EUN639 Historical Conceptual and Legal Foundations Assessment Answer

Describe Key Historical, Political and Legislative Events

Inclusive education is meant to be for all children in the same classroom. It is about providing the opportunity to each one. Education aims to give every student an equal chance toward growth. Education is the foundation for each child that teaches what is moral, society and how to behave. The assessment will discuss the historical foundation of education followed by models of education. Gaining insight with the variable perspective will help in promoting the legal foundations of inclusive practices and contribute to the knowledge of educators that is bringing change in conventional education (Nuske et al., 2019). Taking the domestic perspective, education in Australia seems to be a foundation practice that is requiring change from back tens of thousands of years. Historical events will be illustrated in terms of changing education in the last thousands of years where efforts are made to include the indigenous population. The significant importance of education is found in terms of making indigenous aware of the practices of hunting, gathering and fishing that increase the chances of survival (Harris & Prout Quicke, 2019). Relating the historical perspective to the changes at the political levels, it is seen that in the late 19th century the accessibility to education was improved. The popularity of public education is increasing significantly by bringing policies in place and introducing changes to make schooling accessible and available for everyone. The positive influence will be seen in terms of secondary education completed by a diverse group of students besides the issue of systemic racism and ostracism. Exploring the scope beyond domestic levels, it is seen that the European education system is also exposed to such situations. On another hand, it is seen that in South Africa the education system disparity is traced which creates discrimination and challenges for the education system (Menzies, 2019).

In Australia, Europe and South Africa the indigenous population will be facing challenges due to racism, discrimination and values and beliefs. The events like inability to access education, and racism in the classroom take away quality opportunities. The presence of such events at domestic and international levels illustrates the need for inclusive educational practices by which students get an equal chance. Reflecting on the events makes the Aboriginals and other individuals like transgender and minor groups to be included in the classroom. For instance, in the late 19th century policies came into play that made public education a compulsory need for each group (Zapp & Ramirez, 2019). Furthermore, legislative requirements for inclusive education state inclusion of each community, group and individual irrespective of caste and group they belong to. The policies made in this direction are supporting the inclusion of Aboriginals, transgender and disabled groups. The practices meet the legislative requirement of inclusive education. Practices will be made inclement with the foundation of inclusive education and bring alignment with the current need. It provides an equal opportunity for students to provide a platform for education (Connor et al., 2018). Secondly, promoting equality in the classroom eliminates racism and discrimination. Lastly, give benefits to minor groups to eradicate poor education delivery and meet the expectations of the education system.

Models of Education

UNCRPD General Comment No. 4 states the right to inclusive education. It makes the call for inclusive education and rights for persons with disabilities. It is ensuring the transformation of culture, policy and practice formally and informally that is meeting the requirements of individual students. Inclusion comprises access and progress of high-quality education that is making delivery learning goals without discrimination (Pritchard-Jones 2019). Models of education are proposed on the basis that is Exclusion, segregation, integration and inclusion. The meaning of the model can be taken in the same context but differences arise based on the situation. Exclusion is the idea of differentiating normal and others. The model is aimed at disabled people who are considered inferior. The second model is segregation which is meant for the separation of someone based on group, sex, or religion. In education, taking the right women to take education is leading to the segregation of one section of society (de Almeida,2019). Third is an integration that is meant for making people who will manage to adapt to the system be considered as a part of society. Lastly, inclusion is a bit further that is making people accept others and live in harmony with the acceptance of differences. For the model, a barrier does not exist which is making the inclusion of each one with the offering of the same opportunities.

Analysis of the model of education implies that the initial three models will be nullified as they will not be supporting comment no.4 by the UNCRPD (United Nations Convention on the Rights of Persons with Disabilities) (Hunt, 2019). While the last model which is of inclusion is inclined with comment no.4 that states irrespective of underlying disability people will be offered the education and same opportunities. The model of inclusion is making an alignment in terms of providing education and transforming the educational culture. The reliable principles are fairness and cooperation that is making the people accept the way they are. It will be given recognition and appreciation toward the diversity that is a human right proposed by the model. Following are the ways that align with the model of inclusive education that use universal design principles to create an accessible classroom. It will be making the recognition and strategic network and effective network to be implemented in the classroom (Goodall & MacKenzie, 2019). Applying the three principles that are representation, action and expression and engagement will make the interesting design of learning to be executed. Secondly, using a variety of instructional formats that is supporting disabled students and engaging with multiple means of action. Diversity of material will give the platform to adopt the suitable one and provide multiple forms of learning a particular concept (Bartlett, 2019). Thirdly, understanding an individualised education plan (IEP) that makes the teacher aware of the concepts and specific needs. Making an education plan with the inclusion of the needs of students will give the required services and classroom environment.

