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Presenter - Verity Pennisi
                     EDU8719
7th Conference on Contemporary Issues in Education
“The fundamental principle of the
inclusive school is that all children should
    learn together, wherever possible,
regardless of any difficulties or differences
              they may have.”
                (UNESCO, 1994, p. 11).
Inclusive education in Education Queensland:
•fosters a learning community that questions
disadvantage and challenges social injustice
•maximises the educational and social outcomes of all
students through the identification and reduction of
barriers to learning, especially for those who are
vulnerable to marginalisation and exclusion
•ensures all students understand and value diversity so
that they have the knowledge and skills for positive
participation in a just, equitable and democratic global
society.

                 Queensland Government (2005, p. 1)
International –
•The Individuals with Disabilities Act 1975
•Salamanca Statement (2004)

National –
•Disability Discrimination Act 1992
•Disability Standards for Education (2004)

State –
•Education (General Provisions) Act 1989
•Anti-Discrimination Act 1991
•Disability Services Act 2006
•Inclusive Education Statement – 2005 and the Principles of
Inclusive Education (Policy CS-15)
There is “a lack of uniformity across
Australia in the way in which students with
         disabilities are identified.”
        (Students with Disabilities Working Group, 2010, p. 5).
The Department of Education and Training in
Queensland recognises the following six disability
categories:
•Autism Spectrum Disorder
•Hearing Impairment
•Intellectual Impairment
•Physical Impairment
•Speech-Language Impairment
•Vision Impairment
  (Queensland Government, 2012b).
l            Hear                   Learnin
               iona                 ing I                        g Diffic
           mo t s                        m   paire                          ulties
      ial/E ultie                                  d
   Soc iffic
       D
                               r                 Vision Im
                       Disorde                             pairment
             S pectrum
      Autism
                                                                    ESL Stu
                                                                           dents
Phys
     ica   l Imp
                   airm                                   Indige
                          ent                                   no      us Stu
                                                         d                    dents
                                                I mpaire
                                        ctually
                                Intelle
               Issues                            Speech-Langu
        Health                                               a   ge Impairmen
Other                                                                        t
                      d Talented
             Gifted an                   Be havioural Diff
                                                          icult   ies
Numbers and Statistics
Number
   Of
Students
  with           VS    Number
 Special
 Needs                   Of
                       Schools
Diffe
                                                                      re   ntiat
                               pment                                             io
    Ongoing Professional Develo                                                       n in
                                                                                             Plan
                                                    Tim                                             ning
                                                        e

                     gy
              echnolo
      ti ve T
Assis                                                                                    Fundin
                                                                                               g

Speci
     a   list A                                                                       Class
               ss   istanc                                                                    sizes
                          e

            itude                                                                               ice
 Teacher Att                                                                        te P re-Serv
                                                                              Adequa aining
                                                                                    Tr
   Diverse Stu                     Unrealistic expectations
                     dent Need                                        Huma
                               s                                           n and
                                                                                 P
                                                                         Resou hysical
                                         tal                                   rces
                                l and Men             Support
                         Physica ands
                               Dem
• The Teacher is the Key

• A Whole School Approach to Inclusion

• A Change in Structure

• Consistency For All
“Queensland schools

 are leading innovative improvement
     processes toward inclusion.”
            Aniftos & McLuskie, (n.d., p. 2)




However there is still much to be done…
“All concerned must now rise to the challenge
  and work to ensure that Education for All
effectively means FOR ALL, particularly those
who are most vulnerable and most in need.”
                (UNESCO, 1994, p. iv)




