Inclusive Education For Students With Disability
Inclusive Education for Students with DisabilityA review of the best evidence in relation to theory and practiceA What Works for Kids Evidence Review
Prepared byThe Australian Research Alliance for Children and Youth (ARACY)Prepared forThe Australian Government Department of Education, Employment and Workplace Relations.The views expressed in this publication do not necessarily represent the views of theAustralian Government or the Department of Education, Employment and WorkplaceRelations.On 18 September 2013, Machinery of Government changes established the Department ofEducation and the Department of Employment out of the former Department of Education,Employment and Workplace Relations (DEEWR). Any reference to DEEWR in this documentshould now be read as the Australian Government Department of Education.Authored byProfessor Chris ForlinDr Dianne ChambersProfessor Tim LoremanAssoc. Professor Joanne DeppelerDr Umesh SharmaChris Forlin Education ConsultantUniversity of Notre Dame, Western AustraliaConcordia University, Edmonton, CanadaMonash University, VictoriaMonash University, VictoriaPeer reviewed byProfessor Tony ShaddockAssoc. Professor Ian DempseyAssoc. Professor Michael Arthur-KellyUniversity of CanberraThe University of NewcastleThe University of NewcastleCoordinated byAdam Heaton and Angela SouthwellARACYDisclaimer: Data reported and the subsequent analyses are based on information gleanedfrom a variety of sources. The authors have not attempted to validate these data and areunable to vouch for the authenticity of them. While all attempts have been made to includereference only to published sources through reputable journals, government publications,internationally accepted authorities, and education system websites, the authors are notresponsible for any misrepresentations obtained directly from these sources.
Table of contentsExecutive Summary. 4Background: Inclusive education definitions, concepts and measures . 6Definitions of inclusion . 6Concepts of inclusion . 7Conceptualising inclusive education based on key features . 7Conceptualising inclusive education as the removal of that which excludes andmarginalises . 8Measuring inclusive education . 10Overview of the evidence-base on inclusive education practices and policies for studentswith disability . 15Inclusive education policy for students with disability: An international overview. 15International good practice in inclusive education . 17Current practice in inclusive education in Australia . 20Inclusive policies and available support services for students with disability inAustralian states and territories . 20Inclusive practice in the government school sector across all Australian states andterritories . 22New South Wales . 22Victoria . 23Queensland . 24Australian Capital Territory . 25South Australia . 25Western Australia . 26Northern Territory. 27Tasmania . 27Educational outcomes currently being achieved by students with disability in Australia. 28Good practice in inclusive education in Australia. 30Good in-class practice . 32Analysis and conclusions. 36The Finnish education system and its policy relevance to Australia . 37Suggestions for areas of further consideration to assist future policy development ongood practice in inclusive education . 40Tension arising from the choice and equity debates . 41Increased pressure to demonstrate improvement in academic outcomes . 41Acceptance of social and political changes in the school community . 42Aligning teacher education programs with inclusive education policy initial teachereducation. 42Teacher education as professional learning . 43References . 44
Executive SummaryThis report was commissioned by the Australian Research Alliance for Children and Youth(ARACY) for the Department of Education, Employment and Workplace Relations(DEEWR). Inclusive education has been identified as a focus area for investigation,toward exploring what research has been found to work in improving not only schoolattendance but also school achievement and other learning outcomes for students withdisability. This report presents an overview of inclusive education in an international andAustralian context. It provides an analysis of the current provision of inclusive educationin the Australian government school sector, and will be complemented by a furtherreview than analyses the current provision of inclusive education in the Australian nongovernment school sector.This report identifies research and evidence-based literature regarding outcomes ofinclusive education for students with disability internationally, and specifically withinAustralia. An analysis and policy discussion is included of this evidence in regard to threekey research questions:1. How is Australia sitting internationally in relation to the extent students withdisability or additional learning needs can access and participate in education onthe same basis as students without disability?2. What are the Australian and international policies (that is the possibilities) forimproving learning outcomes for students with disability or additional learningneeds?3. What programs are currently being implemented and what learning needs arethey attempting to meet?To answer these questions data was obtained from a wide variety of key publishedsources including reputable peer reviewed journals, publicly available governmentpublications, internationally accepted authorities and Australian education systemwebsites. In excess of 150 individual data sources were reviewed, which form part of thissynthesis.Australia, like most countries, views inclusion as a disability issue, with almost all regionsmaintaining some form of separate special education. Australia has joined