The Views Of The Disability Standards For Education

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The continuation of inclusive school practices is ultimately influenced by the attitudes of the teacher, parents of students both whom have a disability and whom do not, and the overall community.

The teachers’ attitudes highly depend on the amount of pre-service training with differentiating the curriculum and the support in maintaining these practices (Forlin, et al., 2009). The views of parents range in regards to inclusion, with some attitudes due to misconceptions and uninformed information. The community attitudes range, with some views generally not supportive of people with a disability, therefore not as involved in the school community practices. Recommendations have been made on aligning these views with current policies in order
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The Disability Policy, implemented by the Department of Education and Training, Queensland (n.d –a) to ensure schools adhere to the Disability Standards for Education 2005, makes clear that schools need regular adjustments in place to ensure all educators teach towards inclusion and adhere to the Disability Standards. Teachers need to have the adequate knowledge, teaching strategies, and pedagogical methods to immediately address the diverse nature of the learners when creating an inclusive classroom (Foreman & Arthur-Kelly, 2014; Hyde et al., 2015). This means ongoing development in the areas including the revision of policies such as the Inclusion Education Policy Statement to ensure they are providing learning environments that are safe and supportive (DET, n.d -b). Development and training can be in the form of pamphlets, professional development days, staff meetings, or surveying teachers to raise concerns. With ongoing development and support, inclusive teaching strategies will emerge and sustain the inclusive school practices to provide the best for all students and support inclusion as a whole (Jordan, Schwartz, & Richmond, 2008; Thompson, et al., …show more content…
This can include presentations discussing current legislation, school days dedicated to the promotion of inclusion, or providing students with packages to take home for families to read, which are all strategies included in the Parent and Community Engagement Framework (DETE, 2014). Regular consultation and listening to the children with a disability and their families, will allow the school and general community to understand more about a child with a disability and start to diminish any misconceptions (Cologon, 2013). As with other members of the community, parents should be encouraged and invited to spend time in the classroom to contribute to and support inclusive practices (Foreman & Arthur-Kelly,

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