The Significance of Re-examining the Current Practices
Through reviewing the history of introducing inclusive education into Australian schooling, it seems that the government has made some progress of facilitating inclusive education. Quite a few inclusive policies and legislation have exerted positive impact on equity in education. However, the problem of education inequality in Australia is still evident. Australian education was recognized as “high quality but low equity” (OECD, 2004). Likely, Argy (2007) claim that compared to other developed OECD countries, the gap of academic achievement between the difference groups of student cohort in Australia is much larger.
Compared to the primary setting, students in the secondary school may …show more content…
Teachers in an inclusive classroom need to know their students including those with special needs as much as possible, including their strengths, interests, learning styles and other personal information and then differentiate teaching practices so as to respond to individual needs and provide guidance and support. There are great gaps between teachers’ practice and government policy (Eraclides 2001). In fact, many teachers haven’t prepared for teaching in an inclusive classroom. Some teachers find it difficult to meet special needs of students, due to lack of pre-service learning and in-service training covering skills and attitudes towards to students with disability (Konza, 2008). Teachers’ attitudes towards inclusive education plays a significant role in their teaching practices. Hence, essential professional learning such as in-service training related to collaboration with teaching aides and developing positive attitudes towards inclusive education are needed. Teachers’ skills and perceptions may determine the outcome of inclusive practice in …show more content…
Inclusive education is not an ideal dream but a realistic and complicated approach embedded in education system and practices which benefits all learners and facilitate every learner to reach their full potential. Apart from support from inclusive policies and legislation, the achievement of inclusive education are dependent of a holistic package of system structure, funding and strategies as well as peoples’ attitudes towards the value of inclusion to support the approach. In the foreseeable future, as more children are integrated in the mainstreaming classroom, both students with and without disability could learn to become more accepting of individual difference and respect each
Through reviewing the history of introducing inclusive education into Australian schooling, it seems that the government has made some progress of facilitating inclusive education. Quite a few inclusive policies and legislation have exerted positive impact on equity in education. However, the problem of education inequality in Australia is still evident. Australian education was recognized as “high quality but low equity” (OECD, 2004). Likely, Argy (2007) claim that compared to other developed OECD countries, the gap of academic achievement between the difference groups of student cohort in Australia is much larger.
Compared to the primary setting, students in the secondary school may …show more content…
Teachers in an inclusive classroom need to know their students including those with special needs as much as possible, including their strengths, interests, learning styles and other personal information and then differentiate teaching practices so as to respond to individual needs and provide guidance and support. There are great gaps between teachers’ practice and government policy (Eraclides 2001). In fact, many teachers haven’t prepared for teaching in an inclusive classroom. Some teachers find it difficult to meet special needs of students, due to lack of pre-service learning and in-service training covering skills and attitudes towards to students with disability (Konza, 2008). Teachers’ attitudes towards inclusive education plays a significant role in their teaching practices. Hence, essential professional learning such as in-service training related to collaboration with teaching aides and developing positive attitudes towards inclusive education are needed. Teachers’ skills and perceptions may determine the outcome of inclusive practice in …show more content…
Inclusive education is not an ideal dream but a realistic and complicated approach embedded in education system and practices which benefits all learners and facilitate every learner to reach their full potential. Apart from support from inclusive policies and legislation, the achievement of inclusive education are dependent of a holistic package of system structure, funding and strategies as well as peoples’ attitudes towards the value of inclusion to support the approach. In the foreseeable future, as more children are integrated in the mainstreaming classroom, both students with and without disability could learn to become more accepting of individual difference and respect each