In today’s day and age, the terms “Inclusive” and “Inclusion” are used interchangeably, in the education world and in today’s society. Novak (2018) has defined Inclusion as “involving all children in class regardless of their capabilities and variability” while defining Inclusive as the actual practice wherein children are given opportunities to learn through cooperative and adaptive learning. These approaches serve to challenge and support individuals in their interactions with others. Renowned psychologist and Early Childhood theorist Lev Vygotsky emphasized the importance of positive interaction and strong relationship in children’s learning and development, wherein the less advanced peer learn from the more knowledgeable peer and adult in the Zone of Proximal Development (ZPD) (Berk, 1996). Developmental theorists from the likes of Montessori, Piaget, Steiner, and Gardner have all at some point stressed that it is through social relationships, experiences, and context that children are molded and shaped (Nolan & Raban, 2015). On the other hand, Socio-Cultural theorists like Bruner, Vygotsky, Bronfrenbrener, Malaguzzi and Rogoff indicated that “Children’s learning and development occurs in the context of children’s communities (Nolan and Raban, 2015). Inclusion in education has been recognized as a “basic human right and the foundation for a more just and equal society (European Agency for Development in Special Needs Education, 2012 as cited in Australian Research Alliance for Children and youth, 2013).
Australia, known as a diverse country, comes with rich cultures, beliefs, and traditions. Thus, the masses of people have differing views, perspectives, and understanding of disability, which can affect their attitudes toward inclusion. Lexico (2019) defines disability as “a physical or mental condition that limits a person’s movement, senses, or activities”. In order to fully support children with or without additional needs, it is important to take into consideration the environmental setting as it is the key to a successful implementation of an inclusive practice. According to the Early Years Learning Framework, an inclusive environment is a space that caters to and supports children’s varying interests and capabilities (DEEWR, 2009). In the year 2005, the Australian Attorney General formulated the Disability Standards for Education under the Disability Act 1992, wherein the standard provided a framework that informs all education systems of their obligations and responsibilities in regard to enrolment, access, curriculum, support services, active participation and most importantly, policies that prevent harassment and victimization of children. The United Nations Convention's Rights of the Child (1989) highlighted children’s right to a sense of belonging. This is supported in Article 2, which states that every child has the right to belong without being discriminated against, while Article 23 states that children with additional needs are entitled to enjoy a full and decent life that facilitates active participation. The United Nations on the Rights of Persons with Disabilities (2006) on the other hand has noted that a person with a disability should be provided access to an inclusive education complete with equal opportunity for active participation without being “directly or indirectly discriminated” (Equality Act, 2010).
Enrollment
The first step to take in order to get admission to any educational institution is to undergo a process called enrolment. The Disability Standards of Education (2005) has stressed that all potential student enrollees with or without disability, should have the right to enrol and seek admission without being discriminated. It is clearly stated in Division 2 Section 22 under “Education” of the Disability Discrimination Act (1992) that it is unlawful for any educational institution to discriminate and refuse a student’s application for admission due to their condition; or disability. During the enrolment process, education facilities should acknowledge that students are unique members of our diverse community, and therefore, it is critical that their needs be acknowledged and addressed. This is especially true in cases of children with learning difficulties and disability. This is to ensure that the school and relevant parties can work collaboratively to put programs into place to support the student’s curriculum needs. In addition, it is of great importance that all educational institutions and organizations make reasonable adjustments and accommodations necessary for students and their associates’ ease of access. These adjustments and accommodations should be implemented in consultation with the student’s families, carers, specialists special support programs, etc. Reasonable adjustments and accommodations used in enrolments include but are not limited to the availability of a range of enrolment and admission formats (Disability Standards, 2005).
Participation
Participation has always been classified as an important aspect of children’s learning. The International Classification of Function (ICF, 2001) has noted its preference to use the word “participation” rather than “inclusion”. Encouraging classroom participation promotes students’ sense of belonging, being, and becoming (EYLF, 2009). When children participate in meaningful and dignified class learning experiences, they are able to learn skills to express ideas and obtain information that enhances their own understanding of a topic. Although this is generally the case for non-disabled children, the opposite is to be said for students with disability. The Australian Institute of Health and Welfare (AIHW, 2017) noted “While people with disability participate actively in all aspects of Australian Life, they are more likely to face challenges than people without disability. This is where the role of the teacher with an inclusive pedagogy comes in. Every teacher strives for an active classroom full of eager and engaged students in order to assess, promote, and support children's learning. A teacher that is not only capable of delivering quality teaching, but also able to provide an adaptable environment that caters and supports open-ended questions, meaningful conversations, positive interactions, differing learning styles, and capabilities. Loris Malaguzzi’s Montessori Approach regarded the environment as “third teachers” (ACECQA, 2018). Qualities of an inclusive teacher include but are not limited to being creative, accepting, patient, organized, understanding, and calm in nature.
