove the barrier. This will require you to critically reflect and critically analyse both sides of the arguments so you can dispel myths and counter arguments that may impede realising a way forward. You will need to identify relevant theory, research, legislation and policies to substantiate your claims. This is not an opinion piece, you are writing a strong position paper and need to use current, credible evidence to support your argument.

• Develop two clear and specific recommendations (approx 450 words). These recommendations will identify how changes will realise the position you are advocating. The recommendations should be aligned to your position and justification

Marking Rubric

• Position & Justification Clearly articulates a position and justifies that position with a relevant argument (10 marks)
• Recommendations Two recommendations clearly align with position and justification and would lead to improved inclusive practices and principles in an education context relevant to your area of study. (10 marks)
• Literature Critically analyses the key issue or barrier drawing on a range of current and relevant literature including reputable research, theory, legislative and policy frameworks to substantiate position, justification and recommendations; (10 marks)
• Presentation Presents work professionally, with clear academic writing and within the word limit using inclusive language, such as person-first and appropriate anti-bias language (5 marks)
• APA Uses the APA 7 referencing style correctly for both in-text citations and reference list. Sources integrated consistently constructively throughout the discussion using correct in-text referencing. (5 marks)

What are  the markers looking for?

• REMEMBER TO ALIGN THE SECTIONS Position- Justification- Recommendations
• Clear position stated at the beginning of the paper
• Each of the sections aligned and there is a consistent message
• Evidence to substantiate your claims may come from your text, unit readings and other research
• Current and relevant literature including books, and reputable international and national research reported in academic journals is used to substantiate your argument.
• Reference to government legislation and policies
• Work presented professionally demonstrating appropriate academic literacy
• Formatting and language consistent with an academic piece of writing
• Accurate APA referencing style

In summary…….

In summary, you will

• Decide on your position and develop a justification/rationale to support it; 2. Identify what we are not doing well in Australia. Your research will include finding journal articles and government reports (reference these) that identify what needs to change.
• THEN research how/what we could do better- this forms the basis of your recommendations.
• What does the research say we should be doing? You need evidence-based recommendations not just opinions. Use credible and current literature to support your position (be wary of dodgy websites!). Refer to your text and readings in your paper!
• Check your academic writing and referencing style.

Position Paper drafting tool

Writing a position paper is about working out where you stand on a complex issue. In order to decide on your position, you will need to allow plenty of time to read the relevant information, such as scholarly research, policy, and legislation.

Once you have arrived at your position, use this basic drafting template to help you write your position paper. Follow the step-by-step guidance to write the separate parts of your paper.

 

	Position Paper	Essay
Process	Preparation for writing 1. Analyse and evaluate the existing information about the topic. 2. Establish your position – often, by answering a question, and often in response to the positions of others. 3. Present your position and justify why you have taken the position. This is how you develop your argument.
Content	→Present your position only, indicating it clearly at the beginning of the paper. → Use the ideas and research of others to justify your position. → Make recommendations for decision-making that follow logically from your position.	→ Present a balanced discussion of the issues and various positions. → Your position should come out as the essay progresses. → Use the ideas and research of others to arrive at your position.
Structure	Position > Justification > Recommendations > Conclusion	Introduction > Body > Conclusion
Audience	Government or other decision-making body	Any educated reader
Style	→ More ‘black and white’, arguing for one position by dispelling myths and dealing with possible counter-arguments; may include caveats to limit the scope of the position. → Persuasive	→ More ‘grey’, exploring different perspectives

 

 

 

Your position paper draft

Paragraph length: There is no fixed ‘rule’ about length, as long as the paragraph contains all the required elements, which means it will always be more than one sentence. Very long paragraphs often contain more than one main idea and need to be split. Very short paragraphs may not contain enough explanation or evidence to support the main idea of the paragraph.

Position statement

Your position statement should be 2-3 affirmative sentences at the beginning of the paper. The position statement tells the government (your reader) what your position is and what you think should happen. It states the best case scenario. You need to identify concisely what you think is the best option. Your position may have some nuances or caveats reflecting the complexity of the issue.

Follow the guidelines below to write draft sentences addressing each of these main parts of a position statement.