Conceptual Findings of Inclusive Practices

The main concept of inclusive education is learning at best where the curiosity of students, engagement, and active and confident nature are promoted. Five fundamental concepts of inclusive education are ableism, equity, social model of disability, barriers and inclusive language. Ableism in education is defined as the discrimination of disabled people in academic spaces (Walton, 2018). Making inclusion of students and respecting human rights make the need for students to get addressed. It will be making the students treat differently but for their welfare that is meeting their educational needs. Equity is the principle or policy that is offering access to all learners to get the curriculum and programming that meets the educational setting's needs. Equity will make the promotion of inclusion and diversity that is leading to each one getting involved in the classroom (Stepanova et al., 2018). Third is the social model of disability that is causing the way where society is organized and accepting the person’s impairment and differences. The main aim is to eradicate the barriers that are restricting the choices of life.

 The social model of impairment is a health condition that focuses on the interaction of various systems. It will be taking disability differently rather than seeing it as an abnormal condition. In disabled people, inclusive education is based on the principle that all children should learn together regardless of differences. It gives recognition to the learning of every person that is composed of the different strengths, requirements and learning styles to cater to. Findings state that it is important to promote an individualized education plan that includes the strengths and weaknesses of each student. It is needed to address the disability and gives the student a chance to take up the concept based on their terms and conditions. Barriers that are faced by the disabled person are difficulty in understanding concepts. It will lead to challenges for teachers to make the students understand a particular concept. Lastly, inclusive language brings an effective way of learning for disabled students. For example: sign language and paralanguage by which the need to disable students can be addressed. Implementation of the fundamental concepts will make the disabled and challenged students to inclusion is making an alignment in terms of providing education and transforming the educational culture. Teachers can transform the practices in a better way that is providing person-centred learning and making it necessary to be involved in the learning and teaching. It will be making execution the foundational practices of inclusive education that can be executed that is making the educational need to be provided. The alignment in practices will be addressing the inclusive practices in the classroom that is bringing quality education for disabled people. Therefore, it is crucial to bring the 5 fundamental concepts of inclusive education.

Evidence for the Inclusive Education

Key evidence will be presented that the inclusion of person-centred learning is a favourable aspect that is meeting the needs of disabled education. Addressing the disability in the classroom gives the standard of learning and enhances teaching practices. Disabled student education implies the need of meeting the basic requirements like designing the curriculum, involving the personal learning goals and giving the scope of practices. It will require the skills of providing education to students with disabilities in general students. Kart et al., (2021) study provides the findings that inclusive education requires a learning environment that is assuring the growth and development of all learners. It is a must that the academic and social skills both get included in the classroom. Through this, an environment is created that is giving academic and social outcomes. Billingsley et al., (2020) study provides the finding that special educators imply the call for leadership skills. Special educators are expected to provide effective practices that are improving the outcomes for the learning of students. Leadership skills imply that teachers make the student be there in the classroom environment. Helps the student to be part of classroom activities that is valuing the culture and student beliefs.

For this teacher can take the help of a colleague and can show commitment and intent to teach. Cheng et al., (2019) provide findings that the adoption of technology is enhancing the response of disabled students in the learning environment. It will outcomes in the technology-supported special education that is giving account for multiple dimensions of learning. Brownell et al., (2020) imply that the teacher plays a central role in the delivery of the educational needs of the students. Integration of knowledge about the pedagogy, student, content and curriculum will be encouraging evidence-based practices that is resulting in the development of a supportive curriculum. Cooc et al., (2019) study implies the findings that teaching students with special needs can be done. With the integration of international trends in teacher professional development. Meeting the competence level and encouraging the teacher to provide such practices will elevate the level of teaching practices. It is related to the rights, respect and equal opportunity for the student that is allowing them to complete primary and secondary education.

critical analysis of the evidence illustrates the facts that designing the curriculum involves personal learning goals and giving the scope of practices. It will help the teacher to get an idea of what is expected in the classroom. Secondly, the application of leadership skills makes the teachers apply the knowledge about the pedagogy, student, content and curriculum that brings students to be performing better. It will encourage the students to take part in social and classroom activities. Lastly, implementing technology in the classroom learning and meeting the lesson goals will be helping students with vision and hearing problems to learn for their sake. Therefore, it is meeting the basic needs of education and promotes inclusive education.

