Alexandra Bielby

SI: 104248671
Understanding and Supporting Inclusion

Assignment 1: Reflective Essay

Understanding and Supporting Inclusion

Alexandra Bielby

SI: 104248671

Due 8th April 2024

Alexandra Bielby
SI: 104248671
Understanding and Supporting Inclusion

A 2013 statement from the United Nations Children's Fund (UNICEF, 1989) urged

individuals to "see the child before the disability." People with diverse learning styles

should have access to education regardless of factors including colour, gender,

income, and the presence of indigenous people, citizens, migrants, and persons with

disabilities. According to the Early Years Learning Framework (EYLF) (Department of

Education, Employment and Workplace Relations for the Council of Australian

Governments [DEEWAR]. 2009, p. 48), all children ought to be involved in the

decision-making procedure for their learning. This will ensure that all student’s

experiences are regarded and recognised. Since 1948, education has been

guaranteed under the Universal Declaration of Human Rights, according to the

United Nations Educational, Scientific, and Cultural Organisation (UNESCO).

Underpinned by UNESCO, state and Australian legislation is connected to state

education policies, that are connected with the methods of instruction we employ in

the learning environment. The historical development of Australia will be highlighted

in this essay, including the substitution of the term "disability" with "the children with

special needs," program documentation supporting practice, the influence of past

events and guidelines on current training, and in my opinion, is the responsibility of

an educator in early childhood education.

Although no one has provided a clear definition of inclusive education as of yet,

Anderson et al. (2014) broke it down into three parts. All students, regardless of their

circumstances, must be able to engage and feel appreciated in the normal

classroom or at their local school (Anderson & Boyle, 2015. P. 7). The Australian

government has generated chances for children with disabilities to attend special
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Understanding and Supporting Inclusion

schools that can cater to their individual needs, even though most of them have a

wide range of options to suit their educational requirements at local schools. Children

from varied origins, those with special needs, and those in need of extra support

have long endured prejudice, neglect, and exclusion from society, including their

families. Families felt embarrassed to acknowledge that children may be born with

unique needs, impairments, or conditions. The late 1800s saw the majority of these

concepts being contested. In Australia, special schools were first established

between the 1940s and the 1970s. Countless children with additional needs weren’t

recognised in this educational organisation, despite the fact that this is recognised as

an accomplishment (Loreman, Deppeler, & Harvey, 2005).

Looking back at the past and looking forward, the community, schools, and society

have seen a lot of good developments. My understanding and personal experiences

working as an early childhood educator since 2015 lead me to believe that

educational settings have undergone a substantial change, especially in how families

and kids with special needs and disabilities are treated. The 1989 Convention on the

Rights of the Child states that a child who is physically or intellectually disabled

should enjoy a full and respectable existence that ensures their independence and

active participation in the community (UNICEF, 1994). It took years to guarantee fair

chances for children and people with additional needs to guard their access to

education. In 1994, authorities everywhere revised their laws about education to

shelter the human rights and dignity of people with disabilities. With it, emerged eight

guiding principles: equal chance and availability, non-discrimination, engagement

and inclusion, and respect for one's own independence and self-worth (UNESCO,
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Understanding and Supporting Inclusion

1994). It is a success because, as students, we are gaining knowledge about

inclusive education from a variety of courses during our studies. But in my opinion,

there isn't enough room for us to investigate and learn about helping a child or a

family that needs more help, particularly in the formative years of schooling.

Both the early childhood education and school sectors in Australia are obligated to

adhere to particular frameworks as per the National Law and Regulations. One of the

approved educational frameworks in the Victorian Early Years Learning Framework

and Development Framework (VEYLDF), which is endorsed by the state of Victoria,

is the Early Years Learning Framework (EYLF). The foundations of the VEYLDF are

the Early Childhood Australia Code of Ethics 2016 and Supporting Young Children's

Rights by Australian Human Rights. In this sense, Australian law safeguards all

rights. In my opinion as a teacher, that is a fantastic chance for the young,

defenceless kids who are unable to advocate for themselves. According to the

VEYLDF, educators should work in partnership with families and children to provide

an inclusive environment in order to improve early childhood education (Department

of Education and Early Childhood Development [DEECD], 2016).

A significant shift in the history of inclusion occurred with the implementation of the

Convention on the Rights of Persons with Disabilities by the United Nations in 2006.