1. Position sentence: state your position in no more than one sentence.

Examples

‘It is the position of this paper that all children should have the opportunity to be included within the early education and care services and school settings, supporting the dominance of mainstream education over special education.’ (student)

‘It is the position of the Academy of Nutrition and Dietetics that exclusive breastfeeding provides optimal nutrition and health protection for the first 6 months of life and that breastfeeding with complementary foods from 6 months until at least 12 months of age is the ideal feeding pattern for infants.’ (Academy of Nutrition and Dietetics, 2015).

 

2. Reason sentence: give a broad reason for your position in no more than one sentence.

Examples

‘Making inclusive education available to all children is seen as a significant lever of making society more equitable and socially cohesive (Forlin & Sin, 2010).’ (student)

‘Breastfeeding is an important public health strategy for improving infant and child morbidity and mortality, improving maternal morbidity, and helping to control health care costs.’ (Academy of Nutrition and Dietetics, 2015).

Justification

In this section, you are justifying why you have taken the position you outlined above. This is where you explain what is/is not working, what could be done better, and why. Your justification should be based on the imperatives of inclusive education identified in the unit. As you read the relevant literature, you will need to identify the imperatives you think are most important.

Your argument should be logically aligned: this is the problem > this is why it is a problem > this is what needs to change > this is why.

For your justification, you will need to critically analyse the research and theoretical frameworks around the topic – what are the implications of what is/is not working. You should refer to current and credible literature to support your argument, and cite your sources using APA referencing style.

 

Introduction: the problem identified (what is the problem?)

1. General statement: one or two sentences to inform the reader of the main topic that the problem relates to, so that they understand what the paper is about in a broad sense.
2. Background: two or three sentences to inform the reader of the background (e.g. policy, history, legislation, theory) to the problem.
3. Outline: two or three sentences to describe the main points of the argument you will make to justify your position. Write the main points in the same order that you plan to have them in the body of your paper. These will form the basis for your paragraphs in the sections below.

 

The problem explained (why is this a problem?)

 There is space for three paragraphs below, but you may need more or fewer. The problem explained paragraph 1

1. Topic sentence: one sentence that concisely states the main idea of the paragraph.
2. Explanation and evidence: Write sentences that support your main point in this paragraph by:

→ Relating your explanation to scholarly concepts, government policies, and legislation. Define any important terms you use.

→ Giving examples that help illustrate or demonstrate the point you are making in the paragraph and highlight the

extent and/or impact of the problem. When you explain how the examples support the point, the example plus explanation is part of your evidence.

→ Referencing appropriately. Always reference any information you get from your sources.

→ Explaining how the concepts and evidence support your position.

3. Topic sentence: one sentence that concisely states the main idea of the paragraph.
4. Explanation and evidence: Write sentences that support your main point by:

→ Relating your explanation to scholarly concepts, government policies, and legislation. Define any important terms you use.

→ Giving examples that help illustrate or demonstrate the point you are making in the paragraph and highlight the

extent and/or impact of the problem. When you explain how the examples support the point, the example plus explanation is part of your evidence.

→ Referencing appropriately. Always reference any information you get from your sources.

→ Explaining how the concepts and evidence support your position.

5. Topic sentence: Concisely state the main idea of the paragraph.
6. Explanation and evidence: Write sentences that support your main point by:

→ Relating your point to scholarly concepts, government policies, and legislation. Define any important terms you use.

→ Giving examples that help illustrate or demonstrate the point you are making in the paragraph and highlight the extent and/or impact of the problem. When you explain how the examples support the point, the example plus explanation is part of your evidence.

→ Referencing appropriately. Always reference any information you get from your sources.

→ Explaining how the concepts and evidence support your position.

 

 

Recommendations

In this section, you need to make two clear and specific evidence-based recommendations about what needs to be done in order to bring about the changes you think need to happen.

Your recommendations should be aligned to the points you made in the explanation of the problem and justification of your position. What specific, innovative ideas do you have that would lead to change? The ideas should be things the government should do to make progress in the area you have identified. If you find it hard to think of concrete, specific recommendations that may be effective, check the recommendations in

the relevant literature that you read. You could use those as inspiration, a starting point to develop your own. Don’t forget to cite your sources if you use ideas from other people.

 

Recommendation 1

7. Topic sentence: Concisely state the first recommendation in one sentence.
8. Explanation and evidence: Write sentences that explain and support your recommendation by:

→ Relating your recommendation to scholarly concepts, government policies, and legislation.

→ Giving specific examples that help illustrate or demonstrate the strength and benefits of the recommendation.

