Presenter - Verity PennisiEDU8719

7th Conference on Contemporary Issues in Education

“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).

 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)

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)

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).

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).

Autism Spectrum Disorder

Hearing Impaired

Intellectually Impaired

Physical Impairment

Speech-Language Impairment

Vision Impairment

Gifted and Talented

ESL Students

Indigenous Students

Social/Emotional

Difficulties

Learning Difficulties

Other Health Issues

Behavioural Difficulties

Numbers and Statistics

NumberOf

Schools

NumberOf

Students with

Special Needs

VS

Ongoing Professional Development

Assistive Technology

Time

Differentiation in Planning

Funding

Specialist Assistance

Diverse Student Needs

Support

Adequate Pre-

ServiceTraining

Physical and

MentalDemands

Unrealistic expectations Human and PhysicalResources

Class sizes

Teacher Attitude

• 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 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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