The signing of the protocol by Australia, along with 92 other nations, to uphold and

defend the rights of people with disabilities has had a major influence on Australian

students who have disabilities (Foreman & Arthur-Kelly, 2008). The Commonwealth

government passed the National Disabilities Insurance Scheme Act (NDIS) in 2013,
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Understanding and Supporting Inclusion

which has a profound effect on individuals with disabilities, their families, and carers.

A person with a handicap who receives NDIS support may fully integrate into the

mainstream community and make the most of their independent living. Second, it will

increase community understanding of the need to promote social and civic

engagement in the direction of an inclusive society (NDIS, 2013). A person with a

handicap may have some difficulties and disadvantages in their day-to-day

existence, according to the Australian government. The Australian Government has

incorporated criteria and guidelines for competent instructors through the Australian

Institute for Teaching and School Leadership (AITSL) as a suggested remedy to the

problem. Arthur-Kelly and Foreman, 2008). The Australian Disability Standards for

Education (2005) reinforce the Australian Professional Standards for Teachers'

primary emphasis on inclusive learning. The Commonwealth of Australia provides

support to people, early childhood settings, and schools via a variety of strategies,

including the introduction of paediatricians, teachers' assistants, and speech

therapists. Students with disabilities are given priority by the Australian government

under the legislation, including in guiding procedures. This includes the following:

each child within the classroom has the right to learn and the ability to access high-

quality education; all children should be able to reach their desired learning

outcomes; and students with disabilities should be able to make reasonable

accommodations so they can fulfil their life goals (AITSL, 2020).

In contemporary education, the role of the educator is critical to fostering an inclusive

environment. An inclusive educator's initial step is to identify and welcome students

with disabilities and children with special needs (Tyagi, 2016). One of the main goals
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Understanding and Supporting Inclusion

for educators is to identify the students who have special needs or impairments by

working with the families and support team. The principal of the school,

parents/guardians, teachers, teaching assistants, and any medical professionals who

may be required to assist the children make up the majority of a student support

group (SSG). Building healthy interactions with peers and children with impairments

is a must for educators. In addition to feeling accepted and at ease, children with

disabilities should gain from these interactions and instructional techniques in the

classroom. But in my opinion, what educators do to assist students with special

needs or impairments is insufficient. Dixon and Verenikina (2007) assert that

excellent practices are not always ensured by good policies (Anderson & Boyle,

2015. P.9). While Australia has the required legislation in place protecting the rights

of those with disabilities, there is a lack of understanding in inclusive educational

contexts. Forlin (2006) identifies two main inclusive techniques used in Australia.

While some experts argue that all kids should be enrolled in conventional classes,

others favour inclusive education providing a single educational system with a range

of services. Since the 1970s, educators in Australia have expressed concerns about

their lack of knowledge on facilitating inclusive education. Teachers must be

equipped with practical skills like curriculum segregation and suitable evaluation

processes in order to successfully include students with impairments in the

classroom (Forlin, 2006). Pre-service teacher education and upskilling of current

teachers were part of this. Cambourne (2002) asserts that pre-service teachers lack

the ability to solve issues that come up in the classroom. According to Carrol et al.

(2003), this is because universities are now in charge of requiring students to take

required courses in inclusion and diversity (Forlin, 2006). When it comes to

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SI: 104248671
Understanding and Supporting Inclusion

accomplishing the major educational milestones, including recognising and

welcoming students with disabilities in the classroom, Loreman et al. (2005) suggest

that instructors should engage in practical experiences rather than concentrating on

theory.

The researchers claim that increasing inclusion in Australian schools requires

significant funding (Forlin, 2006). However, whether it is in schools or close to kids,

inclusion shouldn't be a costly choice. It is the finest choice available to all children

since it allows them to engage in a compassionate and caring atmosphere (Forlin,

2006). For children and families in need, a variety of pedagogical techniques are

offered; they were further reinforced by the Commonwealth Act. It is more crucial,

then, to point the families in the direction of the knowledge they need when they first

accept the infirmities in their environment. The first stage of acceptance in the school

context is greatly aided by the instructor or early childhood educator, and this

assistance should not be restricted to the classroom. There should be no restrictions

on the extracurricular, excursion, and incursion activities that children with disabilities

can take part in. States and territories around Australia have incorporated inclusive

approaches into their planning and curriculum (AITSL, 2020). Through the

authorities, students with impairments can get individualised instruction and

assistance. Teachers and early childhood educators have a duty of care to identify

children and pupils who are not meeting milestones within a set timeframe, even if

they are not trained to diagnose disabilities. It is the duty of the educator to alert

authorities and families to wrongdoing and act as a whistleblower (AITSL, 2020).

