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1 EDU202 – Individual Learner Needs Task Two – Literature Review Sharon Pacey (1017065) Semester Two, 2017

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EDU202 – Individual Learner Needs

Task Two – Literature Review

Sharon Pacey (1017065)

Semester Two, 2017

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Introduction

The Salamanca Statement signified a critical global commitment to inclusive education. These rights to

fair and equitable access translated to Australian through The Melbourne Declaration on Educational

Goals for Young Australians (MEETYA, 2008) (‘The Melbourne Declaration’). This literature review

considers global and national documents, as well as inclusive education policy and practice within

Queensland primary classrooms. The concept of inclusive education will be examined, along with

classroom implementation. Significant reform has occurred in the quest for inclusive schooling,

particularly in Queensland (Bourke, 2010). This is an evolutionary process with ongoing cultural and

practical changes (Allan & Slee, 2008; Bourke, 2010). Persistent disagreement between researchers as

to what an inclusive education is will drive ongoing research, discussion and improvement, but may also

hinder practice implementation.

Guiding Policies

The importance of anti-discrimination legislation and policies to inclusive education is acknowledged

with several documents (see Appendix One). This review does not analyse legislation but addresses key

policy documents. The key points in the Salamanca Statement centred around every child’s right to an

acceptable education within ‘regular’ schools that acknowledge and adapt to diverse abilities and

needs, and that offer an adequate, child-centred pedagogy (UNESCO, 1994). Incorporating these ideas

with other key statements such as the UN Convention on the Rights of the Child (UNESCO, 2006) and

The Melbourne Declaration see inclusive education as freeing education from discrimination.

The Salamanca Statement and Framework for Action on Special Needs Education (1994) (‘The

Salamanca Statement’) encapsulated a shift from the medical deficit model of disability to a more social

model of inclusion (Deloitte, 2016; Gillies & Carrington, 2004; Lindsay, 1997; Slee, 2013). The latter

model considers the external world’s imposition of social, institutional and physical constraints (Bourke,

2010). Lindsay (2003) counters that medical elements (factors “within” the child) must still be

considered, in opposition to Bourke’s (2010) contention that children continue to be defined by

disabilities or learning deficits, and measured against an arbitrary definition of what is “normal”. Slee

(2013) further argues that making affected children “fit” around the school without reconstruction of

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the system results in categorisation that promotes exclusion and lower expectations, while encouraging

teachers to believe that they do not have the skills to teach these children.

The UN Convention on the Rights of the Child includes the rights of children to develop to their full

potential (Article 29) and to access general education regardless of disability (Article 24). The

Melbourne Declaration translates this to an Australian context with its two goals:

(MCEETYA,

2008)

The Melbourne Declaration explicitly addresses inclusive education that is free from discrimination, with

particular reference to improving the educational outcomes for students with socioeconomic

disadvantages, disabilities and Aboriginal and Torres Strait Islander students (MEETYA, 2008). The

relationship between socioeconomic experience and educational disadvantage is a further

acknowledged in policy and practices such as breakfast clubs and literacy programs (DEET, 2015). ICSEA

is a measurement of socioeconomic disadvantage, allowing like-for-like comparison between schools

(ACARA, 2011b).

The Australian Curriculum (ACARA, 2016) includes diversity as part of the national educational

framework and endorses personalised learning. It makes particular reference to teaching for gifted and

talented students and English as Another Language/Dialect (AEL/D) students (ACARA, 2016), recognising

that diversity is not a synonym for deficit. Likewise, it explicitly states that disability does not discount

students for achieving at the same levels as, or better than, their peers. This is reinforced by Forlin et al.

(2011) and Hyde (2014) and is consistent with the concept of high expectations for all students (Mittler,

2012). Federal funding towards inclusive education has increased substantially, with a substantial

portion of a $9.8 billion funding package from 2013-2019 to improving education for students with

diverse needs (Hardy and Woodcock, 2014).

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Queensland’s guiding document is the Queensland Inclusive Education Statement (2012), which

describes communities that “value, celebrate and respond to diversity” (DEET, 2016). This includes a

focus on collaborative relationships (Bourke, 2010), rather than focusing on medical deficit models.

Hardy and Woodcock (2014) acknowledge this and the state’s collaborative approach to inclusive

education.