               Thank You
Aniftos, M., & McLuskie, L. (n.d.). On Track Toward Inclusive Education. Retrieved August 29, 2012, from http://www.aare.edu.au/03pap/mcl03296.pdf
Australian Bureau of Statistics (2011). 4221.0 - Schools, Australia. Retrieved August 25, 2012, from http://www.abs.gov.au/ausstats/abs@.nsf/lookup/4221.0Main+Features32010?
OpenDocument
Australian Government. (2006). A review of the research to identify the most effective models of practice in early intervention for children with autism spectrum disorders: Definition of
Terms. Retrieved September 3, 2012, from http://www.health.gov.au/internet/publications/publishing.nsf/Content/mental-child-autrev-toc~mental-child-autrev-edu~mental-child-
autrev-edu-def
Australian Government. (2011). The Nationally Consistent Data Collection - StudentsWith Disability - 2012 Trial. Retrieved August 25, 2012, from
http://www.deewr.gov.au/Schooling/Programs/Pages/swdtrial.aspx
Bourke, P. (2010). Inclusive education reform in Queensland: Implications for policy and practice.The International Journal of Inclusive Education. 14(2), pp. 183-193. Retrieved August 25,
2012, from http://eprints.qut.edu.au/14158/1/b14158.pdf
CSIE (2010) Index for Inclusion: developing learning and participation in schools. Retrieved August 25, 2012 from http://www.csie.org.uk/publications/inclusion-index-
explained.shtml#intro
De George-Walker, L., Keeffe, M., Rice, D., Dillon, L. (2010). EDU 5321 Educating Students with Special Needs Study Book. Toowoomba: University of Southern Queensland.
Dempsey, I. (2008). Legislation, policies and inclusive practices. In P. Foreman (Ed.), Inclusion in action (2nd ed). South Melbourne, Vic: Cengage.
Earp, J. (n.d.). A Breeding Ground for Stress and Burnout. Retrieved September 3, 2012, from http://www.ozteacher.com.au/html/index.php?
option=com_content&view=article&id=875:a-breeding-ground-for-stress-and-burnout&catid=1:news&Itemid=26
Education Queensland. (1996) Department of Education Manual. Retrieved September 3, 2012, from http://education.qld.gov.au/students/policy/assessment/y2dn/pdfs/hout3_5.pdf
Fields, B. (2007). Beyond disabilities: broadening the view of special needs and the inclusive education challenges facing primary teachers. In: AARE 2006: Australian Association for
Research in Education Annual Conference 2006: Engaging Pedagogies, 27-30 Nov 2006, Adelaide, Australia.
Forbes, F. (2007). Towards Inclusion: An Australian Perspective. Retrieved August 25, 2012, from http://www.waespaa.com.au/pdf/SupportForLearning-FionaForbes.pdf
Forlin, C., Keen, M., & Barrett, E. (2008). The concerns of mainstream teachers: Coping with inclusivity in an Australian context. International Journal of Disability, Development and
Education, 55(3), 251-264.
Friend, M., & Bursuck, W.D. (2009). IDEA Disability Categories. Retrieved August 25, 2012, from http://www.education.com/reference/article/IDEA-disabilities-categories/
Gonski, D,. Boston, K., Greiner, K., Lawrence, C., Scales, B., & Tannock, P. (2011). Review of Funding for Schooling – Final Report. Retrieved August 25, 2012, from
http://www.deewr.gov.au/Schooling/ReviewofFunding/Documents/Review-of-Funding-for-Schooling-Final-Report-Dec-2011.pdf
IDEAS (2009). How does IDEAS work? Retrieved September 3, 2012, from http://ideas.usq.edu.au/Home/HowdoesIDEASwork/tabid/136/language/en-AU/Default.aspx
Keeffee-Martin, M. (2001). Legislation, case law and current issues in inclusion: An analysis of trends in the United States and Australia. Retrieved August 25, 2012, from
http://eprints.qut.edu.au/506/1/keeffee_legislation.PDF
McCollow, J. (2012). Queensland Schools Key Statistics in Brief 2012 Update. Retrieved October 1, 2012, from www.qtu.asn.au/publications/statistics/2012-update/
NSW Public Schools. (2012). Supporting Students: Disability Programs. Retrieved September 3, 2012, from http://www.schools.nsw.edu.au/studentsupport/programs/disability.php
Queensland Government. (2005). Inclusive Education Statement – 2005. Retrieved July 23, 2012 from
http://education.qld.gov.au/studentservices/learning/docs/inclusedstatement2005.pdf.
Queensland Government. (2012a). Learning and Disability Support. Retrieved August 25, 2012, from http://education.qld.gov.au/studentservices/learning/index.html
Queensland Government. (2012b). Educational Adjustment Program. Retrieved August 25, 2012, from http://education.qld.gov.au/students/disabilities/adjustment/faqs/index.html
Queensland Government. (2012c). Find a School. Retrieved October 1, 2012, from http://education.qld.gov.au/directory/schools/index.html
Ruijs, N.M., & Peetsma, T.D. (2009). Effects of inclusion on students with and without special educational needs reviewed. Educational Research Review, 4, 67-79.
Students with Disabilities Working Group. (2010). Strategies to Support the Education of Students with Disabilities in Australian Schools. Retrieved August 25, 2012, from
http://www.deewr.gov.au/Schooling/Programs/Documents/SWDWGpaperFinal.pdf
UNESCO. (1994). The Salamanca statement and framework for action on special needs education. UNESCO. Retrieved July 25, 2012, from
http://www.unesco.org/education/pdf/SALAMA_E.PDF.
Winzer, M. & Mazurek, K. (2005). Global agendas in special education: A critique. Educational Practice and Theory, 27(2), 7-24.

