Inclusive Education Policy Statement Booklet

Inclusiveeducationpolicy statement

“Inclusion is really about making schools a reflectionof their community and we commit to ensure that anychild that walks into our school will be included, willbe supported and be part of our community”Principal, Ferny Grove State School“Our school is part of our local community and wewelcome all students into our school and it’s ourresponsibility to make those adjustments so that allour students are engaged in a rigorous and relevantlearning program”Principal, Bowen State High School

Inclusive education policy statementStudents with mentalhealth needsStudents inout-of-home careLGBTIQ Gifted andtalentedstudentsRural urally lityAboriginal and Torres StraitIslander studentsMore information: qld.gov.au/inclusiveeducation

Inclusive educationOur shared vision is that every student in Queensland state schools succeeds and receivesthe support they need to belong to the school community, engages purposefully in learningand experiences academic success (Every Student Succeeding – State Schools Strategy2021-2025).The Department of Education’s Inclusive Education Policy supports our shared vision andthe right for students of all social, cultural, community and family backgrounds, and of allidentities, and all abilities to receive high quality education.Our commitmentThe department commits to continuing our journey towards a more inclusive educationsystem at all levels and as part of our everyday practice in schools, educational settings andclassrooms.We have high expectations of all students, recognising that, with the right support, allstudents can succeed.Our commitment means that children and young people across Queensland, from all social,cultural, community and family backgrounds, and of all identities and all abilities are able to:attend their local state school oreducation centre and be welcomedaccess and participate in a highquality education and fully engagein the curriculum along-side theirsimilar-aged peerslearn in a safe and supportiveenvironment, free from bullying,discrimination or harassmentachieve academically and sociallywith reasonable adjustments andsupports tailored to meet theirlearning needs.

policy statementWhat we mean by inclusive educationAll students benefit, academically and socially, when provided with a high qualityinclusive education.InclusionStudents experience inclusive education when they can access and fullyparticipate in learning, alongside their similar-aged peers, supported byreasonable adjustments and teaching strategies tailored to meet theirindividual needs. Inclusion is embedded in all aspects of school life, andis supported by culture, policies and every day practices.Inclusive education differs from other approaches and practices in significant ways:Integrationintegration – studentsare placed in schools oreducational settings withtheir similar-aged peers butadjustments are not made tomeet their individual needs.This limits their ability tofully access or participate inlearning. Integration is notnecessarily a step towardsinclusion.SegregationExclusionsegregation – students learnin separate environments,designed or used to respondto their particular needs orimpairment, in isolation fromother students.exclusion – students areunable to access any form ofeducation.

Continuing our journeyOur state schools are diverse, with schoolsadapting to meet the needs of students,families and the community. State schoolsacross Queensland are at different stagesof their journey towards adopting inclusiveeducation.Some state schools offer highlyindividualised programs for studentswith particular educational needs. Thedepartment will continue to offer parentsthe choice of enrolling their child, whomeets set criteria, in schools providinghighly individualised programs includingspecial schools and academies. By movingtowards a more inclusive education systemwe are seeking to strengthen the optionsparents and caregivers have to enrol theirchild at their local state school.While offering this choice, we will continueour journey towards a more inclusiveeducation system across all state schoolsand settings. Our journey will be guided bynine principles adapted from the UnitedNations’ nine core features for inclusiveeducation (United Nations 2016, pp.4 to 6).A system-wide approachInclusive education is implementedsystemically, based on evidence,across the department includingin schools and other educationalsettings. We promote and developpolicies, programs and practicesto remove barriers and promoteinclusive education across thedepartment and within local schoolcommunities.Committed leadersLeaders at all levels within thedepartment, across regions and localschool communities, commit to andare accountable for implementinginclusive education. They promotea culture and shared values thatremove barriers and supportinclusion.Whole of schoolEvery member of the schoolcommunity, including teachers,support staff, volunteers, familiesand students work collaborativelyto ensure students can accessand participate in all aspects ofschool life. Curriculum is providedto all students in ways that areage appropriate and responsive todiverse learning needs.

Collaboration with students,families and the communityAccessible learningenvironmentsWe work with students, parents andcaregivers, and other organisations,including teacher and professionalassociations, as respected andvalued partners in inclusiveeducation. We support students,parents, caregivers and families tohave a voice and be heard. Theirviews are considered in decisionmaking at all levels.Effective transitionsRespecting and valuingdiversityAll students and families feel, andare, welcome, respected, includedand safe at our state schools. Weembrace, and make visible, diversityas a strength and support respectfulrelationships within the schoolcommunity and between students.We address the different barriersexperienced by students and developstrategies and plans to supportinclusive education for our diversestudent population.Confident, skilled and capableworkforceOur school leaders, teachers,departmental staff, support staffand volunteers build on theirexpertise to implement inclusiveeducation practices. Good practice,based on evidence, is shared andcultural capability is strengthened.Continuous professional learningand mentorship is encouraged andsupported.Our schools, educational settingsand classrooms will be designed toenable students of all backgrounds,identities and abilities to accessand fully participate in learning. Weensure that students can access andparticipate in school activities andevents.The transition from early childhoodand care settings to school and fromschool to work, training and highereducation are significant milestonesin students’ lives. Schools continueto work in partnership with students,families, community organisations,professional groups, and othergovernment and educationalorganisations to plan and supportsuccessful transitions at all points ina learner’s education.Monitoring and evaluationMonitoring progress and academicachievement of all students willcontinue to be a priority. Evaluationand reviews will occur at all levels —at the school, regional and systemlevels to ensure the department iscontinuing on its journey and to buildon good practice.ReviewWe will review the Inclusive EducationPolicy in 2021 to ensure we arecontinuing our journey towards a moreinclusive education system.More information: qld.gov.au/inclusiveeducation

ReferencesDeloitte Access Economics 2017, Review of education forstudents with disability in Queensland state schools,Department of Education, Brisbane: Australia. ability-reviewreport.pdfForlin, C. Chambers, D. Loreman, T. Deppeler, J. and Sharma,U. (2013), Inclusive Education for Students with Disability: Areview of the best evidence in relation to theory and practice,Australian Research Alliance for Children and Youth mmand/download file/id/246/filename/Inclusive education forstudents with disability - A review of the best evidence inrelation to theory and practice.pdf [accessed 8 January 2018]Hehir, T. Grindal, T. Freeman, B. Lamoreau, R. Borquaye, Y.and Burke, S. 2016, A summary of the evidence of InclusiveEducation (online) http://alana.org.br/wp-content/uploads/2016/12/A Summary of the evidence on inclusiveeducation.pdf [accessed 28 March 2018] State of Queensland (Department of Education) 2018 180049United Nations Convention on the Rights of Persons withDisabilities General Comment No.4 (2016) on the right toinclusive education (online) rnal/Download.aspx?symbolno CRPD/C/GC/4&Lang en [accessed 8 January 2018]More information: qld.gov.au/inclusiveeducation

Inclusive education policy statement. Continuing our journey A system-wide approach Inclusive education is implemented . a culture and shared values that remove barriers and support inclusion. Whole of school . Nations' nine core features for inclusive education (United Nations 2016, pp.4 to 6).