The National Study for Inclusive Education (1994) defines inclusive education as:

Providing to all students, including those with significant disabilities, equitable

opportunities to receive effective educational services, with the needed supplemental
aids and support services, in age appropriate classes in their neighbourhood schools,
in order to prepare students for productive lives as full members of society (As cited
in Daniels & Garner, 1999, p. 13).
This definition, whilst offering the basis for understanding the general concept of
inclusive education, does not present a rounded or comprehensive view of the practice or
standards involved in delivering an inclusive education. In order to provide each child with
meaningful learning experiences through differentiated instruction and a differentiated
curriculum, we must be aware of the legislation in place, the reasons for implementing an
inclusive curriculum, how to go about this and what the benefits of inclusion in schools and
the wider community are.
Throughout this essay I will outline some of the relevant legislation and standards that
pertains to inclusive education in Australia and the implications of these for teachers. I will
address the diverse educational needs of students and why it is necessary to be inclusive in
education, schools and classrooms. I will also include some ideas regarding the
implementation of inclusive structures and practices and conclude by mentioning some of the
benefits of inclusive education.
The Australian government has committed themselves to providing all students with
relevant schooling free from any discrimination regarding gender, language, sexual
orientation, pregnancy, culture, ethnicity, religion, health or disability,
socioeconomic background or geographic location. The Melbourne Declaration on
Educational Goals for Young Australians (MDEGYA) states that the Australian government
aims at providing equity and excellence across all school sectors (The Ministerial Council on

Education, Employment, Training and Youth Affairs, 2008). This declaration is relevant for
all teachers as it gives an overview of the goals for Australian education outlined by all the
Australian education ministers. The MDEGYA also offers insight into learning areas,
assessment and particularly relevant to this essay, "Improving educational outcomes for
Indigenous youth and disadvantaged young Australians, especially those from low
socioeconomic backgrounds" (The Ministerial Council on Education, Employment, Training
and Youth Affairs, 2008, p.15). Inclusive education supports the idea that there are a diverse
range of learners in any one setting and the needs for all of these learners must be met in a
way which allows them to be involved in rich, dynamic and inclusive learning experiences.
All students must be allowed the opportunity to demonstrate what they have learnt in a nondiscriminatory fashion. The Australian Curriculum and Assessment Reporting Authority
(ACARA) outlined that the new and "three-dimensional design of the Australian
Curriculum...provides teachers with flexibility to cater for the diverse needs of students
across Australia and to personalise their learning." (The Shape of The Australian Curriculum,
p. 20, 2012)
There are many different types of legislation, standards and declarations that relate to
equity and inclusion in education. The current Disability Standards for Education that are in
place across Australia outline that all students are to be provided with equal opportunities to
participate in all learning experiences including assessment requirements, without
experiencing discrimination (Department of Education, 2005). Teachers face an ever
increasing challenge to follow the aims set out by the government administered curriculum
and to equally engage and involve all member of their classroom. According to Ashman and
Elkins (2012) there are six methods that make learning spaces safe, welcoming and inclusive,
these are: independent access, where all students are able to independently gain access to the
learning space and activity. Another is the existence of prerequisite skills, meaning all

students must have the skills required to participate in the facilitated activity. With adequate
social skills and the presence of social networks, each student must be equipped with the
social skills necessary to be involved in the learning activity. Finally, valued membership
and active involvement, where all students must feel as though they are a contributor and are
actively involved in the activities. These methods are the building blocks from which
inclusive education is promoted, facilitated and enabled (Ashman & Elkins, 2012).
The diverse needs of students in Australian classrooms are vast and ever changing.
Students may have cultural or societal hindrances, they may have a mental or physical
disability, come from a low socio-economic background, come from a disrupted family or
they may be a uniquely gifted or talented student (Ashman and Elkins, 2012). Students who
fit into any one of these categories will require extra support and inclusive teaching practices
will have to be put into place in order to avoid discrimination and/or isolation. They key to
these inclusive teaching practices is differentiated instruction and curriculum
adaptation/differentiation.
One of the models for differentiated instruction is provided by the Centre for Applied
Special Technology (CAST). This model is named the Universal Design for Learning (UDL).
The UDL framework addresses all types of learner variability and suggests different ways of
providing instruction, assessment, goals and methods to aid teachers in meeting the varied
needs of the students in their classrooms (CAST, 2011). The framework provided by UDL is
flexible, with options for differentiated learning possible from the outset, to provide
accessible instruction for all learners. This then breaks down the barriers of a one size fits
all curriculum (CAST, 2011). UDL operates upon three main principles, the first of which is
providing multiple means of representation. This principle maintains that because learners are
variable, they must also differ in the way they comprehend information and therefore it is
important to provide students with different options for the comprehension of the material

