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Inclusive education

Inclusive education



The UN Human Rights Office is preparing a study o

The UN Human Rights Office is preparing a study o



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    Inclusive education Inclusive education Presentation Transcript

    • ncid.org.au The Right of Persons with Disabilities to an Inclusive Education in Australia
    • ncid.org.au Office of the High Commission for Human Rights The UN has asked OHCHR to do a study on the right to education of persons with disabilities in consultation with relevant stakeholders, and report in March 2014. 2
    • ncid.org.au Definition of Inclusive Education A clear definition of ‘Inclusive Education’ is important. • To contrast inclusion in general classes with groupings in separate classes/schools. • To address the habit of labelling anything ’inclusive’ to meet principles and standards by education providers. 3
    • ncid.org.au Students with disability data (2009) 173,900 students with disabilities are enrolled in Australian schools • 86,000 (49.7%) in general classrooms • 60,800 (35%) in special classes • 26,600 (15.3%) in special schools 4
    • ncid.org.au Students with Intellectual Disabilities (2009) enrolled in Australian schools Students with intellectual disabilities are disproportionately represented in special classes/ schools in Australia • 85.6% of all students in special classes • 92.0% of all students in special schools • 53.1% of students with intellectual disabilities are segregated from general classrooms 5
    • ncid.org.au Comparative Education Research Research Analysis by Dr Jackson, Edith Cowan University’ 2008. • Students with intellectual disability significantly benefit from inclusion in regular classes when compared to special classes/schools. • No review can be found comparing segregation and inclusion that came out in favour of segregation in over 40 years of research. 6
    • ncid.org.au Legislation and Policy • Disability Discrimination in Education is unlawful (Disability Discrimination Act 1992) • Disability Standards for Education (2005) clarify education rights of students with disabilities. • All Australian education authorities have some form of inclusive education policy. • The term inclusion is also used in segregated settings in Australia. 7
    • ncid.org.au Experience of Students and Families Many people report • Substantial difficulties with achieving inclusive education • A lack of confidence in HOW inclusive education is being practiced. • Complaints process is complex and costly • Therefore a lack of complaints does not signify successful inclusive education practices by education providers. 8
    • ncid.org.au Experience (continued) There are reports of • Systemic barriers accessing general classrooms and schools for students. • Lack of support from school staff for inclusion. • Limited opportunities and low expectations for students with disabilities, combined with • Exclusion of students with a disability • Bullying of students with a disability • Violence against students with a disability 9
    • ncid.org.au Experience (continued) • Some students and families report substantial ‘pain’ in trying to achieve inclusive education • Some families have decided to remove their children from schools and ‘choose’ segregation because of a perceived failure of ‘inclusion’ by staff. • A significant number of schools are not welcoming of students with disabilities or their families. 10
    • ncid.org.au Alternate Experiences • Some students and families report successful experiences in inclusive education. • These students and families identify the leadership of the principle to work in partnerships as critical to success. 11
    • ncid.org.au Promotion of Inclusive Education • The objective of the DDA is to promote the equal rights of people with disabilities. • A review of the Education Standards recommended • The need to promote inclusive education • Development of good practice guidelines to address bullying, restrictive practices and inclusive teaching strategies. 12
    • ncid.org.au Teacher Education • Families repeatedly identify the need for teachers with skill on including students with disabilities. • The Commonwealth government has resources for teachers on inclusive strategies/ practices. • The DDA review found limited access to ongoing professional development on inclusive education. 13
    • ncid.org.au Recommendations NCID is asking OHCHR to • Provide a clear workable definition of inclusive education NCID • Acknowledges some progress but there still remains much to do to support inclusive education in Australia. • Student and families stories need to be promoted in the OHCHR research 14
    • ncid.org.au Recommendations • Laws and policies are important but not sufficient to achieve inclusive education. • We need programs to support students. families, teachers and school systems to achieve successful inclusive education. • Discrimination laws and complaints processes are important but need to be simple, efficient and inexpensive to increase use by students and families. 15