Inclusive Education

Education for children with disabilities and diverse needs has progressed from segregation through

special schooling to mainstreaming ad then integration through non-adjusted curriculum and separated

classes (Bourke, 2010; Foreman, 2011; Hyde, 2014). Inclusive education’s current incarnation sees

‘regular’ schools as the default educational setting (Arthur-Kelly & Foreman, 2011; Forlin et al., 2013)

with adaptations made to the physical environment, curriculum and pedagogy to enable successful

learning for every child (Forlin et al., 2013). In Queensland today, children are now subject to strict

criteria children to enter “special education” schools (Deloitte, 2016).

Contention persists in defining inclusive education (Allan & Slee, 2008). Karen Cornish (in Allan & Slee,

2008) argues that differentiation is founded in special education, and merely the transfer of special

education concepts to mainstream schooling. Bourke (2010), Bratcliffe (in Allan & Slee(2013) and Slee

(2013) counter-argue that exclusion is inherent in educational structures. They contend that a challenge

to the system’s structure is needed, whereby education institutions to adapt to individual needs rather

than finding ways of adapting individuals to the system (Bratlinger in Allan & Slee, 2008; Mills et al.,

2014; Slee, 2013).

Phil Foreman (Arthur-Kelly & Foreman, 2011) has developed five principles of inclusion. These

incorporate social justice and people’s right to be treated as people, not as “people with a disability”

(Slee, 2013); understanding that all children can learn, with appropriate accommodations within schools

(Thomas and Bainbridge, 2001); normalisation and children’s right to attend the same local school as

their siblings and community (UNESCO, 1994), the right to learn in the least restrictive environment,

with appropriate adjustments (Arthur-Kelly & Foreman, 2011; Mitchell, 2005); and age appropriate

behaviour and content for individual learning progressions (Arthur-Kelly & Foreman, 2011, ACARA,

2011a, Mitchell, 2005).

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Australian Curriculum and Pedagogy

Within Australia, multiple pedagogical approaches have been identified as best practice for inclusive

classrooms. These include differentiation, inclusive pedagogy, adaptive curricula, assistive and adaptive

technologies, individual planning and co-teaching (Deloitte, 2016, Loreman, 2011), and fall within this

Australian curriculum’s expectations of “personalised learning” (ACARA, 2011a). Personalised learning

may also involve incorporating the General Capabilities into individual learning, and the use of lower or

higher year content descriptors. Research shows that inclusive teaching strategies benefit all learners

(Mittler, 2012).

Standardised testing through the National Assessment Program – Literacy and Numeracy (NAPLAN)

appears contrary to inclusive education (Arthur-Kelly & Foreman, 2011; Davies, 2012; Forlin et al., 2013).

While inclusive schools adjust assessment to allow students to demonstrate what they know (DEET,

2017), NAPLAN does not reflect this. Deloitte (2016) identify under-representation of students on

Education Adjustment Plans (EAPs), with 30% non-excluded absenteeism and withdrawal in 2015. Level

4 EAP student participation was only 14% (Deloitte, 2016) and Davies (2012) argues inadequate support

for affected students to demonstrate their learning through NAPLAN. Dempsey and Davies (2013)

reason that this reduces accountability for learning outcomes in schools and for students. Deloitte

(2016) recommended further disaggregation of data to analyse learning outcomes. The Federal

Government’s verbalised commitment to inclusive education is difficult to reconcile with national

testing that lacks accountability and adjustment for diversity.

Inclusive Education in Queensland

Inclusion in Queensland employs differentiation through curriculum and pedagogical adaptations

(Bourke, 2010) to process, content and product and learning environment. Statewide support services,

including pathologists, specialist teachers and assistive technologies are available to schools (Forlin et

al., 2013) to assist. This is further complemented by newer resources such as the Autism Hub, Reading

Centre and inclusion coaches (DEET, 2017). School and teacher collaboration with caregivers and

stakeholders is expected within the state (DEET, 2017). The dissemination of these resources, along

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with adequate professional development and collaboration, has been identified as an issue by Bourke

(2010) and Deloitte (2017). Inadequate training reduces teacher self-efficacy and increases resistance

towards inclusive education practices (Bourke, 2010, Slee, 2013). This has been partially addressed with

compulsory inclusive education subjects for preservice teachers (Sharma, Loreman and Forlin, 2012) and

in the Disability Review Response Plan (DEET, 2017).