Curriculum
Teachers have a significant and multifaceted role in student’s learning and development. One of the key roles of teachers is to ensure that students are guided and able to participate in an Australian Curriculum, where inclusive education is promoted and practiced through reasonable adjustments and accommodations in order to maximize and provide as many opportunities for active participation in a meaningful and dignified program for all diverse learners and their capabilities. It is imperative that when developing and delivering an inclusive curriculum, adaptive and differentiated instructions; Universal Designs for Learning (UDL) are in order to support all learners. It is through these strategies and approaches that teachers are able to avoid stereotyping individuals as belonging to a specific category with having either predictable or fixed learning. “Children are unique (UNICEF, 2001) competent and capable individuals”(Community Child Care, 2011) with differing learning styles, capabilities, and intelligence. Teachers being advocates for children need to educate their students on the value of inclusivity, so in turn they can acquire the skills to accept and embrace people who are unique and different from them.
Barriers of inclusion
Teachers and students alike encounter inclusion barriers on a day-to-day basis. One major contributor to non-inclusion by teachers is the lack of time and in-depth understanding of the specific needs of children. It is through this lack of understanding that teachers not only struggle to adequately support children in achieving outcomes but also create fear in teachers. “Fear” influences the teacher’s attitude and in turn could potentially impact children’s learning and development negatively. This has been supported by Gibbs (2009) who noted that “fear is a kind of fungus: invisible, insidious, perfectly designed to decompose your peace of mind”. Another inclusion barrier teachers encounter is the refusal of families to work hand in hand with teachers in regard to children’s learning and development. This refusal can lead to help being delayed as specialists and appropriate programs will have difficulty connecting. Students also face barriers of inclusion of their own, especially the ones with a disability. Disability students encounter barriers in their educational experience through the lack of understanding of professionals regarding their condition. Another barrier is the physical settings, which include but are not limited to access, passageways, doors, etc, and Intentional Attitudinal such as bullying intimidation, and harassment (McComas and Laflamme, 2002).
Strategies to combat inclusion barriers
Some of the strategies that were used and implemented by professionals in the education field are as follows: building strong and trusting relationships with students and their families to know the students’ interests, capabilities, and abilities, incorporating Interactive Communication Technology (ICT), Effective communication with visual aids, Flexible routine, etc. and accessing to supplementary funding for students with disability in regular schools (NSW Department of Education and Training (DET,2004). These strategies not only promote active participation and engagement amongst children and their peers but also create a strong bond between families and professionals as they work collaboratively together to ensure an effective deliverance of adaptive and inclusive programs and curricula. According to the National Quality Standards Professional Learning Program (2012), Inclusive Practice occurs when teachers make thoughtful and informed curriculum decisions and work in partnership with families and professionals especially when working together towards a common goal and accommodations; developing an appropriate plan such as Educational Adjustment Plan (EAP), Student Support Plan (SSP), Individual Behaviour Program (IBP), Individual Learning Profile (ILP), Health Care Plan (HCP), Risk Assessment and Individual and Transition Plan (I/TP) etc.
Conclusion
Through my vigorous research and studies, I have come to understand that as our communities have become increasingly diverse and nations become globally connected, the implementation of inclusion practices has become a standard norm not only in the education system but also in our society where laws are put into place to guide every one of one’s responsibilities and obligations. I see inclusion as a philosophy of acceptance where everyone is entitled to a sense of belonging, being, and becoming (EYLF, 2009). For a teacher to run a successful and effective inclusive classroom, one needs to understand that it is not a one-way streak but instead an ongoing process; a journey full of professional commitment and focused reflection. Teachers also need to upskill their current knowledge through professional development courses, training, research, etc., in order to expand knowledge, enhance existing skills, or develop new ones.
I have also learned that the children’s right to enroll, right to a dignified curriculum, right to participate, and, right to being supported and sheltered from any form of harassment and victimization, make up an inclusive education system. “When all children, regardless of their differences, are educated together, everyone benefits----- this is the cornerstone of inclusive education” (Study International 2019). I also believe that when teachers understand differing views, perspectives, and frameworks, it enables them to adequately respond to new challenges and complexities. Fleer and Williams–Kennedy (2002) indicated “While attempting to understand diverse cultural framework is challenging, it also brings rewards, including the ability to connect with and begin to see the world from a different perspective”. I believe if everyone takes positive steps to promote equality, our world will be a better place.