Background
The subject Inclusive Education: Principles and Practices 102746 is co-ordinated by Kerry Staples (2022) at Western Sydney University.
This assessment addresses contemporary gaps in inclusive education in Australia, by referring to the Australian Government’s final 2020 Review of the Disability Standards for Education (2005). The position paper addresses the implications of the review for inclusive education, written from the imagined position of a secondary teacher responding to the final report on behalf of their school/organisation. The paper focuses on one of four reform directions below:
- Empowering and supporting students with disability and their families
- Strengthening the knowledge and capability of educators and providers
- Embedding accountability for the Standards throughout the education system
- Building awareness and capability in the early childhood education and care sector
Strengthening the knowledge and capabilities of secondary educators: Recommendations for reform based on the 2020 review of the Disability Standards for Education.
This paper responds to the Review of the Disability Standards for Education 2005 by the Department of Education, Skills and Employment, by advocating for resources allocation and training support for inclusive environments through the reform direction of “strengthening knowledge and [capabilities] of educators and providers” (Section 2.2; DESE, 2020, p.27-46), focussing specifically on educators in mainstream secondary schools. Obstacles to inclusion reform is examined with evidence illuminating the changes required for effective implementation, followed by subsequent recommendations to cement cultural shift towards inclusion by community knowledge sharing and employing clear guidelines for expectations. The goal is to ensure inclusive practice by strengthening educator capabilities, integrating mentorship, training and resources.
See the full paper below
