Inclusive Education: The Ongoing Challenges Facing Educators in Queensland State Schools
Presenter - Verity Pennisi EDU87197th Conference on Contemporary Issues in Education
“The fundamental principle of theinclusive school is that all children should learn together, wherever possible,regardless of any difficulties or differences they may have.” (UNESCO, 1994, p. 11).
Inclusive education in Education Queensland:•fosters a learning community that questionsdisadvantage and challenges social injustice•maximises the educational and social outcomes of allstudents through the identification and reduction ofbarriers to learning, especially for those who arevulnerable to marginalisation and exclusion•ensures all students understand and value diversity sothat they have the knowledge and skills for positiveparticipation in a just, equitable and democratic globalsociety. Queensland Government (2005, p. 1)
International –•The Individuals with Disabilities Act 1975•Salamanca Statement (2004)National –•Disability Discrimination Act 1992•Disability Standards for Education (2004)State –•Education (General Provisions) Act 1989•Anti-Discrimination Act 1991•Disability Services Act 2006•Inclusive Education Statement – 2005 and the Principles ofInclusive Education (Policy CS-15)
There is “a lack of uniformity acrossAustralia in the way in which students with disabilities are identified.” (Students with Disabilities Working Group, 2010, p. 5).
The Department of Education and Training inQueensland recognises the following six disabilitycategories:•Autism Spectrum Disorder•Hearing Impairment•Intellectual Impairment•Physical Impairment•Speech-Language Impairment•Vision Impairment (Queensland Government, 2012b).
l Hear Learnin iona ing I g Diffic mo t s m paire ulties ial/E ultie d Soc iffic D r Vision Im Disorde pairment S pectrum Autism ESL Stu dentsPhys ica l Imp airm Indige ent no us Stu d dents I mpaire ctually Intelle Issues Speech-Langu Health a ge ImpairmenOther t d Talented Gifted an Be havioural Diff icult ies
Numbers and StatisticsNumber OfStudents with VS Number Special Needs Of Schools
Diffe re ntiat pment io Ongoing Professional Develo n in Plan Tim ning e gy echnolo ti ve TAssis Fundin gSpeci a list A Class ss istanc sizes e itude ice Teacher Att te P re-Serv Adequa aining Tr Diverse Stu Unrealistic expectations dent Need Huma s n and P Resou hysical tal rces l and Men Support Physica ands Dem
• The Teacher is the Key• A Whole School Approach to Inclusion• A Change in Structure• Consistency For All
“Queensland schools are leading innovative improvement processes toward inclusion.” Aniftos & McLuskie, (n.d., p. 2)However there is still much to be done…
“All concerned must now rise to the challenge and work to ensure that Education for Alleffectively means FOR ALL, particularly thosewho are most vulnerable and most in need.” (UNESCO, 1994, p. iv) Thank You
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