→ Referencing appropriately. Always reference any information you get from your sources.

 

Recommendation 2

 

9. Topic sentence: Concisely state the second recommendation in one sentence.
10. Explanation and evidence: Write sentences that explain and support your recommendation by:

→ Relating your recommendation to scholarly concepts, government policies, and legislation.

→ Giving specific examples that help illustrate or demonstrate the strength and benefits of the recommendation.

→ Referencing appropriately. Always reference any information you get from your sources.

Conclusion:

1. Summarise the main points that you made in the position paper, in the same order as you made them. Use different words from the words in your introduction, except for specialised or technical terms.
2. Restate your position (in different words from your introduction), and explain how the main points relate to each other and to your position. In your explanation, you will be showing that your position is credible (that the reader should agree with you). TIP: Don’t write something like “My position is credible because …” Instead, you show how your main points lead to your position, by using appropriate linking words and phrases.
3. Your position paper conclusion should end with a strong message that your reader will remember. Finish it on a strong point. Your reader should know why what you have said is important.

• This assignment has direct relevance to you in your role as an educator. As a teacher, you will be expected to keep abreast with latest research to guide you advocate for children/students with disabilities.
• CONTEMPORARY ISSUE:
• Cologon (2019) outlines a number of issues or barriers to inclusion and inclusive education. Select one of these
• issues or barriers from pages 3-5. You will prepare a 1,500- word position paper advocating an appropriate and thoughtful response to this issue or barrier in relation to your area of teaching (early childhood, primary or secondary).
• The submission will take the form of a position paper and have 3 aligned components: position, justification and recommendations. The paper will identify a clear position (this is what it should look like/happen to address the issue or barrier), justification (this is why this is the right way forward) and two specific recommendations (this is what the government should do to achieve this position).
• PROCESS:
• Firstly, read the report by Cologon (2019) you will investigate your selected issue or barrier and decide what needs to change to address this problem in your area of teaching. A good starting point is to reflect on some of these
• questions as you explore the complexities of your response:
• – What are some of the underlying causes of the issue and barrier (outlined in Section 2)?
• – How does the issue or barrier influence the implementation of inclusive education?
• – How does the issue or barrier influence the way children/students with disabilities and their families experience inclusive education?
• – How does the issue or barrier influence the way teachers and educational settings implement inclusive education principles and practices?
• – What does the research say might ameliorate this problem?
• – Why should we care about this problem?
• – What role does or could inclusive education and teachers play in promoting an inclusive society?
• – How will changes such as policy, commitment, attitudes, resources, professional learning lead to improved inclusive education and a more inclusive society?
• – What measures and mechanisms will promote inclusion of children/students with disability in education and learning environments?
• Before determining your position, decide on the extent of the problem. You are encouraged to review the information and resources provided on vUWS. The nature of the problem will be influenced by your values, attitudes and beliefs about inclusion. Once you have explored relevant research, policies and frameworks, develop a position (or stance) that advocates a way forward. This is what you think should happen, what it would like if the issue or barrier was addressed. Write your position as a statement (2-3 affirmative sentences).
• Next, use relevant literature to justify your position. Reflect on what you have read, heard and observed and consider why your position is the best option and what needs to change. This will require you to critically reflect and critically analyse both sides of the arguments so you can dispel myths and counter arguments that may impede realising a way forward. You will need to identify relevant theory, research, legislation and policies to substantiate your claims. This is not an opinion piece and we will expect current, credible evidence to support your argument.
• Lastly, you will develop two clear and specific recommendations. These recommendations will identify key stakeholders and what they should pursue to realise the position you are advocating. The recommendations should go beyond what is happening now and be aligned to your position and justification.
• There are 4 sections to your paper.
• A Your position: In a clear statement of 1-3 sentences identify your position. The statement explains what you think should happen, much like an outcome, it states the best case scenario. You are identifying concisely what you think is the best option to address your selected issue or barrier. (Approx 250 words)
• B Justification: In this section you are justifying why you have taken this position. This is where you explain what is/is not working, what could be done better and why. Your argument should be logically aligned and supported by the literature: this is the problem is why it is a problem is what needs to change this is why. Your justification will then align to your recommendations. (Approx 850 words)
• C Recommendations: You will make two clear and specific evidence-based recommendations. What innovative
• ideas do you have that would lead to change?
• Your recommendations will be:
• – aligned with your position;
• – linked to the issue or barrier you discussed in your justification;
• – referenced to and supported by current research;
• – clear, specific and detailed enough that the government can implement the changes you are suggesting. Avoid broad, generalised statements or strategies that are already being implemented. (500 words)
• D References: Use a minimum of 5 current academic journal articles or texts. At least one of your references should be your text book. At this level of study, you are expected to move beyond using websites to substantiate your claims. Use correct APA style with attention to detail including punctuation, spacing and italics.