Legal Foundations of inclusive practice

Disability Discrimination Act 1992 Act prohibits discrimination against people with disabilities in the context of education, employment, promotion of goods and services and other contexts. DisabilityStandards for Education 2005 acts strengthen the rights of the learner in mainstream education where the need of parents and the interest of the learner is promoted. Price et al., (2021) study gives findings that acts will make the obligation for the educator to make a curriculum that is designed in a way that meets diverse needs. It needs to be meant with the purpose of inclusive education that is fulfilling the aim of students and promoting maximum achievement. Spandagou (2021) study implies that the United Nations Committee on the Rights of Persons with Disabilities (UNCRPD) will make a multilevel education system to achieve that by creating an inclusive education system. An obligation that is provided with the act will give support to the international and national policies to bring into the classroom. Winter et al., (2021) give the idea that children with disabilities require consistency and alignment with the legislation in the practices that are meeting the current requirement and future needs. Children with disabilities require the disability rights to be met which will give the future vision for education. The practices meet the disability rights that are bringing them to education in the classroom. It will make students able to express the requirement that is accomplishing the educational need. UNCRPD General Comment No. 4 states the right to inclusive education. It makes the call for inclusive education and rights for persons with disabilities. While designing the curriculum, it becomes important to provide learning in the best interest. Improvement in the practices will be seen in the context of making the classroom according to the needs of students (Carrington & Saggers, 2021). To meet the obligations, teachers can implement technology that is allowing the students to learn under the conditions. The need for inclusive education is making classrooms more resilient where students with disabilities can study with the general students. Delivery of education according to the mental, emotional and physical disorder appropriate is a mist that is meeting the needs of students. Applying the skills of effective teaching by which the learning experience of students can be improved makes the teacher to be delivered according to the specific needs (Corcoran et al., 2022).

 In conclusion, inclusive education is something that does not leave any group, student or person behind and makes them part of the group. The model of education will be a facilitator that allows the inclusion of students in the classroom and makes them able to study in the general classroom. In addition, the implementation of research evidence for inclusive education makes teachers adhere to the obligation of the acts. It will be aligned with the leadership skills, incorporation of technological advancements and other that is needed for the goals of students. In conclusion, the positive influence will be traced in the classroom that meets the need for education for disabled students.

References

Bartlett, P. (2019). Will and preferences in the overall CRPD project. World Psychiatry , 18 (1), 48.https://doi.org/10.1002%2Fwps.20604

Billingsley, B., Bettini, E., Mathews, H. M., & McLeskey, J. (2020). Improving working conditions to support special educators’ effectiveness: A call for leadership. Teacher Education and Special Education , 43 (1), 7-27. https://doi.org/10.1177/0888406419880353

Brownell, M. T., Jones, N. D., Sohn, H., & Stark, K. (2020). Improving teaching quality for students with disabilities: Establishing a warrant for teacher education practice. Teacher Education and Special Education , 43 (1), 28-44. https://doi.org/10.1177/0888406419880351

Carrington, S., & Saggers, B. (2021). An introduction to research in inclusive education: Empirical evidence for supporting an inclusive approach for students on the autism spectrum. In Research Approaches to Supporting Students on the Autism Spectrum in Inclusive Schools (pp. 3-16). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9781003049081-2/introduction-research-inclusive-education-suzanne-carrington-beth-saggers

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Harris, D., & Prout Quicke, S. (2019). “It doesn't make me any less A boriginal”: The complex politics of translocal place‐making for I ndigenous tertiary student migrants. Population, Space and Place , 25 (3), e2191. https://doi.org/10.1002/psp.2191

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