other countriesin a global effort to promote equal and active participation of all people with disability,with the ratification of the United Nations Convention on the Rights of People withDisabilities in 2008. In relation to education, the Convention states that persons withdisability should be guaranteed the right to inclusive education at all levels, regardless ofage, without discrimination and on the basis of equal opportunity. Australia’s commitmentis also reflected in the Disability Discrimination Act 1992 and in the establishment of theDisability Standards for Education 2005 (the Standards) that clarify and elaborate onlegal obligations associated with inclusive education. All education providers are requiredto be aware of and implement the Standards to enable students with disability receive aneducation equal to that of any other student. The Government is, nonetheless, explicit intheir support for inclusive education through policy that recognises the need for
interdisciplinary engagement and the provision of additional resourcing. In all regions,teachers are seen as needing better preparation for inclusive education.Inclusive education is, nevertheless, a contentious term that lacks a tight conceptualfocus, which may contribute to its misconception and confused practice. Internationalhuman rights agreements, covenants, and legislation, provide definitions of inclusion thatfocus on equity, access, opportunity and rights. These features are interpreted intopractice with definitions that conceptualise inclusion education into two broad ways; 1.based on key features and 2. the removal of that which excludes and marginalises. In theabsence of a unified definition of what inclusion is, attempts to measure or compare sucha complex equity issue are challenging.The international evidence indicates that good practice in inclusive education involvesconsideration of a range of aspects. The key approaches adopted in Australia focus onwhole-school practice and in-class support. At a whole, school level good practicesinclude adjustments to cultures, policies, and practices, development of supportstructures, regimes of funding support, and the provision of and access to equitablelearning opportunities. At an in-class level, differentiating curriculum or introducingalternative curricula, the application of universal design, use of information technologies,individual planning through the individual education plan (IEP), and a focus on qualityteaching for all students are the most prominent practices. Nonetheless, there is a lack ofevidence-based data on the impact of these practices on changes in learning outcomesfor students with disability.All Australian jurisdictions have inclusive policies and firmly established structures forsupporting students with disability, with detailed and quite complex procedures foridentifying eligibility of students and the provision of support required. All use a needsbased approach and offer support at different levels through elaborately articulatedframeworks. In-school support varies but can be provided through additional staffing, viamultidisciplinary teams and through special programs. A lack of consistency acrossjurisdictions in measuring outcomes makes it difficult to ascertain with any consistency onwhether appropriate progress is being made by students with varying levels of disabilityand the outcomes of those students.Students with disability are seen as being under-represented in national and state testingand accountability measures. The reporting of educational outcomes is inconsistent anddoes not necessarily reflect the ‘value’ that the students may have gained from theirschooling. Thus, the standard of accountability for students with disability may besubstantially less than for other students.This report elaborates on these policies, programs and approaches, before a number ofsuggestions for moving inclusive education forward in Australia are presented.15 July 20135
Background: Inclusive education definitions, concepts and measuresKey points: Definitions, concepts and measures Inclusive education lacks a tight conceptual focus that may contribute to itsmisconception and often confused practices. International human rights agreements, covenants, and legislation, providedefinitions that focus on equity, access, opportunity, and rights. Inclusion is interpreted into practice with definitions that conceptualise inclusionfrom two broad categories: 1. its key features and 2. the removal of that whichexcludes and marginalises. Definitions assume a set of commonalities that are static but in reality these arecontinually impacted by changing educational practice, context, culture, andsituation. In the absence of a unified definition of what inclusion is, attempts to measure orcompare such a complex equity issue are challenging. Measures need to involve consideration at three levels: 1. macro (government andstate), 2. meso (schools and communities) and 3. micro (individual classrooms andpeople). Most systems adopt a whole-school approach with instruments designed tomeasure areas associated with access, support, policy, curriculum, pedagogy,quality teaching, and assessment of achievement.Definitions of inclusionInclusive education is a contentious term that lacks a tight conceptual focus, which maycontribute to some misconception and confused practice. In relation to students withdisability, the United Nations Educational, Scientific and Cultural Organisation(UNESCO) first stated in 1994 that inclusive schools were the most effective way tocounter discriminatory approaches and attitudes towards students. Internationallegislation and policy subsequently evolved to challenge exclusionary practices and focusattention on equity and access to high-quality education for all, while respectingdiversity (UNESCO, 2008). According to UNESCO (2009) “ an ‘inclusive’ educationsystem can only be created if ordinary schools become more inclusive – in other words, ifthey become better at educating all children in their communities (p. 8)”. Article 24 of theUN Convention of the Rights of Persons with Disabilities recognises that education shouldbe accessible “ without discrimination and on the basis of equal opportunity within aninclusive education system at all levels ”. It is widely acknowledged, nonetheless, thatchildren with disability continue to experience different forms of exclusion which varydepending upon their disability, domicile, and the culture or class to which they belong(UNICEF, 2013).6