Position Paper drafting tool

Writing a position paper is about working out where you stand on a complex issue. In order to decide on your position, you will need to allow plenty of time to read the relevant information, such as scholarly research, policy, and legislation.

Once you have arrived at your position, use this basic drafting template to help you write your position paper. Follow the step-by-step guidance to write the separate parts of your paper.

 

	Position Paper	Essay
Process	Preparation for writing 1. Analyse and evaluate the existing information about the topic. 2. Establish your position – often, by answering a question, and often in response to the positions of others. 3. Present your position and justify why you have taken the position. This is how you develop your argument.
Content	→Present your position only, indicating it clearly at the beginning of the paper. → Use the ideas and research of others to justify your position. → Make recommendations for decision-making that follow logically from your position.	→ Present a balanced discussion of the issues and various positions. → Your position should come out as the essay progresses. → Use the ideas and research of others to arrive at your position.
Structure	Position > Justification > Recommendations > Conclusion	Introduction > Body > Conclusion
Audience	Government or other decision-making body	Any educated reader
Style	→ More ‘black and white’, arguing for one position by dispelling myths and dealing with possible counter-arguments; may include caveats to limit the scope of the position. → Persuasive	→ More ‘grey’, exploring different perspectives

 

 

 

Your position paper draft

Paragraph length: There is no fixed ‘rule’ about length, as long as the paragraph contains all the required elements, which means it will always be more than one sentence. Very long paragraphs often contain more than one main idea and need to be split. Very short paragraphs may not contain enough explanation or evidence to support the main idea of the paragraph.

Position statement

Your position statement should be 2-3 affirmative sentences at the beginning of the paper. The position statement tells the government (your reader) what your position is and what you think should happen. It states the best case scenario. You need to identify concisely what you think is the best option. Your position may have some nuances or caveats reflecting the complexity of the issue.

Follow the guidelines below to write draft sentences addressing each of these main parts of a position statement.

1. Position sentence: state your position in no more than one sentence.

Examples

‘It is the position of this paper that all children should have the opportunity to be included within the early education and care services and school settings, supporting the dominance of mainstream education over special education.’ (student)

‘It is the position of the Academy of Nutrition and Dietetics that exclusive breastfeeding provides optimal nutrition and health protection for the first 6 months of life and that breastfeeding with complementary foods from 6 months until at least 12 months of age is the ideal feeding pattern for infants.’ (Academy of Nutrition and Dietetics, 2015).

 

2. Reason sentence: give a broad reason for your position in no more than one sentence.

Examples

‘Making inclusive education available to all children is seen as a significant lever of making society more equitable and socially cohesive (Forlin & Sin, 2010).’ (student)

‘Breastfeeding is an important public health strategy for improving infant and child morbidity and mortality, improving maternal morbidity, and helping to control health care costs.’ (Academy of Nutrition and Dietetics, 2015).

Justification

In this section, you are justifying why you have taken the position you outlined above. This is where you explain what is/is not working, what could be done better, and why. Your justification should be based on the imperatives of inclusive education identified in the unit. As you read the relevant literature, you will need to identify the imperatives you think are most important.

Your argument should be logically aligned: this is the problem > this is why it is a problem > this is what needs to change > this is why.

For your justification, you will need to critically analyse the research and theoretical frameworks around the topic – what are the implications of what is/is not working. You should refer to current and credible literature to support your argument, and cite your sources using APA referencing style.

 

Introduction: the problem identified (what is the problem?)

1. General statement: one or two sentences to inform the reader of the main topic that the problem relates to, so that they understand what the paper is about in a broad sense.
2. Background: two or three sentences to inform the reader of the background (e.g. policy, history, legislation, theory) to the problem.
3. Outline: two or three sentences to describe the main points of the argument you will make to justify your position. Write the main points in the same order that you plan to have them in the body of your paper. These will form the basis for your paragraphs in the sections below.

 

The problem explained (why is this a problem?)