Making observations, paying attention to behavioural patterns, and documenting any

Alexandra Bielby
SI: 104248671
Understanding and Supporting Inclusion

talks with families, carers, or past teachers might serve as the teacher's initial

evaluation. When a kid with a disability attends the care, the educators, school, and

support systems share responsibilities (AITSL). The following modifications are

being made in Australian schools to help pupils who have special needs or

impairments. For example, modifying the physical layout of classrooms and adding

specialist furniture, sign language, and technology to assist kids who are unable to

write or handle a pencil. By fostering good connections between educators and

students, working with smaller groups of kids or providing one-on-one attention to

practice basic topics helps kids develop their social skills (AITSL, 2020). The majority

of these supports are provided by the educational system in schools, but I do think

that the resources available in early learning settings are inadequate. Early

invention, in my opinion, has a significant good impact, particularly on children who

have specific needs (such as those with ADHD and Autism Spectrum Disorder

[ASD]). My personal experiences, however, indicate that even if we are able to

identify the children that require further support, we only have restricted access to

the resources. I have seen parents or other carers in a number of situations who

choose to move on without taking the necessary assistance. Australia's educational

system has made significant strides to help students with disabilities since the

Salamanca Statement (UNESC), 1994 (Forlin, 2006). But I think it's time to pay

greater attention to inclusiveness in early childhood education settings as well. In

addition to providing helpful strategies for producing a welcoming and inclusive

learning environment, early childhood educators enthusiastically support the

inclusion of all children (DEEWAR, 2009. P. 17).

Alexandra Bielby
SI: 104248671
Understanding and Supporting Inclusion

In summary, the history of inclusive education and progress up to this point is

reflected in this article. In addition to the background, I have called attention to the

National Disability Insurance Scheme Act, the Victorian Early Years Learning and

Development Framework (VEYLDF), and the Australian Institute for Teaching and

School Leadership standards, all need to be reinforced by the UN's rights for

children. I've thought back to my practices and defined an educator's job as creating

a welcoming environment in the classroom. I have also talked about the difficulties

and rewards I experience as a teacher in the inclusive modern classroom, as well as

the instructional techniques I have used and will continue to employ. Some

researchers claim that Australia has not adopted inclusive education practices

(Anderson & Boyle, 2015), but I think that even small actions can have a big impact

and pave the way for an effective, inclusive environment for children with additional

needs, children who require extra guidance, and children from different backgrounds.

Reference List

Australian Children’s Education & Care Quality Authority [ACECQA].

(2020a.) Inclusion support program. Retrieved from

https://www.acecqa.gov.au/help/inclusion-support-program

Anderson, J., & Boyle, C. (2015). Inclusive education in Australia: rhetoric, reality

and the road ahead. Support for Learning, 30(1), 4-22/ DOI: 10 1111/1467-
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9604.12074. Retreived from

http:www.researchgate.net/publication/274459538_Inclusive_education_in_Australia

_rhetoric_reality_and_the_road_ahead

Department of Education, Skills and Employment. (2005). The Disability Standards

for Education 2005. Retrieved from https://www.dese.gov.au/disability-standards-

education-2005

Department of Education and Training. (2021). Students with disability. Retrieved

from https://www2.education.vic.gov.au/pal/students-disability/policy

Disability Discrimination Act 1992 (Cwlth). Australian Government. (1992). Retrieved

from https://www.legislation.gov.au/Details/C2016C00763

Disability Discrimination and Other Human Rights Legislation Amendment

Act. (2009). Retrieved from https://www.comlaw.gov.au/Details/C2011C00175

Forlin C. (2006) Inclusive education in Australia ten years after

Salamanca. European Journal of Psychology of Education, 21(3), pp. 265-277.

UNICEF. (1996). Convention on the Rights of the Child. Retrieved from

http://www.ohchr.org/en/professionalinterest/pages/crc.aspx

UNICEF. (2008). UN Convention on the Rights of the Child in child friendly

language. Retrieved

from https://www.unicef.org/rightsite/files/uncrcchilldfriendlylanguage.pdf

United Nations. (1948). The Universal Declaration of Human Rights. Retrieved

from http://www.un.org/en/universal-declaration-human-rights/
Alexandra Bielby
SI: 104248671
Understanding and Supporting Inclusion