102746 Inclusive Education

Position Statement
Inclusive education, as defined by GC4, is the process of transforming education so that it
can provide all students with an equitable and participatory learning experience and
environment that best corresponds to their requirements and preferences. (United Nations
2016: paragraph 11). In order for a genuinely inclusive culture to be cultivated, the school
system must be transformed such that society can become inclusive also. A barrier to
genuinely inclusive education, is the lack of collaboration. Traditionally, an individual-needs
approach was taken to inclusive education. This set up caused there to be a division between
‘mainstream’ pre-service teachers and those trained to educate ‘special’ students. The
Australian education system has previously qualified only those who are specifically trained
to educate disabled students to do so, and hence has disqualified most teachers. Collaboration
between a community of insightful professionals, parents and students gives a chance for all
students to partake in an environment that is conducive to their learning needs. According to
NGAC (2014), collaboration helps promote connection between educational services,
enhances understanding and trust among educators, helps develop more positive attitudes
towards inclusive education and increases opportunities for all students.

Lack of Collaboration
Collaboration is defined as the process of two or more parties (or stakeholders) working
together side by side to achieve a common goal. It is effective when all parties are in pursuit
of similar goals (Mislan, et al, 2009). In order for inclusive schools to be successful, a
combination of all the involved stakeholders’ knowledge and skills is needed such that the
needs of the students are met. Ainscow & Sandhill (2010) indicate that part of the identity of
an inclusive school is its ability to work as a cohesive team. Currently, the issue is the level of
disconnection, both in relationship and communication among these stakeholders. According
to Flem et al (2004), the various stakeholders involved in in facilitating a good learning
environment for all students include; teachers, parents/carers, school administration and
external health professionals involved in their care. The assumption is that there is already
collaboration taking place. However, each of these stakeholders holds different ideas and
beliefs and hence have different goals which then lead to disconnection. Also, partnerships
between, for instance, teachers and parents are riddled with challenges and tensions which
affect the child’s educational experience (Graham, 2020).

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Professional collaboration forms an essential component of inclusive education. For teachers,

collaboration should begin with colleagues cooperating and being supported by one another.
This collaboration is not solely between colleagues but also; professionals in the same
workplace; across workplaces; and/or services including health-service teams.. D’Amour et al
(2005), describes professional collaboration as an evolving process where there is no
advisory group but instead all stakeholders should be equal partners. Bouillet (2013) asked
teachers what aspects of collaboration they would like improved, and the predominant
response was that they needed more professional support. Currently, there is a disconnect
between professionals – with stakeholders at times competing rather than being equal
contributors. Part of the issue is funding. National Disability Insurance Scheme (NDIS)
which regulates funding for children with disability cannot fund education services but can
fund support for student’s self-care at school, specialised transport and equipment. Hence,
naturally, schools may focus on liaising with NDIS-funded external agencies and supports in
order to get the best dedicated support for their students rather than working on improving
their general inclusive educative system (Graham, 2020). Collaboration also does not simply
mean information sharing but rather joint goal-directed action. On many levels, collaboration
is still restricted to sharing of information. For instance, with regards to collaborating with
medical services, schools may find that the medical model focuses on diagnosing the
impairment for funding purposes rather than finding the adjustments necessary for students to
access and participate in education. Lack of professional collaboration leaves teachers feeling
unsupported, their inclusive strategies remain limited and can be reactionary (when problems
arise) rather than preventative. Another component affecting professional collaboration is the
role of the In turn, students are not provided with truly inclusive education, in that, they may
be relegated to a teacher’s aide, segregated from classroom activities or their behavior
managed in a non-trust building manner. As inclusive education is reliant on the combination
of the skills and knowledge of all stakeholders, without professional collaboration

Another related cause is that lack of collaboration with parents/carers. According to Pushor
(2015), teachers have been inconsistent in their ability to work well with parents. Historically,
for instance, England’s department of Education (1994) referred to parents as having
‘anxieties’, undermining the commitment to equal partnership. In 2001, the revised code still
viewed parents as being holders of ‘key information’ rather than being decision-makers.
Also, Gilmore & Mann (2019), illustrate that teachers often fail to appreciate the parents’
perspective, operating instead under the ‘Transmission model’ where they maintain their

