The paper “ Inclusion of Рrimаry Sсhооl Students with a Wide Range of Аbilitiеs in the Australian Education” is a potent variant of an essay on education. Over the years, there has been a significant change from special education to inclusive education (IE) around the world over both in developing and developed countries. However, inclusive education still remains one of the most important yet controversial issues currently concerning teaching children with special educational needs (SEN). As a strategy, the philosophy of inclusion concerns the social and moral obligation to educate all students.
Despite this intent, evidence abound indicating that discrimination and exclusive practices still persist at various levels of education especially for children with special needs wishing to be integrated into the conventional education sector (Ashman and Elkins 2009) This paper aims at giving an interpretation regarding education and inclusion of рrimаry sсhооl students with a wide range of аbilitiеs in the Australian context. The paper starts with a reflection on the Inclusion of ALL students with a range of diverse educational needs and requirements. It then considers discussion on the various Australian legislation and policy guidelines with respect to teacher core responsibilities.
This is then followed by a discussion on major Challenges, issues, and opportunities for both teachers and students. Finally, the General strategies or approaches in support of inclusion are discussed. Inclusion of ALL students with a range of diverse educational needs and requirementsInclusion generally relates to the principle of mobilizing learners, families, teachers, parents, and other stakeholders in establishing learning institutions based on mutual acceptance, sense of belonging, and the feeling of a community (Salend, 2001). It is also based on values aimed at enhancing participation or engagement of all students in education by minimizing various forms of not only exclusionary but also discriminatory practices (Booth, 2005).
It is based on the premise that all children can learn, and that every child and all learners have a basic right to learn with different support given in relation to the category of disability or difficulty experienced. However, the definition and practice of IE vary from one place to another and between and within different cultures and educational systems (Dyson, 2001).
Inclusive education can be understood as comprising a wide range of educational practices and include both the physical accessibility and the right of learners in education. Australian legislation and policy that guides teacher responsibilities and obligationsAlthough there is no legislative or policy guideline in Australian which is directly or specifically for teachers in inclusion programs and special needs, the country is quite committed to seeing to it that all students receive an appropriate education as their legal right. One of the legislation which promotes social justice for all students is the national education policies do exhort social justice and equity for all students is the Disability Discrimination Act 1992 (DDA) which protects all students and other citizens across various regions within Australia.
It also acts as a guideline to teachers as it makes any form of discrimination a breach of the law especially under Section 22 of the Act, where it is illegal for educational personnel or institution to discriminate against any person based on his or her disabilities (Duke, 2009). Another piece of legislation is the Education Act 1998, under which the board of Teacher Registration in Australia is mandated with the responsibility of providing an education for all-inclusive of all, while also striving towards addressing challenges facing children with special needs.
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