An inclusive classroom will likely involve multiple learning progressions and lessons at any point in time.

Teacher’ responsibilities for diverse student needs have concurrently expanded as specialist teacher’s

roles have shifted from student-facing to consultative and administrative (Bourke, 2010). The additional

planning times that result has been cited as an issue by Bourke (2010) as contributing to resistance. As

education goes through a cycle of decentralisation, regional and whole school support is essential for

teachers to be successful (Forlin et al. 2013). Resource allocation needs to reflect policy intentions to

create positive teacher attitudes.

Gillies & Carrington (2004) argue that engagement and participation for at-risk students increases when

they are “valued and accepted” (p118) inside their school community. Schools are increasingly adapting

to this concept, as demonstrated by the Positive Behaviours for Learning program in Queensland

(Deloitte, 2016), which recognises diverse learning needs and aims to link behaviour and learning

outcomes (Deloitte, 2016). Moving from traditional to inclusive education practices also requires a shift

in organisational culture and teacher attitudes (Arthur-Kelly & Foreman (2011)). The Review of

Standards (Deloitte, 2017) acknowledges this challenge within a large organisation that is founded on

segregated education and practice, but is optimistic that cultural change is achievable.

Conclusion

Commitment to inclusive education is demonstrated through global and national policies and legislation.

However, division remains as to what inclusive education constitutes, and whether it is possible within

existing educational structures. Queensland has progressed towards the creation of inclusive school

communities, with curriculum, physical and pedagogical adjustments accompanied by a more

collaborative approach to individual learning accommodations. The state’s Inclusive Education

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Statement follows a social model of valuing diversity, in contrast to the medical deficit model of the

1960s. While commitment to inclusive education and resourcing is in place, the practical

implementation of these practices into classroom and culture is ongoing.

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Appendix One – Legislation and Policies

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Reference List Allan, J. and Slee, R. (2008). Doing Inclusive Education Research. Retrieved from http://lib.myilibrary.com.ezproxy.usc.edu.au:2048/Open.aspx?id=197174 Arthur-Kelly, M., & Foreman, P. (2014). Inclusion in action (4e. ed.). South Melbourne: Cengage Learning. Australian Curriculum and Reporting Authority (ACARA). (2011a). Student Diversity. Retrieved from https://www.australiancurriculum.edu.au/resources/student-diversity/ Australian Curriculum and Reporting Authority (ACARA). (2011b). Guide to Understanding ICSEA. Retrieved from https://acaraweb.blob.core.windows.net/resources/Guide_to_understanding_ICSEA.pdf Bourke, P. (2010). Inclusive education reform in Queensland: Implications for policy and practice. International Journal of Inclusive Education, 14(2), 183-193. Retrieved from http://www-tandfonline-com.ezproxy.usc.edu.au:2048/doi/pdf/10.1080/13603110802504200?needAccess=true Davies, M. (2012). Accessibility to NAPLAN Assessments for Students With Disabilities: A 'Fair Go'. The Australasian Journal of Special Education, 36(1), 62-78. Retrieved from https://doi-org.ezproxy.usc.edu.au/10.1017/jse.2012.7 Deloitte Access Economics. (2017). Review of education for students with disability in Queensland state schools. Department of Education and Training, Queensland Government. Retrieved from http://education.qld.gov.au/schools/disability/docs/disability-review-report.pdf Dempsey, I., & Davies, M. (2013). National test performance of young Australian children with additional educational needs. Australian Journal of Education, 57(1), 5-18. Retrieved from <http://search.informit.com.au.ezproxy.usc.edu.au:2048/fullText;dn=196504;res=AEIPT Department of Education and Training (DEET). (2016). Inclusive Education Statement. Department of Education and Training Queensland. Retrieved from http://education.qld.gov.au/schools/inclusive/ Department of Education and Training (DEET). (2015). 2015 Annual Report. Chapter 03 – School Improvement Practice Across Queensland. Department of Education and Training Queensland. Retrieved from https://schoolreviews.eq.edu.au/SiteCollectionDocuments/chapter-3.pdf Department of Education and Training (DEET). (2017). P-12 curriculum, assessment and reporting framework: Assessment. Department of Education and Training Queensland. Retrieved from http://education.qld.gov.au/curriculum/framework/p-12/index.html Department of Education and Training (DEET). (2017). Disability Review Response Plan. Department of Education and Training Queensland. Retrieved from http://education.qld.gov.au/schools/disability/docs/disability-review-response-plan1.pdf