 There is space for three paragraphs below, but you may need more or fewer. The problem explained paragraph 1

11. Topic sentence: one sentence that concisely states the main idea of the paragraph.
12. Explanation and evidence: Write sentences that support your main point in this paragraph by:

→ Relating your explanation to scholarly concepts, government policies, and legislation. Define any important terms you use.

→ Giving examples that help illustrate or demonstrate the point you are making in the paragraph and highlight the

extent and/or impact of the problem. When you explain how the examples support the point, the example plus explanation is part of your evidence.

→ Referencing appropriately. Always reference any information you get from your sources.

→ Explaining how the concepts and evidence support your position.

13. Topic sentence: one sentence that concisely states the main idea of the paragraph.
14. Explanation and evidence: Write sentences that support your main point by:

→ Relating your explanation to scholarly concepts, government policies, and legislation. Define any important terms you use.

→ Giving examples that help illustrate or demonstrate the point you are making in the paragraph and highlight the

extent and/or impact of the problem. When you explain how the examples support the point, the example plus explanation is part of your evidence.

→ Referencing appropriately. Always reference any information you get from your sources.

→ Explaining how the concepts and evidence support your position.

15. Topic sentence: Concisely state the main idea of the paragraph.
16. Explanation and evidence: Write sentences that support your main point by:

→ Relating your point to scholarly concepts, government policies, and legislation. Define any important terms you use.

→ Giving examples that help illustrate or demonstrate the point you are making in the paragraph and highlight the extent and/or impact of the problem. When you explain how the examples support the point, the example plus explanation is part of your evidence.

→ Referencing appropriately. Always reference any information you get from your sources.

→ Explaining how the concepts and evidence support your position.

 

 

Recommendations

In this section, you need to make two clear and specific evidence-based recommendations about what needs to be done in order to bring about the changes you think need to happen.

Your recommendations should be aligned to the points you made in the explanation of the problem and justification of your position. What specific, innovative ideas do you have that would lead to change? The ideas should be things the government should do to make progress in the area you have identified. If you find it hard to think of concrete, specific recommendations that may be effective, check the recommendations in

the relevant literature that you read. You could use those as inspiration, a starting point to develop your own. Don’t forget to cite your sources if you use ideas from other people.

 

Recommendation 1

17. Topic sentence: Concisely state the first recommendation in one sentence.
18. Explanation and evidence: Write sentences that explain and support your recommendation by:

→ Relating your recommendation to scholarly concepts, government policies, and legislation.

→ Giving specific examples that help illustrate or demonstrate the strength and benefits of the recommendation.

→ Referencing appropriately. Always reference any information you get from your sources.

 

Recommendation 2

 

19. Topic sentence: Concisely state the second recommendation in one sentence.
20. Explanation and evidence: Write sentences that explain and support your recommendation by:

→ Relating your recommendation to scholarly concepts, government policies, and legislation.

→ Giving specific examples that help illustrate or demonstrate the strength and benefits of the recommendation.

→ Referencing appropriately. Always reference any information you get from your sources.

Conclusion:

4. Summarise the main points that you made in the position paper, in the same order as you made them. Use different words from the words in your introduction, except for specialised or technical terms.
5. Restate your position (in different words from your introduction), and explain how the main points relate to each other and to your position. In your explanation, you will be showing that your position is credible (that the reader should agree with you). TIP: Don’t write something like “My position is credible because …” Instead, you show how your main points lead to your position, by using appropriate linking words and phrases.
6. Your position paper conclusion should end with a strong message that your reader will remember. Finish it on a strong point. Your reader should know why what you have said is important.

Unit Co-ordinator notes:

Our assignments are changed each semester. Therefore, this assignment extract addresses a different question to your one. This extract is included because it shows how the position, justification and recommendations align. The student also uses references well to support their work.

POSITION

It is the position of this paper that ALL children are entitled to mainstream, ample, and inclusive education that supports their participation and beyond. Although inclusive education has improved over the years (Anderson & Boyle, 2019), research still detects strong connections between the neglect of people with disability to an inadequacy in inclusive education today (Australian Institute of Health & Welfare [AIHW], 2017). Therefore, promoting participation within schools through inclusive education will not only enhance learning outcomes and decrease discriminatory prejudices within primary schools (Graham, 2020), but render a socially cohesive and equitable quality of life for ALL children, with or without disabilities (Cologon & Lassig, 2020).