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position as expert. Teachers need to have some understanding of what life is like for parents
of children with disabilities as well as the fact that most parents have had difficult and
distressing past experiences with other professionals. Professionals often have mainly bad
news to share with parents regarding their weaknesses and problems, naturally causing
parents to be defensive. As a result, they become distrusting and distressed by continually
having to advocate for the inclusive placement of their children (Mann, 2016) In turn,
children with disabilities experience mixed messages at home and at school, often finding
themselves stuck in the middle. Despite the changes in legislation and policy, it remains still
“more rhetoric than reality” in relation to families and schools working together as partners
(Christenson & Sheridan, 2001).

Collaboration is essential in inclusive education

Professional collaboration is identified within the three domains of the Australian

Professional Standards for Teachers (AITSL, 2018). Also research has been focused more
recently on the role of speech pathology and occupational therapy in Australian schools
(Speech Pathology Australia, 2017, Occupational Therapy Board of Australia 2019). In order
to ameliorate the current lack of aptitude for collaboration among professionals , there need
to be better models implemented. For instance, Flem et al (2004) investigates a collaboration
model in an open layout school by following a teacher named Ruth’s class. In this open
school, two parallel classes occupy the same area and all the teachers work as a team (support
and special education teachers). This involves professionals equally sharing the teaching
responsibilities, planning, delivering and reflecting on classroom instruction. This forms one
of five models of co-teaching described by Scruggs and colleagues (2007). In order for co-
teaching to be properly implemented, teachers need to have common basic beliefs regarding
their students, their input although different, complementary. In terms of collaboration with
external professionals, again Flem et al (2004) describes Ruth’s interaction with a psychiatrist
regarding one of the more challenging students in the class. Many schools employ Student
Support teams which engage each professional with a shared vision and in problem-solving
in order to design adjustments and interventions. However, recent studies show that what
drives these teams and promotes longevity is a personal commitment to learn about the
various members of the team, value their role and views and build relationship.

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In order for parent- teacher partnership to be successful it needs to move away from the
transmission model to Hornby’s (2011) ‘partnership model’ whereby there is equality,
knowledge and skills are recognized, valued and enable. Marshall (2013) agrees that with
mutually developed and agreed goals, each party enables the other to feel recognized and
valued. In order for this to work, teachers need to commit to getting to know the parent’s
experience in raising their child by proactively engaging with them. This involves
determining the preferred forms of communication and even on the school level
implementing the most appropriate policies and practices to foster effective communication
(such as dedicated spaces for parents to use and making parents influential in school
governance). Flem et al (2004) describes the teacher’s interactions with parents as being one
where they feel listened to, are involved in meetings with other professionals and where she
has spent time to get to know them. This adds the element of teachers being open to working
with parents; where parents have shared responsibilities in developing education goals and
problem solving. According to Tharp and Gallimore’s (1988) triadic model, parent teacher
interaction does not flow one way, that is, both influence and motivate one another such that
the students receives better support and assistance

Ultimately, the aim of inclusive education is to help establish an inclusive society. According
to Thomas (1997), schools have never had to pay the price for segregation. This cost is the
stigmatisation and alienation of people who would have been able and willing to play a fuller
role in society. Inclusive education ensures that the inequalities between children are not
merely catered for with personnel support and resources but that instead they are given
opportunities to do the same as other children; ‘speak the same language’. By focusing policy
changes, resources and professional learning on implementing inclusive education, more
students will be equipped for the workplace and for society at large.

