INCLUSIVE EDUCATION

Since the 1870s, there has been a focus on the significance of school attendance for Australian children (Education Act 1875 Queensland). The start of school to encourage a child’s growth is one of the critical aspects that interfere with their development (Education Act 2006 Queensland). Because of the inclusion of the inclusive educational model, there have recently been institutional improvements that provide children with equal educational access. The latter exposes the children to the opportunities that are universal to all of them at the local school level. In order to ensure that the current policy is put into use, the schools have been trying to inculcate them into the education system though with a lot of difficulties because they have to interpret them to both the students and their parents for them to understand them better.

Design/Methodology: This study is endeared towards the establishment of the success that may be stumbled upon through the integration of inclusive education basing its principal argument on the commitment and leadership that the principals may be willing to portray. The model that the research is to work on is the one on the Social Model of Disability which works side b wise with the Foucault’s perception of discourse and power (Villa et al. 2016). Also, the study intends to envision the ambitions of the policy and the reality that is most likely to be faced by the children in line with its implementation. Also, in view of exploring the policies, the paper is to explain the disadvantages that accrue to the children dealing with disability issues mainly in the social context (Beacham and Duncan 2017).

Findings: This study intends to argue that the inclusive education practices that most educational institutions practice are not effective in meeting the expectations that the community members may be having. The disadvantaged children do not always get the chance to enjoy equal opportunities as the other students do even though the policies are in place

Perception of Inclusive Education

Slide 1: The Perception of principals towards the Inclusive Education.

Slide 2: The truth that this study intends to shed some light on is the fact that the disabled members of the community that get the chance to go the school d not enjoy the same opportunities as those who are just okay. This is the reason behind the Federal Disability Discrimination Act of 1992 was put in place to provide protection for the disabled and everyone else in Australia against the discrimination that based on a particular disability. The act additionally works to encourage all the members of the community to be generous in sharing the benefits that accrue to them owing to positive changes in the financial flow to a wide range of people in the society (Martika and Salim 2017).

Slide 3: Special education programs that are meant to help disabled students across all ages. This is because it is an integration program that is used as an outreach program for the challenged students. However, it only integrates but does not include those at the local levels which make it somehow ineffective for the students at the local level. The worst part of it all is that the students have to travel far and wide beyond the community border points to access the support facilities and the teachers that are supposed to foster their learning. This case scenario is kind of hard to fix because envisioning a child that is challenged traveling over long distances time and again just to attend the lessons that the act enshrines for them (Armstrong et al. 2016).

Slide 4: Since the program is institutionally based the fate of the disabled children rests in the hands of the school principals since they are the ones to determine the community support and the level of education the program is to take. Notably, they rely on the perception of which they have to make approaches regarding integration or the inclusiveness that the program may entail (Norwich and Koutsouris 2017).

There is a lot of discrimination that is directed towards the disabled members of the community. It is so unfortunate that educational institutions are not left out of the scope of this inhumane behavior that makes other human beings that were not so advantaged to be like the rest feel shunned (Naicker 2017). In order for a student to perform above average in both curricular and co-curricular activities, they need a conducive environment that is both serene and supportive of their endeavors. Juggling tow difficult things is quite an uphill task, and I do believe that everyone can attest to this not only the disadvantaged members of the community (Perepa et al. 2016).

Excelling where the people around one are not supportive is also one of the impossible truths that stumbling upon may be hard but rather worthwhile. The difficulties are the reasons as to why the Commonwealth came up with the Disability Discrimination Act of 1992 (Sobsey et al. 2017). The primary objective was to help the disadvantaged people get through hardships in their education systems and make the environments supportive of them. However, the support that the act was to accord the children was not only shortened to education, but it had the courtesy of ensuring that they got the opportunity to explore other fields other than education such as sports (Armstrong et al. 2016).

The school principal may be at will to decline their consent to the program since in their perception; inclusiveness may be a deviation point from the expectations, aspirations, and experiences he/she may have for the students (Perepa et al. 2016). In such a case, it may be rather difficult to inculcate the adoption and adaption of the incorporative non-discriminatory practices into the institution. This is because they may find them hard to either identify with or manage. Juggling between ensuring the students get a learning that has value and those in need of learning support are attended to is not such an easy task. Often, being in support of diversity requires proactive interventions that may create a win-win environment for both parties (Forlin 2017). However, there may be instances where the complaint regarding the two sides may be addressed with utmost indifference in which not both sides may like (Florian 2017).

Being indecisive may be such a natural point for one to find themselves sometimes. The heads of the learning institutions do find themselves stuck between making a choice and doing what is the right choice and doing the proper thing (Sobsey et al. 2017). However, they may not stay in such a place for long since they always have the choice to refer the students to other institutions which imply that they choose to make a decision whether right or not but to salvage the situation at hand. The latter should not be the case. Schools should strive to ensure they try their level best to implement the policies by attempting to engage the students with a disability to at least meet some of the requirements of the policy. This means that before considering taking an alternative option, they should find out how the institution may be of help to such students and not just referring them to other institutions like it is the most formidable place for them (Norwich and Koutsouris 2017).

References

Armstrong, F., Armstrong, D., and Barton, L., 2016. Inclusive education: Policy, Contexts and comparative perspectives. Routledge.

Beacham, N. and Duncan, R., 2017, February. Development of a Secure Cloud Based Learning Environment for Inclusive Practice in Mainstream Education. In Eighth International Conference on Cloud Computing, GRIDs, and Virtualization, 19 February 2017-23 February 2017, Athens, Greece. IARIA.

Florian, L., 2017. Teacher Education for the Changing Demographics of Schooling: Inclusive Education for Each and Every Learner. In Teacher Education for the Changing Demographics of Schooling (pp. 9-20). Springer International Publishing.

Forlin, C., 2017. Ethics, Equity, and Inclusive Education. Emerald Group Publishing.

Martika, T. and Salim, A., 2017. Comparative Study of Regular Teachers’ Special Education Pedagogy Competence Level in Elementary and Senior High Inclusive School. Journal of ICSAR, 1(1), pp.32-35.

Naicker, S., 2017. The Possibilities Offered by Inclusive Education in Addressing the Challenges of Urban Education. In Second International Handbook of Urban Education (pp. 15-25). Springer International Publishing.

Norwich, B. and Koutsouris, G., 2017. Addressing dilemmas and tensions in inclusive education.

Perepa, P., Howley, M., Garner, P., Preece, D., Rose, R. and Farrow, B., 2016. Situation Analysis on Inclusive Education and Children with Autism in the Sultanate of Oman: Ten-Year Autism Strategy and Five-Year Autism Action Plan for children with ASD.

Sobsey, D., Forlin, C. and Scorgie, K. eds., 2017. Working with Families for Inclusive Education: Navigating Identity, Opportunity and Belonging (Vol. 10). Emerald Group Publishing.

Villa, R.A., Thousand, J.S., Van der Klift, E., Udis, J., Nevin, A.I., Kunc, N., Kluth, P. and Chapple, J., 2016. Questions, concerns, beliefs, and practical advice about inclusive education. Leading an Inclusive School: Access and Success for ALL Students.

Legislations

Education Act 1875 (Qld)

Education (General Provision) Act 2006 (Qld)