 

JUSTIFICATION

No individual should ever be denied the right to learn, nor be excluded from their society. Unfortunately, these issues continue to coexist through the exclusion of people with disability from educational involvement (Davis et al., 2020). This exclusion has dire long-term consequences, as it implicitly permits discriminatory prejudices to continue beyond school contexts and overall, detrimentally impacts an individual’s quality of life (Davis et al., 2020). The Bronfenbrenner Ecological Systems model (Bronfenbrenner & Ceci, 1994) elaborates how exclusion restraints an individual through analysing how interactions between interconnected social systems influence one’s wellbeing and socio-economic status. However, by understanding the underlying ideologies, assumptions, and attitudes within the ‘macrosystem’ (Bronfenbrenner & Ceci, 1994), we can understand how individuals are impacted by exclusion in different social contexts (Anderson, Boyle & Deppeler, 2014). Therefore, challenging barriers and misconceptions of disability within each system provides implications for how and why change must occur for inclusive education (Foreman & Arthur-Kelly, 2017).

 

RECOMMENDATION

Transitions into mainstream primary school classrooms should be offered for segregated students living with disability. This would involve gradually increasing a student’s involvement within mainstream contexts through regular intervals, such as once a week. However, choices made for when and whether to cease or increase transition intervals is entirely up to the student with disability. Beneficially, this grants students a freedom of choice as they are actively involved in their learning according to their pace (The United Nations, 2006), whilst also providing opportunities for parents/carers to be ‘critical contributors’ to the student’s education (Fialka, 2001). Consequently, this promotes inclusion by reducing segregated classrooms influenced by social discourse whilst providing choice for students who prefer segregated settings. This supports the social-emotional learning of students with disability as they willingly choose a learning context where they feel most comfortable, supported, and included in their education (Hargarty & Morgan, 2020). According to Grove & Laletas (2020), this also improves social cohesion through the development of self-awareness and interpersonal skills that enhances positive relationships, work opportunities and life outcomes (MCEETYA, 2008). Therefore, flexible transition is imperative for the progression of inclusive primary education in Australia.

 

Additionally, early intervention is required for pre-service teachers by practising inclusive education in hypothetical contexts. In order to support the previous recommendation and future pedagogical practices, pre-service teachers should be required to practise inclusive strategies within assessment tasks across all key learning areas (KLA). Although pre-service teachers extensively practise differentiation (AITSL, 2011), assessment tasks do not require the implementation nor development of  inclusive practices, principles, and strategies (Lancaster & Bain, 2019). Consequently, pre-service teachers are not equipped with the appropriate understanding to support the education of students with disability throughout KLAs (Lancaster & Bain, 2019). However, early introduction to the Universal Design for Learning (UDL) approach within a pre-service teacher’s degree provides implications for practising inclusive strategies throughout all KLAs. The UDL approach encourages pre-service teachers to practise the implementation of inclusive and differentiated strategies (Cologon & Lassig, 2020). According to Cologon & Lassig (2020), these approaches  ensure “accessibility, flexibility, and responsiveness” (p.185) by removing barriers and supporting differentiation for genuine learning opportunities. Subsequently, pre-service teachers adopt a modern, equitable perception of disability as they gain a deeper understanding for how and why inclusive education is imperative for all students (Cologon & Lassig, 2020). Pedagogical practice is also strengthened by demonstrating standard 1.6.1 through practising “teaching strategies that support participation and learning of students with disability” (AITSL, 2011, p.11). Therefore, by practicing equitable conceptions of disability and adapting them to hypothetical contexts, they converge into real-world contexts and achieve inclusive education.

 

Unit Co-ordinator notes:

Our assignments are changed each semester. Therefore, this assignment extract addresses a different question to your one. This extract is included because it shows how the position and justification align. The student writes positively and with a strong voice.

 

Position

It is the position of this paper that the total removal of segregated special education schools and units (also known as support classes) on the grounds of mainstream schools and reinforcing inclusive values and practices within mainstream classes will bring Australia a step closer to having an inclusive education system. By educating without the inequities of segregation, teachers contribute to making a more cohesive, equitable, just, and prejudice-free society now, as well as creating a future generation that tolerates and respects differences. Ensuring inclusion for all pupils, with or without disability, will change communities’ discriminatory attitudes, increase professional skills and satisfaction for teachers, and enhance social participation and learning achievements and outcomes for all children.

