Inclusive education involves the inclusion of students of all abilities within an education

setting. It creates an environment that does not segregate students based on their level of
learning. The practice of inclusive education allows students the possibility to reach their full
potential regarding their educational needs by presenting them with equal opportunities
(Deppler and Harvey, 2011). Changing perspectives on inclusive education promotes
classroom environments that involves all students, despite their individual differences. This
paper will look at the inclusion of students with diverse learning needs, focusing on students
with Autism Spectrum Disorder (ASD) within a classroom. A range of legislations will be
discussed throughout this paper which have found to play a vital and cornerstone role in
effective inclusive education programs designed for the Australian educational system. In
addition, teachers’ attitudes, views and knowledge may influence their respective educational
settings; the combined efforts from teachers, parents, caregivers and support teachers help
accommodate students with diverse learning needs.

Autism Spectrum Disorder is a developmental disability that restricts interests and

behaviours; it is marked by the difficulties in social interactions and communications
(Autismspectrum.org.au, 2018). There are various ranges and severities of ASD that
individuals may experience. Nonetheless, educators are required to be efficiently trained not
only to be able to educate students with differences and/or disabilities but also be competent
in creating an inclusive environment for these students within their classroom activities. It is
crucial for teachers to recognise the various range of learning needs their students require and
be able to apply effective teaching strategies that incorporate students with
differences/disabilities. Understanding that the reconstruction of a mainstream classrooms
begins at the reconstruction of the educational system. This ensures that schools require
necessary tools and resources that allow for students of all levels to be assisted to the best of
the educator’s ability. Building knowledge on the different approaches to incorporate
inclusion pushes teachers to create a system that move away from segregating students with
differences and difficulties; embracing them rather than excluding them.

“When teachers are adequately trained, have access to appropriate resources and support and
have a positive attitude towards including students with disability within their classrooms,
there are many good practices which become evident” (Boyle et al., 2011). It is not only an
educator’s practical practice of inclusion that is crucial to assisting students with ASD but
their attitude towards inclusivity of ASD students within mainstream classrooms. A teacher’s
attitude towards inclusion plays a significant role in influencing a student’s academic and
success through their support. For successful inclusive education to reach its full potential, it
is heavily reliant on teachers’ perception and approaches towards their students and their
capabilities. Teachers that display positive attitudes and belief in their students overseeing
whether or not they have a disability or not, their contribution to class activities and their
capability of learning, motivates the production of more inclusive classroom environments
(Jordan, Glenn and McGhie-Richmond, 2010). Sharma (2010), highlights that students’
behaviours reflect a teacher’s approach and actions; positivity, encouragement and motivating
words and displays create an environment for students to strive regardless of their
differences/disabilities (Rodríguez, Saldaña and Moreno 2012). These approaches inspire
students of all intellectual abilities to reach for academic success.

As a result of students with ASD being integrated into mainstream classes, it is a crucial that
all educators take into consideration the skills required for them to be able to adapt
curriculum outcomes and content to the needs of their students. There is explicit instruction
within The Australian Curruculum for teachers to recognise the difference between
‘adjustments’ and ‘accommodations’ in order to cater to a various learning needs of their
students (ACARA, 2013). Although both terms refer to alterations in teaching, assessments,
activities and learning and are often used interchangeably, ‘adjustments’ refers to students
“accessing and participating in education on the same level as their peers”
(Educationstandards.nsw.edu.au, 2018) whereas ‘accommodations’ refers to changes made to
allow students to work at their own pace; at a different stage of learning to their peers.

Making adjustments to both the classroom and school settings through activities that cater to
their specific needs, for example visual motivators like PowerPoint presentations,
audio/visual resources that assist content being taught within the lesson and organising a
teacher’s aide. These adjustments may effectively utilise students’ creative abilities, keeping
them engaged, participating in class activities and successfully meeting curriculum outcomes
(Keeffe and Carrington, 2007). As crucial as classroom inclusivity is, it is important to note
that there are certain situations in which an educator may need adjust a lesson to help students
with ASD through an individualised approach. Incorporating visual aids such as
communication boards that contain symbols and images pictures facilitate communication for
students that are limited in their language abilities. Integrating sensory activities and
educational applications through an iPad or a smartboard may further assist students with low
intellectual disabilities as it allows them time to process information, through the clear
instruction and content provided to them through a visual representation.

