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Special Education and Inclusion: The Opportunities and Challenges.

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Introduction
Children with disability require improvised attention that can be provided through special
education. There are various components of special education that are essential to the success of
these students. These include; Accommodation and supportive services, which is essential in
order to provide a child with special needs with an individualized education plan that meets their
specific needs. Special education should be integrated into the regular curriculum in order to
provide all students with an understanding of the unique abilities and needs of those with special
needs (Francisco et al., 2020). Special education needs individualized instruction whereby every
student needs instruction that is tailored to their specific needs in order to be successful. It also
needs to be innovative in order to keep up with the latest advancements in special education. The
policy makers and relevant stakeholders should have regular reviews to ensure that students are
receiving the best possible education.
Section 1: Brief Overview of Special Education and Inclusion
Define and identify the critical aspects of special education and inclusion [e.g.,
philosophy/principles; brief history/ background; comparison with mainstreaming/integration;
relevant legislation and policies; strengths]
Definition
Special education is a process or set of practices that focus on improving the educational
opportunities and outcomes of individuals with disabilities. Special education is a type of
education designed specifically for children with special needs. Special needs can include
physical, mental, or emotional disabilities (Cook & Schirmer 2003). Special education programs
and services are designed to help children with these disabilities reach their full potential. There
are different types of special education programs. Some programs focus on providing a specific
type of instruction, such as teaching a child with a physical disability how to walk. Other
programs provide support and assistance throughout the school day, including helping a child
with Asperger's syndrome get along with other students.
Special education and inclusion are essential in Australian schools as they ensure that all
students have the right to receive quality education. It also helps to create a more inclusive
school environment where all students feel welcome and supported. Inclusion is an essential
principle in Australian schools, as it helps to create a more accepting and friendly environment
for all students (Hyde, 2017). This includes students with disabilities, special needs, and diverse
cultural backgrounds. All students must have access to special education and inclusion services
to offer them the opportunity to receive a quality education, regardless of their disability or
special need. It also helps to create a more inclusive school environment where all students feel
welcome and supported. (End in different way as it is repetition from the yellow highlighted
point above)
Special education and inclusion are essential aspects of the Australian education system,
and all students have the right to access a quality education, regardless of their abilities or
disabilities. To provide all students with a quality education, Australian schools have adopted a
range of strategies to accommodate students with special needs. These include creating
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individualized programs, providing specialized teachers and facilities, and ensuring all students
access the same resources.
Australian schools have also developed a number of policies and procedures to ensure
that all students with special needs are treated fairly and equally. These policies require schools
to develop an individualized plan for each student, provide appropriate resources, and
communicate with parents about their children's special needs (Conway, 2010). (Change this
second highlight as it is repetition from the highlighted blue point above) These strategies have
successfully accommodated students with special needs resulting in learning that promotes
equality and understanding of the unique needs and challenges that each student experiences.
Australian schools continue to develop and implement new policies and procedures to ensure
that all students can thrive in an inclusive environment.
The philosophy/principles of special education and inclusion are the following:
Special education and inclusion are based on the principles of respect for individual
differences, acceptance of diversity, and empowerment of individuals with disabilities.
Individuals with disabilities are not a homogeneous group. Each person has unique strengths and
weaknesses, which should be recognized and used to meet individual needs (Hyde, 2017).
Special education and inclusion should be designed to allow individuals with disabilities to
participate in the same activities and experiences as non-disabled students as much as possible.
Special education and inclusion aim to enable individuals with disabilities to achieve
their full potential in school. The principles behind special education and inclusion are providing
students with the same opportunities as other students, including access to classroom materials
and activities, participation in extracurricular activities, and receiving an appropriate education
(Vaughn & Schumn, 1995). Special educators and inclusion specialists work to ensure that all
students have the opportunity to learn and achieve their full potential.
All Australian schools are required to adhere to the National Disabilities Standards
(NDS), which sets out the minimum standards that all schools must meet in order to provide
appropriate support and services for students with disabilities. In general, Australian schools
must provide students with disabilities with a free and appropriate education (FAPE), which
means they must be provided with the same opportunities as other students to meet their
educational goals (Conway, 2010). This includes providing students with disabilities access to
the same curriculum materials, facilities, and services as other students.