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Inclusive Education: The Ongoing Challenges Facing Educators in Queensland State Schools

  • 1. Presenter - Verity Pennisi EDU8719 7th Conference on Contemporary Issues in Education
  • 2. “The fundamental principle of the inclusive school is that all children should learn together, wherever possible, regardless of any difficulties or differences they may have.” (UNESCO, 1994, p. 11).
  • 3. Inclusive education in Education Queensland: •fosters a learning community that questions disadvantage and challenges social injustice •maximises the educational and social outcomes of all students through the identification and reduction of barriers to learning, especially for those who are vulnerable to marginalisation and exclusion •ensures all students understand and value diversity so that they have the knowledge and skills for positive participation in a just, equitable and democratic global society. Queensland Government (2005, p. 1)
  • 4. International – •The Individuals with Disabilities Act 1975 •Salamanca Statement (2004) National – •Disability Discrimination Act 1992 •Disability Standards for Education (2004) State – •Education (General Provisions) Act 1989 •Anti-Discrimination Act 1991 •Disability Services Act 2006 •Inclusive Education Statement – 2005 and the Principles of Inclusive Education (Policy CS-15)
  • 5. There is “a lack of uniformity across Australia in the way in which students with disabilities are identified.” (Students with Disabilities Working Group, 2010, p. 5).
  • 6. The Department of Education and Training in Queensland recognises the following six disability categories: •Autism Spectrum Disorder •Hearing Impairment •Intellectual Impairment •Physical Impairment •Speech-Language Impairment •Vision Impairment (Queensland Government, 2012b).
  • 7. l Hear Learnin iona ing I g Diffic mo t s m paire ulties ial/E ultie d Soc iffic D r Vision Im Disorde pairment S pectrum Autism ESL Stu dents Phys ica l Imp airm Indige ent no us Stu d dents I mpaire ctually Intelle Issues Speech-Langu Health a ge Impairmen Other t d Talented Gifted an Be havioural Diff icult ies
  • 8. Numbers and Statistics Number Of Students with VS Number Special Needs Of Schools
  • 9. Diffe re ntiat pment io Ongoing Professional Develo n in Plan Tim ning e gy echnolo ti ve T Assis Fundin g Speci a list A Class ss istanc sizes e itude ice Teacher Att te P re-Serv Adequa aining Tr Diverse Stu Unrealistic expectations dent Need Huma s n and P Resou hysical tal rces l and Men Support Physica ands Dem
  • 10. • The Teacher is the Key • A Whole School Approach to Inclusion • A Change in Structure • Consistency For All
  • 11. “Queensland schools are leading innovative improvement processes toward inclusion.” Aniftos & McLuskie, (n.d., p. 2) However there is still much to be done…
  • 12. “All concerned must now rise to the challenge and work to ensure that Education for All effectively means FOR ALL, particularly those who are most vulnerable and most in need.” (UNESCO, 1994, p. iv) Thank You