Inclusion in education is recognised as a basic human right and the foundation for amore just and equal society (European Agency for Development in Special NeedsEducation, 2012). Interpretation of inclusive education is, however, an increasinglycontentious term that challenges educators and educational systems to think about thework of teaching and learning in different ways and from varied perspectives. Accordingto Grima-Farrell, Bain and McDonagh (2011, p. 118), “Inclusive education represents awhole-school concern and works to align special education with general education in amanner that most effectively and efficiently imparts quality education to all students”.The issue of equity has been a major force internationally, underpinning the movementtowards a more inclusive educational system and the way in which inclusion is defined(Forlin, 2012). Loreman (2009) argues “ the majority of educators know very well whatinclusion is, but it is sometimes politically expedient for them to manipulate the term tosuit whatever practice they happen to be currently engaged in, be it inclusive or not” (p.43). It is also possible that the lack of a tight conceptual focus that inclusive educationsuffers from may have contributed to misconception and confused practices (Berlach &Chambers, 2011). In the words of Graham and Jahnukainen (2011), “While some mightsay that we have witnessed the ‘globalisation of inclusion’, questions remain as to whathas spread” (p. 263).Scholars, practitioners, governments, and organisations such as UNESCO and UNICEFhave also provided conceptualisations and definitions of inclusive education. Ainscow,Booth and Dyson (2006), for example, propose a typology of six ways of thinking aboutinclusion that considers inclusion: as a concern with students with disability havingspecial educational needs; as a response to disciplinary exclusion; in relation to all groupsbeing vulnerable to exclusion; as developing the school for all; as education for all; andas a principled approach to education and society.International human rights agreements, covenants and legislation, thus, providedefinitions that are critical for understanding and implementing inclusion as these oftenbind all signatories and flow on to influence national legislation.Concepts of inclusionBased on analysis of all of these sources, definitions can be broadly grouped into twocategories: conceptualising inclusive education based on key features (for example,Berlach & Chambers, 2011), and conceptualising inclusive education as the removal ofthat which excludes and marginalises (for example, Slee 2011).Conceptualising inclusive education based on key featuresThe most prevalent education conceptualisations are those that define inclusion based oncertain key features and characteristics such as age-appropriate placement and studentsbeing able to attend their local school. Berlach and Chambers (2011) provide aphilosophical framework for inclusive education along with school-based and classroombased examples. Their philosophical underpinnings include: availability of opportunity;7
acceptance of disability and / or disadvantage; superior ability and diversity; and anabsence of bias, prejudice, and inequality. Hall (1996, cited in Florian, 2005) notes thatinclusion means “Full membership of an age-appropriate class in your local school doingthe same lessons as other pupils and it mattering if you are not there. Plus you havefriends who spend time with you outside of school” (p. 31). Other definitions refer to thepresence of community (Forest & Pearpoint, 1992), ‘ordinary’ schools expanding whatthey do (Clark et al., 1995), problem solving (Rouse & Florian, 1996), and responsivenessto student needs via curriculum organisation and provision (Ballard, 1995).Loreman (2009) provides a synthesis of the features of inclusive education evident in avariety of sources situated firmly in this key features category. These features include:All children attend their neighbourhood school.Schools and districts have a ‘zero-rejection’ policy when it comes to registeringand teaching children in their region. All children are welcomed and valued.All children learn in regular, heterogeneous classrooms with same-age peers.All children follow substantively similar programs of study, with curriculum thatcan be adapted and modified if needed. Modes of instruction are varied andresponsive to the needs of all.All children contribute to regular school and classroom learning activities andevents.All children are supported to make friends and to be socially successful with theirpeers.Adequate resources and staff t
individual planning through the individual education plan (IEP), and a focus on quality teaching for all students are the most prominent practices. Nonetheless, there is a lack of evidence-based data on the impact of these practices on changes in learning outcomes for students with disability.
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