It is critical for teachers to understand how to accommodate for students with ASD both
within and outside a classroom setting. They must withhold the knowledge and ability to
recognise the appropriate accommodations for students of different levels of ASD and the
actions that need to take place. Accommodations must also be made in a manner that creates
a holistic approach for all students within the classroom, those with and without
difficulties/disabilities. There are variety of changes that can take place that ensure students
with ASD meet their learning needs. An example of this can be establishing a certain routine
for that class which allows students to be aware of the structure through its repetitive nature;
this allows students to mentally prepare for what is to come. In a situation where a routine is
to change Rodríguez, Saldaña and Moreno (2012) suggests that students with ASD are to
given sufficient notice of the change in order to prevent them from being overwhelmed
and/or anxious. Different levels and forms of ASD affects students differently, which may
include sensitivity to noise or distracting sights. Teachers must be aware in considering room
adjustments or if they were to conduct a class in an outside area. McAllister (2010) suggests
that curtains and/or any blinds being are an effective method of keeping students engaged on
the tasks at hand and not distracted by external sights.

It is not only a legal requirement for an educator to comply with the Disability Standards for
Education 2005, but a school and teacher’s responsibility to be able to identify and
understand individual differences when catering for their students’ needs. Being able to
recognise the needs of students of all levels of intellect and abilities creates a learning
environment that enhances students’ drive and academic potential. Understanding that there
are different methods and approaches to creating an inclusive environment within the
classroom provides opportunity for students with or without differences/disabilities to strive
for success. As mentioned previously, a teacher’s attitude plays an important role in driving
their students towards success. A teacher that delves into the different approaches of creating
a more inclusive environment for their students, whilst implementing curriculum standards
and effectively teaching curriculum content.

Differentiation can be recognised when a classroom provides a range of different challenges

for students of all levels. It is crucial for teachers and schools to be able to identify gifted and
talented students and devising institutional strategies that cater for them in order for their
learning to strive (Robinson, 2002). Differentiation stems from being able to cater to an
individual’s needs through appropriate strategies within the school and classroom
environments (Robinson, 2002). Creating different programs that adapt the curriculum within
content in way that intellectually challenges students, for example providing accelerated
activities and/or deeper independent research provides a path for further development for
gifted and talented students. Effective teachers understand the nature of and the needs of
gifted and talented students and how their behaviours alter when they under-challenged or
bored (Croft, 2003). The NSW Government aims for school communities to have the
responsibility to identify gifted and talented students and apply policies like “Policy and
implementation strategies for the education of gifted and talented students (revised 2004)”,
(Education.nsw.gov.au, 2004). A differentiated curriculum with modified content based
activities that offer differing skill requirements, deeper knowledge development and
understanding can be used as enrichment activities for gifted and talented students to allow
them to feel a part of the class’ learning but at their own pace (Education.nsw.gov.au, 2004).

Prior to the 1970s, inclusive education was not heavily prioritised within schools as students
with disabilities we segregated into ‘special’ schools. This act not only affected the students
with needs but marginalised them from other students and society (Ballard, 2012). After a
change in attitude towards education of people with disability came to light, the integration of
students with disabilities within mainstream classrooms pushed for a reconstruction of the
education system. The Disability Discrimination Act 1992, and the Disability Standards for
Education 2005 are the main legislations that were passed in the Parliament of Australia to
ensure that all individuals regardless of their disabilities are not discriminated against. This
implementation supported the rights of these individuals to be provided with equal
opportunities and choices within education. Australian schools are required to construct
suitable programs and provide appropriate resources to assist students with learning needs
and/or disabilities (RDLO, 2008). The United Nations established an act that declared that
education is a basic human right under the 1994 Declaration UNESCO World Conference on
Special Needs Education (UNESCO, 2001). These acts were put into place to make certain
that educators comply with the responsibilities of ensuring all students’ learning needs are
being respected and met accordingly. These legislations imply that throughout the Australian
Education System and Western Societies’ attitudes and perspective on the inclusivity of
students with differences/disabilities is becoming more accepted. These legislations are
evidence of a change in views on education of students with disabilities and difference as
they’re not just accepted but their education is required by law.

Collaborating with the community, families and students provides opportunities for both
students with and without disabilities/differences. This form of collaboration can be seen as
asset to both teachers and students as people from the community/family member and other
students can work both informally and formally (Loreman, Deppeler & Harvey, 2011) not
only in assisting and supporting students in their learning but also provide a support network
for all types of students. An example of a collaboration can be a family member that
volunteers to assist teachers within the classroom, or a member of the community that is able
to provide information and/or support emotionally, mentally and behaviourally by assisting
students to tackle the issues.

Conclusively, it can be found that it essential to implement the skillset of understanding and
creating an inclusive environment for students of all abilities. It is evident that a change in
perspective regarding the inclusivity of students with disabilities within mainstream
classrooms is necessary to provide all students with equal opportunities in gaining an
education. The importance of equal educational opportunities can be seen through the
emphasis of inclusivity within the following legislations: The Disability Discrimination Act
1992, and the Disability Standards for Education 2005. It is significant to note the
importance of equal education as The United Nations has declared that education is a basic
human right under the 1994 Declaration UNESCO World Conference on Special Needs
Education (UNESCO, 2001).
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