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Forlin, C. I., Chambers, D. J., Loreman, T., Deppler, J., & Sharma, U. (2013). Inclusive education for students with disability: A review of the best evidence in relation to theory and practice, Australian Research Alliance for Children and Youth. Retrieved from https://online.usc.edu.au/bbcswebdav/pid-1286839-dt-content-rid-6764379_2/courses/EDU202_2017_Semester_2/Inclusive_education_for_students_with_disability_-_A_review_of_the_best_evidence_in_relation_to_theory_and_practice.pdf Gillies, R., & Carrington, S. (2004). Inclusion: Culture, Policy and Practice: A Queensland Perspective. Asia Pacific Journal of Education, 24(2), 117-128. Retrieved from http://www-tandfonline-com.ezproxy.usc.edu.au:2048/doi/abs/10.1080/02188791.2004.10600204 Hardy, I., & Woodcock, S. (2014). Inclusive education policies: Discourses of difference, diversity and deficit. International Journal of Inclusive Education, 1-24. Retrieved from http://www-tandfonline-com.ezproxy.usc.edu.au:2048/doi/full/10.1080/13603116.2014.908965?scroll=top&needAccess=true Hyde, M., Carpenter, L., & Conway, R. (2014). Diversity, inclusion and engagement (Second ed.). Melbourne: Oxford University Press. Lindsay, G. (2003). Inclusive education: A critical perspective. British Journal of Special Education, 30(1), 3-12. Retrieved from http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=1&sid=e559c8c6-f816-4d49-8f4d-ccbb781662d5%40sessionmgr4010 Mckay, L. (2015). Beginning teachers and inclusive education: Frustrations, dilemmas and growth. International Journal of Inclusive Education, 1-14. http://www-tandfonline-com.ezproxy.usc.edu.au:2048/doi/abs/10.1080/13603116.2015.1081635 Mills, M., Monk, S., Keddie, A., Renshaw, P., Christie, P., Geelan, D., & Gowlett, C. (2014). Differentiated learning: From policy to classroom. Oxford Review of Education, 1-18. Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA), (2008). The Melbourne Declaration on Educational Goals for Young Australians. Canberra, MCEETYA. Mitchell, D. (2005). Contextualizing inclusive education: Evaluating old and new international perspectives. London; New York: Routledge. Marcia L. Rock, Madeleine Gregg, Edwin Ellis & Robert A. Gable (2008) REACH: A Framework for Differentiating Classroom Instruction, Preventing School Failure: Alternative Education for Children and Youth, 52:2, 31-47. Retrieved from http://dx.doi.org/10.3200/PSFL.52.2.31-47 Sharma, Umesh, Loreman, Tim, & Forlin, Chris. (2012). Measuring Teacher Efficacy to Implement Inclusive Practices. Journal of Research in Special Educational Needs, 12(1), 12-21. Retrieved from http://onlinelibrary.wiley.com.ezproxy.usc.edu.au:2048/doi/10.1111/j.1471-3802.2011.01200.x/full

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Thomas, M. D., & Bainbridge, W. L. (2001). 'All children can learn': Facts and fallacies. Phi Delta Kappan, 82(9), 660-662. Retrieved from http://www.jstor.org.ezproxy.usc.edu.au:2048/stable/pdf/20439998.pdf?refreqid=excelsior%3A9472a7cfaee786ef9f46865e30e0b2ab UNESCO. (2006). United Nations Convention on the Rights of the Child. Retrieved from https://www.unicef.org.au/Upload/UNICEF/Media/Our%20work/childfriendlycrc.pdf UNESCO. (1994). The Salamanca Statement and Framework for Action on Special Needs Education. Retrieved from http://www.unesco.org/education/pdf/SALAMA_E.PDF

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