Inclusive education allows equal opportunity for students with a disability to enter mainstream schools with students without a disability (Hyde, n.d.). Inclusion is the right of a child and parents to participate in mainstream or special schools, it is the schools responsibility to accept the child and make reasonable adjustments if needed. Every child has a right to reach their goals along with satisfaction and self-achievement.
Educational policy and procedures
In March 2002 there was a focus on social inclusion, to improve positive outcomes for disadvantage students in mainstream schools. The social inclusion initiative acknowledges the groups that fall into the category of most disadvantage groups or individuals; the aim is to improve outcomes for these people or groups (Ministerial Advisory Committee, 2005). The DDA (Disability Discrimination Act (1992)) and the Disability Standards need to be taken into account when educating students with a disability. If a student wants to study in a mainstream school that school must make any reasonable adjustments for that student. If the school does not agree to do so the student can take his case to a higher level using the DDA, the Disability standards and the Equal opportunity Act (1994). Students with a disability are not the only ones who benefit from the inclusion initiative, any student that may need extra support may be able to access it. Students that have financial troubles are able to receive negotiate fees.
A student can be supported in an inclusive mainstream school with such things as a negotiated learning plan or an individual education plan. (Hyde, n.d.)It is important to plan carefully for each individual student, to help meet the needs of each student it may be necessary to communicate with internal and external parties. Policies such as these are put in place so each child has the opportunity to meet their educational needs. Placing students who have special needs in mainstream schools gives those children equal opportunity to achieve positive outcomes through education. Children who are linked with disability services may not receive the support they need due to lack of resources. Parents don’t always accept the fact their child has a disability, in some cases the parents refuse funding because they want their child to be ‘normal’ this can affect the student, and may result in no funding and falling behind in education. Children may not receive funding in school due to lack of resources or they may not have been diagnosed with a disability due to neglect.
Practices in inclusive classrooms and educational settings
It is ideal to have an inclusive school to allow all students access to the national curriculum while being able to interact with a broader range of students. When referring to inclusive education it isn’t just referring to children with a disability, it is referring to students that may be disadvantaged in some way or gifted. (Hyde,...