 

Justification

To help identify the limitations of current inclusive practices, it is first necessary to have a common understanding of the definition of inclusive education. Inclusive education is when students with cultural, linguistical and ability differences are learning together with their peers. It is more than simply enrolling and integrating students with disability into mainstream classrooms but involves giving additional instructional support. This may include adapting and adjusting the curriculum, teaching strategies, learning materials, assessment methods, supporting students’ development of social skills, and (re)designing of the physical environment to cater individual and diverse learning needs (Cologon, 2014; Foreman, 2017). It is a fundamental right for learners with disability to be educated, included, and have a sense of belonging (Graham, 2020); thus, educators must endeavour to allow children have access to a fair and quality education.

 

Although two decades have passed since national and international governments have recognised and established legislation and policies to provide students with disabilities an inclusive education, such as the UNESCO’s Salamanca Statement 1994, the Disability Discrimination Act in 1992 and the Disability Standards for Education 2005, these students still experience segregation right from the borders of school. This form of macro-exclusion is still prevalent. In the Children and Youth with Disability Australia’s (CYDA, 2017, as cited in Anderson & Boyle, 2019) survey, 12% of the people surveyed indicated their child’s enrolment was refused ‘on the ground of the schools’ inadequate resources or supports’ (p.804). This leads to an increasing number of children with disability not attending school, rising from 2% in the early 2000s to 3% in 2015 despite the implementation of the policies mentioned occurring at the same time (Australian Institute of Health and Welfare (AIHW), 2017, as cited in Anderson & Boyle, 2019). These statistics contradict and reveal that Australian governments need to review current inclusive policies and practices in educational institutions. Students were also often excluded from school events and activities on the grounds of disability, even though teachers were supposed to take reasonable steps to include participation of students as legally stated under the Disability Standards for Education 2005. A typical example is when students with disability felt isolated and left behind as online learning materials were not adjusted to accessible formats during the outbreak of the global Coronavirus disease 19 (COVID-19) pandemic (Dickinson, Smith, Yates, & Bertuol, 2020). Despite Australia’s commitment to inclusive legislations, Australia-wide’s gatekeeping and restrictive practices evidently constitute a breach current laws and policies and, thereby, prevent genuine inclusive education.

 

Teachers’ attitudes towards inclusion, a key factor that drives the successful development and implementation of inclusive education, is influenced by various variables including how well pre-service teachers are trained. With universities now offering compulsory units related to inclusive education and service learning, pre-service teachers may display more positive attitudes towards inclusive education. However, when teachers have more experience in the education field, inclusive practices become less favourable (Boer, Pijl, & Minnaert, 2011). Teaching both students with and without disability in regular classes pose greater demands and challenges, including the interrupted flow of education, the limited physical support available, and increased workload to meet the many diverse learners (Hind, Larkin & Dunn, 2019). Teachers often feel inadequately trained, leading to pupils complaining that they received insufficient support from teachers. Contrastingly, if teachers effectively differentiate instruction and students are actively participating in modified activities, not only will teachers maintain their initial positive attitudes, increase professional teaching skills and career satisfaction, students with disability will increase empowerment, motivation, learning outcomes, self-concept, and belonging (Dempsey & Valentine, 2017). Students without disability will also respect and tolerate differences. Hence, it is crucial for teachers to have positive attitudes, be knowledgeable and adequately and continually trained to limit, if not remove, any forms of micro-exclusion present within mainstream education settings.

 

Adequately and effectively resourcing schools will provide teachers the best support to maintain positive attitudes and reinforce inclusive practices. A large amount of governments funding is invested in teacher aides/assistants (TAs) (Boyle, Scriven, Durning, & Downes, 2011). The effectiveness of the investment in this human resource to support inclusive practice is questionable (Butt, 2016). As governments are buying the time of TAs, regular teachers assume the main role for the TAs is to support and provide instructions to the student with disability. However, Butt (2016) explains that TAs have ‘[low] qualifications, no involvement in the planning of teaching, and…no clear duty statement’ (p.995). This method is problematic because TAs will spend most time with the student and relay instructions from the main teacher, while students without disability receive instructions primarily from a qualified teacher. This inequitable act of integration should not be confused with inclusion. Therefore, how governments are funding TAs, what their role is in supporting teachers in the education field and the degree of inclusive in this practice needs to be reconsidered.

 

 

 

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