This document discusses inclusive education in Queensland schools. It begins by outlining the principles of inclusive education according to UNESCO, which is that all children should learn together regardless of difficulties or differences. It then provides definitions and categories of disabilities recognized in Queensland schools. The rest of the document discusses challenges of inclusive education such as a lack of resources and teacher training, as well as the importance of whole-school support for inclusion to be successful. It concludes by acknowledging progress being made in Queensland toward more inclusive schooling.

1. Presenter - Verity Pennisi
EDU8719
7th Conference on Contemporary Issues in Education

2. “The fundamental principle of the
inclusive school is that all children should
learn together, wherever possible,
regardless of any difficulties or differences
they may have.”
(UNESCO, 1994, p. 11).

3. Inclusive education in Education Queensland:
•fosters a learning community that questions
disadvantage and challenges social injustice
•maximises the educational and social outcomes of all
students through the identification and reduction of
barriers to learning, especially for those who are
vulnerable to marginalisation and exclusion
•ensures all students understand and value diversity so
that they have the knowledge and skills for positive
participation in a just, equitable and democratic global
society.
Queensland Government (2005, p. 1)

4. 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 of
Inclusive Education (Policy CS-15)

5. There is “a lack of uniformity across
Australia in the way in which students with
disabilities are identified.”
(Students with Disabilities Working Group, 2010, p. 5).

6. The Department of Education and Training in
Queensland recognises the following six disability
categories:
•Autism Spectrum Disorder
•Hearing Impairment
•Intellectual Impairment
•Physical Impairment
•Speech-Language Impairment
•Vision Impairment
(Queensland Government, 2012b).

7. 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
dents
Phys
ica l Imp
airm Indige
ent no us Stu
d dents
I mpaire
ctually
Intelle
Issues Speech-Langu
Health a ge Impairmen
Other t
d Talented
Gifted an Be havioural Diff
icult ies

8. Numbers and Statistics
Number
Of
Students
with VS Number
Special
Needs Of
Schools

9. Diffe
re ntiat
pment io
Ongoing Professional Develo n in
Plan
Tim ning
e
gy
echnolo
ti ve T
Assis Fundin
g
Speci
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

10. • The Teacher is the Key
• A Whole School Approach to Inclusion
• A Change in Structure
• Consistency For All

11. “Queensland schools
are leading innovative improvement
processes toward inclusion.”
Aniftos & McLuskie, (n.d., p. 2)
However there is still much to be done…

12. “All concerned must now rise to the challenge
and work to ensure that Education for All
effectively means FOR ALL, particularly those
who are most vulnerable and most in need.”
(UNESCO, 1994, p. iv)
Thank You

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