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Speech Pathology Australia: Speech Pathology in Schools Project
Best practice models and support for SLCN
in schools
Inclusive education is a principle that:
• values the well-being and unique
contribution of every student;
• acknowledges individual requirements
to access and participate in an equitable
education;
• recognises the ability of every person to
be included both at school and in society
more generally (UN CRPD, 2016); and
is central to the achievement of high-
quality education, equity and excellence
for all (Ministerial Council on Education,
Employment, Training and Youth Affairs,
2008).
The international evidence indicates that
evidence-based practice in inclusive education
involves consideration support for the individual
student as well as external/environmental
modifications.
Inclusive education is an ongoing process and
proactive commitment to responding to the
needs of all students by eliminating barriers
to a students’ presence, access to and
achievement in education (UN CRPD, 2016;
UNESCO, 2017). Inclusion is not integration,
nor mainstreaming, where groups of diverse
students (including students with disability)
are simply present in “regular” classrooms
(Carrington & Elkins, 2002). Furthermore, it is
not segregation, where students with diverse
needs (including students with disability) are
educated in separate environments designed or
used to respond to their impairments. Effective
inclusion for all students requires a cultural,
policy and practice shift for both school systems
and school communities. Inclusion is a process
of responding to diversity, where educators and
school communities strive to identify and remove
all barriers to access, and optimise learning
opportunities for all (Ainscow, 2004; Ballard,
1999).
Why we are promoting inclusive education?
Inclusive education is a fundamental human
right, as has been described in Article 24 of
The Convention on the Rights of Persons
with Disabilities (United Nations, 2006), and
recently clarified in General Comment No. 4
(UN CRPD, 2016). In Australia, these rights are
operationalised within the Disability Standards
for Education (Australian Government, 2005).
Each person’s unique characteristics, interests,
strengths and needs in learning give rise to the
need for education systems and schools to
respond to diversity in such a way that enable
access and opportunities for all students. A
commitment to inclusive education supports the
development of inclusive societies.
The features of inclusive education
General Comment No. 4 (UN CRPD, 2016, p. 3)
outlines nine core features of inclusive education:
1. A “whole systems” approach to changes in
institutional culture, policies and practices.
2. A “whole educational environment”
commitment where educational leaders
introduce and embed inclusive culture,
policies and practices that will facilitate
inclusive education within all areas of the
school and school community.
3. A “whole person” approach, where high
expectations are the norm for all students
and flexibility within pedagogy and
curriculum is responsive to student needs.
4. Teacher and all other staff are supported
in receiving the education and training they
need to support the core values of inclusive
education and to work collaboratively with
others.
5. Valuing and respect for diversity, as well as
listening to and responding to the needs of
students.
6. Building positive school communities and
inclusive school environments.
7. Implementing reasonable adjustments to
learning and assessment to ensure equity.
Also, facilitating effective transitions beyond
school into work or further study
8. Recognition of partnerships external
organisations, parents/caregivers and the
broader community.