In order to ensure that all students with disabilities receive a FAPE, schools must take
into account a variety of factors, including the individual needs of each student. This means that
schools must develop Individual Education Plans (IEPs) for each student, which provides
specific instructions on providing FAPE. Schools must also ensure that all students with
disabilities are aware of their rights and responsibilities under the NDS (Vaughn & Schumn,
1995). This includes ensuring that students with disabilities have access to information about
their disability, the resources available and that they are aware of their right to ask questions and
express their concerns about their education.
Due to the complexities of special education and inclusion, it is essential to understand
the concepts clearly before deciding how to best help students with disabilities. The key aspects
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of special education and inclusion are based on the philosophy that all students should have
access to quality education. This includes students with disabilities, who should be included in
all aspects of school, including teaching and learning.
Brief history/ background of special education and inclusion in Australian schools
Special education in Australia has a long history, dating back to the 1800s. The first
special schools were established in the early 1800s, with the first government-funded special
school opening in Sydney in 1827. In the 1800s, special schools were focused on educating
students with disabilities, and religious organizations often ran them (Reference required).
Since the early 1900s, there has been a shift in how special education is delivered in
Australia. Today, special education is offered as part of mainstream schools and focuses on
providing students with disabilities access to the same resources and opportunities as their non-
disabled peers (Vaughn & Schumn, 1995). Inclusion is a vital part of special education in
Australia, and it is believed that students with disabilities should be included in all aspects of the
school community.
Special education and inclusion comparison with mainstreaming/integration in Australian
schools
In Australian schools, special education provides tailored and individualized educational
support for students with specific disabilities. At the same time, inclusion refers to
mainstreaming students with special needs into regular classrooms as part of an inclusive
education system (Hyde, 2017). Therefore Australian schools should ensure the enrollment of
disabled children takes the same criteria as the non-disabled ones.
In 1990, the first World Conference on Education for All was held in Jomtien, Thailand.
The conference adopted the "Jomtien Declaration," which set out a framework for action to
achieve universal education for all. In subsequent years, the conference was held every four
years and has played an important role in advancing the rights of people with disabilities (Forlin
et al., 2008).
There are pros and cons to both approaches. Special education can provide students with
more specialized support, which can help them achieve their educational goals more quickly. On
the other hand, inclusion can help students feel more connected to their classmates and learn in a
more integrated setting (Conway, 2010). Ultimately, Australian schools make it a priority to
consider the individual needs of each student when deciding on special education and inclusion.
It is essential to weigh all the benefits and drawbacks of each approach before making a decision.
Relevant legislation and policies of Special education and inclusion in Australian schools
and their strengths
There are several relevant pieces of legislation and policy governing special education
and inclusion in Australian schools, including the National Disability Insurance Scheme (NDIS),
the Disability Discrimination Act 1992 (DDA), and the Australian Education Act 1988 (AEA).
The NDIS is a Commonwealth government program designed to provide financial and practical
assistance to people with disabilities, their families, and their careers (Forlin et al., 2008). The
DDA provides a legal framework for protecting people with disabilities from discrimination in
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education and work. The AEA is the legislation that governs Australian schools, and it includes
provisions relating to special education and inclusion. The main strengths of these policies and
legislation are their comprehensive coverage of special education and inclusion issues, their
emphasis on protecting the rights of people with disabilities, and their provisions for financial
assistance and support.
Section 2: Key Debates and Controversies about Special Education and Inclusion
Several debates and controversies surround special education and inclusive education in
Australia. Some of these stakeholders argue whether there should been enhanced education
curriculum fit and accommodate children with disabilities. Some people also may argue that all
children, regardless of ability, should be able to access the same educational opportunities. In
contrast, others may argue that special education and inclusion should be explicitly tailored to
the needs of students with disabilities (Francisco et al., 2020). There are also a variety of stances
on whether or not special education and inclusion should be mandatory or voluntary in
Australian schools. Another argument is whether all students with disabilities should be included
in mainstream classrooms or whether they should be educated in separate schools or institutions.