Recommendations

As previously illustrated, collaboration is essential in genuine inclusive education and has

also been difficult to execute. Collaboration exists in the forms of, professional cooperation
and parent-teachers partnership. The collaboration between professionals, sometimes referred
to as co-teaching has, at its core, the need for teacher engagement in order for there to be
sustainability. This involves giving teachers the time and resource to get to know the various
members of their student support team, build connection and slowly develop strategies with

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one another that benefit students. Practically, this involves dedicated time for meetings with
scaffolding that includes getting to know each person’s role and experience (Graham, 2020).
In terms of collaboration with between parents and teacher, again teachers need to be
proactive about building connection with parents. This begins with listening, understanding
the parents’ journey in rearing a child or several with disabilities and giving parents a chance
to problem solve and make decisions. This has been lacking despite theoretical changes being
made in policy and school governance. Hence, practically it could include ensuring schools
have spaces that parents can use, including parents in student support teams, and involving
parents in making decisions about how to involve them even more in the future (Graham,
2020).

References

Ainscow, M., & Sandill, A. (2010). Developing inclusive education systems: The role of
organisational cultures and leadership. International Journal of Inclusive Education, 14(4),
401-416.

Australian Institute for Teaching and School Leadership (AITSL). (2018). Australian
Professional Standards for Teachers  

Christenson, S.L. & Sheridan, S.M. (2001). Schools and Families: Creating essential
connections for learning. Guilford Press

Bouillet, D. (2013). Some aspects of collaboration in inclusive education–teachers’

experiences. Center for Educational Policy Studies Journal, 3(2), 93-117.

D'Amour, D., Ferrada-Videla, M., San Martin Rodriguez, L., & Beaulieu, M. D. (2005). The
conceptual basis for interprofessional collaboration: core concepts and theoretical
frameworks. Journal of interprofessional care, 19(sup1), 116-131.

Department for Education (UK). (1994). Code of Practice on the Identification and
Assessment of Special Educational Needs. London: Department for Education

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Department for Education and Skills. (2001). Special Educational Needs: Code of Practice.
London: Department for Education and Skills 

Flem*, A., Moen, T., & Gudmundsdottir**, S. (2004). Towards inclusive schools: a study of
inclusive education in practice. European Journal of Special Needs Education, 19(1), 85-98.

Graham, L. (2020). Inclusive education in the 21st Century. Inclusive Education for the 21st
Century: Theory, Policy and Practice, 3-26.

Gilmore, L. & Mann, G. (2019). Barriers to positive parent–teacher partnerships: The views
of parents and teachers in an inclusive education context. Manuscript in preparation

Mislan, N., Kosnin, A. M., & Yeo, K. J. (2009). Teacher-parent collaboration in the
development of Individualised Education Programme (IEP) for special education.
International Journal of Learner Diversity, 1(1), 165-187.

National Association for Gifted Children (US). (2014). Collaboration among All Educators
to Meet the Needs of Gifted Learners. . National Association for Gifted Children.

Occupational Therapy Board of Australia (2019). Australian Occupational Therapy

Competency Standards,  Retrieved August 17 from
www.occupationaltherapyboard.gov.au/Codes- Guidelines/Competencies.aspx

Pushor, D. (2015). Walking Alongside: A Pedagogy of Working with Parents and Family in
Canada. In International teacher education: Promising pedagogies (Part B). Emerald Group
Publishing Limited.

Scruggs, T.E., Mastropieri, M.A. & McDuffie, K.A. (2007). Co- teaching in inclusive
classrooms: A metasynthesis of qualitative research. Exceptional Children, 73(4), 392–416

Speech Pathology Australia. (2017). Speech Pathology in Schools,  Retrieved August 17

from

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https://www.speechpathologyaustralia.org.au/SPAweb/Resources_For_Speech_Pathologists/
Speech_Pathologists_in_Schools/SPAweb/Resources_for_Speech_Pathologists/Speech
%20Pathologists%20in%20Schools/Speech_Pathologists_in_Schools.aspx?hkey=f6a3b0ae-
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Tharp, R. G. & Gallimore, R. (1988). Rousing minds to life: teaching, learning, and schooling
in a social context, Cambridge: Cambridge University Press.

Thomas, G. (1997). Inclusive schools for an inclusive society. British journal of special

education, 24(3), 103-107.

United Nations. (2008). Convention on the Rights of Persons with Disabilities (CRPD),
Inclusive Education for the 21st Century— 2016, General Comment No. 4, Article 24: Right
to Inclusive Education

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