involved in the lesson in order for them to make connections with concepts that suit their
learning (CAST, 2011). CAST (2011) maintains that: not one means of representation that
will be optimal for all learners; providing options for representation is essential (p.5). The
second principle of UDL is providing multiple means of expression and action. CAST
(2011) explains that all learners have different ways of expressing what they know and what
they have learnt depending on their personal abilities. It is the teachers responsibility to
allow students to express their learning through different avenues ie: written or verbal etc.
The final principle on which UDL operates is providing multiple means of engagement. This
is argued by UDL as the crucial element to all learning. In order to engage all learners and
have them actively involved in learning, the teacher must provide the group with multiple
means of engagement. CAST (2011) explains that some learners are: highly engaged by
spontaneity and novelty while others are disengaged, even frightened by those aspects,
preferring strict routine. there is not one means of engagement that will be optimal for all
learners in all contexts (p.5). It is important that all teachers consider these three
principles of the UDL framework and by doing so they will be providing learning activities
that more readily address the learning needs of all the students in their classroom.
Teachers must make sure that apart from providing extra support to the disabled or
disadvantaged students in their classroom, that they dont forget to cater for any gifted or
talented students. A model relating to curriculum differentiation or adaptation is named the
Maker Model and this can be linked with the UDL to provide rounded experiences for all
students either gifted or disadvantaged. The Maker Model articulates that some students learn
at faster rates, solve problems more readily and require less time to grasp the basics or revise
what they have learnt. According to the New South Wales Department of Education and
Training (2006) the Maker Model is associated with: differentiating the curriculum and to

provide appropriate learning opportunitiesand a program of activities that offers a variety

of entry points for students who differ in abilities, knowledge and skills (p.2).
These two discussed frameworks and their advocacy for inclusive education is to be
part of all education aligning with the Salamanca Statement and Framework for Action on
Special Needs Education. This statement outlines the importance of all governments adopting
as a matter of law or policy, the principle of inclusive education and stresses that schools with
inclusive education in place are the most effective at combatting discriminatory attitudes,
constructing an inclusive society and ultimately accomplishing education for all individuals
(UNESCO, 1994).
In an ideal world it would be possible to cater for all students equally. This task is
becoming increasingly difficult for classroom teachers, particularly with the roll out of the
new Australian Curriculum (Ashman & Elkins, 2012). However preparation is the key. Once
the teachers are aware of the special needs students within their classroom, the challenge is to
incorporate this into daily planning, in order to meet their requirements in everyday teaching
and learning (Dorow , Fisch , Uhry & Ellsworth, 2008).
There are many benefits associated with inclusive schooling rather than the alternative
of having disabled individuals separated into a different school environment. Through
inclusion, each student is able to build relationships with their peers. This can have profound
value on not only the child with the disability but also the other students in their class as they
learn not to discriminate and understand that people with special needs are not only part of
the community but can also contribute unique skills and talents (McCarty, 2006). Students
with disabilities also gain better understanding and do better academically and socially when
exposed to the standard set in an inclusive classroom compared with those in non-inclusive
settings (McCarty, 2006).

Inclusive education is fundamentally learning to appreciate difference and variety and

allowing all members of society to be accepted and valued. It is a very different world for
teachers as they learn to be inclusive of students who have language barriers, who come from
disrupted families or a disadvantaged background, who may have a disability or who may be
gifted or talented, all of which doesnt enable them to learn like the majority of their peers
(Ashman & Elkins, 2012).
Teachers must strive to have inclusive principles in place throughout their general
planning, delivery, practice and assessment to not only keep within the parameters of the
relevant legislation in place such as Disability Standards for Education but also to allow each
child the benefit of learning new skills and achieving academic goals. Ashman & Elkins
(2012) explains that how we learn, how we align ourselves with our peers and how we see or
measure our achievements in learning situations all contribute to the formation of our
identity. Through inclusive education all learners have the chance to express what they have
learnt in a non-discriminatory environment and those measures of success will be carried
though their lives as they successfully contribute to society (Ashman & Elkins, 2012).

References

Ashman, A., & Elkins, J. (Eds.). (2011). Education for inclusion and diversity (4th ed.).
Frenchs Forest, NSW: Pearson Education Australia.

Australian Curriculum and Assessment Reporting Authority. (2012). The Shape of The
Australian Curriculum version 4.0. Retrieved from http://www.acara.edu.au/ve
rve/_resources/The_Shape_of_the_Australian_Curriculum_v4.pdf

CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA:
Author. Retrieved from http://www.udlcenter.org/sites/udlcenter.org/files/UDL_
Guidelines_Version_2.0_(Final)_3.doc

Daniels, H., & Garner, P. (1999). Inclusive Education. New York, NY: Kogan Page.
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Department of Education. (2005). Disability Standards for Education. Retrieved from

http://education.gov.au/disability-standards-education

Dorow, L., Fisch, L., Uhry, J. K., & Ellsworth, N. (1998). Knowledge, values, and teaching
practices needed for inclusive teaching. Educational Forum, 62(3), 226-233.

Retrieved from http://ezproxy.utas.edu.au/login?url=http://search.proquest

.com/docview/62546512?accountid=14245

McCarty, K. (March, 2006). Full Inclusion: The Benefits and Disadvantages of Inclusive
Schooling. An Overview. Retrieved from http://files.eric.ed.gov.ezproxy.utas.edu.
au/fulltext/ED496074.pdf

New South Wales Department of Education and Training. (2006). Gifted and Talented
Education: Differentiating the curriculum and its applicability to the science and
technology syllabus. Retrieved from http://www.curriculumsupport.education.
nsw.gov.au/policies/gats/assets/pdf/ust3elctr.pdf

The Ministerial Council on Education, Employment, Training and Youth Affairs (2008). The
Melbourne Declaration on Educational Goals for Young Australians. Retrieved from:
http://www.mceecdya.edu.au/verve/_resources/national_declaration_on_the_educati
onal_goals_for_young_australians.pdf

UNESCO. (1994). The salamanca statement and framework for action on special needs
education. adopted by the world conference on special needs education: Access and
quality (salamanca, spain, june 7-10, 1994) . Retrieved from http://ezproxy.utas.edu
.au /login?url=http://search. proquest.com/docview/62709887?accountid=14245