Generally speaking, those in favor of including children with disabilities in mainstream
classrooms believe that this is the best way to ensure that these students receive the same level of
education as their non-disabled peers (Hyde et al., 2017). They argue that mainstreaming helps to
build self-confidence and independence for students with disabilities and that it allows them to
participate with other children in every aspect of growth and learning. In addition they ask
whether special education and inclusive education are effective methods of addressing the needs
of students with disabilities. There is also a controversy that special education and inclusive
education expensive and unnecessary programs (Bunbury 2020). Policy makers wonder whether
special education and inclusive education are discriminatory practices that leave students with
disabilities isolated from the mainstream community.
There is a debate about whether there are enough qualified teachers to handle pupils with
disabilities. It is matter of discussion whether special education and inclusive education should
be mandatory for all students with disabilities (Ainscow & Miles, 2009). Majority wonder if
special education and inclusive education are necessary to protect the rights of students with
disabilities. Policy makers put up with arguments that try to justify whether special education
and inclusive education are in line with Australia's international obligations. There are also a
variety of stances on whether or not special education and inclusion should be mandatory or
voluntary in Australian schools.
Some of the main arguments in favor of special education and inclusive education
include the fact that these programs can be very effective in helping students with disabilities to
achieve their potential. Additionally, many advocates argue that these programs are necessary in
order to protect the rights of students with disabilities (Kauffman 2018). There are a number of
other debates and controversies surrounding special education and inclusive education, but these
are some of the most prominent. It is important to note that each debate has its own set of
advocates and opponents and that there is no correct answer to any of the questions raised (De
Bruin 2019). Ultimately, it is up to each jurisdiction in Australia to decide which policies and
programs are best suited to address the needs of students with disabilities.
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Section 3: The Way Forward for Special Education

There is much debate and controversy surrounding the role of special education in
inclusive education settings in Australia. Some believe that special education is an essential
service that should be provided to all students who need it, regardless of their ability level (Hyde
et al., 2017). Others argue that special education should only be used as a last resort and that
inclusive education is the best way to ensure that all students have an equal opportunity to learn.
Based on the debates and controversies present, it is difficult to conclude about the future of
special education in Australian schools. However, some recommendations for the future may
include the following: The Australian curriculum body (ACARA) should introduce and
implement a new curriculum to accommodate children with disabilities (Farrell, 2004). The
government should emphasize issues that can aid children with disabilities instead of continuous
arguments and bureaucracy to improve the curriculum. More research should be conducted into
the best way to provide special education services to students in inclusive settings so that
everyone involved with the special education system has a better understanding of what works
best (Hehir et al., 2016). The government should invest in programs that support educators and
students in implementing inclusive education practices so that all students can learn and succeed.
In addition, special education services should be provided in a way that is equitable and
accessible to all students, regardless of their ability level. It is important to continue the debate
surrounding the role of special education in inclusive settings so that everyone is able to have a
better understanding of the issues involved (Smyth et al., 2014). Increased training of disability
teachers and caregivers should be enhanced to ensure that each disabled child can get some
attention. Teachers should be equipped with advanced healthcare abilities to understand the
needs of disabled children. It is essential that the stakeholders provide a range of accessible
classrooms and facilities, including auxiliary aids and services for disabled children (Bunbury
2020). It is also mandatory to ensure that disabled children have an equal opportunity to
participate in all aspects of school life, including the classroom and extracurricular activities.
Providing support to disabled children and their families to help them overcome any barriers to
inclusion is necessary.
Conclusion
Generally, it is upon the government and the society at large to promote and ensure
bodies like Australian Association for Special Educational Needs (AASEN) work efficiently:
The AASEN is a national voice for special educational needs and disabilities (SEND) in
Australia (Lynch 2009). The Association provides information, support, and advocacy to parents,
educators, and others working with special needs students. The AASEN also improves the
quality of life for people with special needs and their families. Australian Association for the
Education of the Gifted and Talented (AAEGT): The AAEGT is another national voice for the
education of gifted and talented students in Australia. Some of these bodies need extra support to
work better and serve the disabled.
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