  • 13. Aniftos, M., & McLuskie, L. (n.d.). On Track Toward Inclusive Education. Retrieved August 29, 2012, from http://www.aare.edu.au/03pap/mcl03296.pdf Australian Bureau of Statistics (2011). 4221.0 - Schools, Australia. Retrieved August 25, 2012, from http://www.abs.gov.au/ausstats/abs@.nsf/lookup/4221.0Main+Features32010? OpenDocument Australian Government. (2006). A review of the research to identify the most effective models of practice in early intervention for children with autism spectrum disorders: Definition of Terms. Retrieved September 3, 2012, from http://www.health.gov.au/internet/publications/publishing.nsf/Content/mental-child-autrev-toc~mental-child-autrev-edu~mental-child- autrev-edu-def Australian Government. (2011). The Nationally Consistent Data Collection - StudentsWith Disability - 2012 Trial. Retrieved August 25, 2012, from http://www.deewr.gov.au/Schooling/Programs/Pages/swdtrial.aspx Bourke, P. (2010). Inclusive education reform in Queensland: Implications for policy and practice.The International Journal of Inclusive Education. 14(2), pp. 183-193. Retrieved August 25, 2012, from http://eprints.qut.edu.au/14158/1/b14158.pdf CSIE (2010) Index for Inclusion: developing learning and participation in schools. Retrieved August 25, 2012 from http://www.csie.org.uk/publications/inclusion-index- explained.shtml#intro De George-Walker, L., Keeffe, M., Rice, D., Dillon, L. (2010). EDU 5321 Educating Students with Special Needs Study Book. Toowoomba: University of Southern Queensland. Dempsey, I. (2008). Legislation, policies and inclusive practices. In P. Foreman (Ed.), Inclusion in action (2nd ed). South Melbourne, Vic: Cengage. Earp, J. (n.d.). A Breeding Ground for Stress and Burnout. Retrieved September 3, 2012, from http://www.ozteacher.com.au/html/index.php? option=com_content&view=article&id=875:a-breeding-ground-for-stress-and-burnout&catid=1:news&Itemid=26 Education Queensland. (1996) Department of Education Manual. Retrieved September 3, 2012, from http://education.qld.gov.au/students/policy/assessment/y2dn/pdfs/hout3_5.pdf Fields, B. (2007). Beyond disabilities: broadening the view of special needs and the inclusive education challenges facing primary teachers. In: AARE 2006: Australian Association for Research in Education Annual Conference 2006: Engaging Pedagogies, 27-30 Nov 2006, Adelaide, Australia. Forbes, F. (2007). Towards Inclusion: An Australian Perspective. Retrieved August 25, 2012, from http://www.waespaa.com.au/pdf/SupportForLearning-FionaForbes.pdf Forlin, C., Keen, M., & Barrett, E. (2008). The concerns of mainstream teachers: Coping with inclusivity in an Australian context. International Journal of Disability, Development and Education, 55(3), 251-264. Friend, M., & Bursuck, W.D. (2009). IDEA Disability Categories. Retrieved August 25, 2012, from http://www.education.com/reference/article/IDEA-disabilities-categories/ Gonski, D,. Boston, K., Greiner, K., Lawrence, C., Scales, B., & Tannock, P. (2011). Review of Funding for Schooling – Final Report. Retrieved August 25, 2012, from http://www.deewr.gov.au/Schooling/ReviewofFunding/Documents/Review-of-Funding-for-Schooling-Final-Report-Dec-2011.pdf IDEAS (2009). How does IDEAS work? Retrieved September 3, 2012, from http://ideas.usq.edu.au/Home/HowdoesIDEASwork/tabid/136/language/en-AU/Default.aspx Keeffee-Martin, M. (2001). Legislation, case law and current issues in inclusion: An analysis of trends in the United States and Australia. Retrieved August 25, 2012, from http://eprints.qut.edu.au/506/1/keeffee_legislation.PDF McCollow, J. (2012). Queensland Schools Key Statistics in Brief 2012 Update. Retrieved October 1, 2012, from www.qtu.asn.au/publications/statistics/2012-update/ NSW Public Schools. (2012). Supporting Students: Disability Programs. 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