Mainstream Schools
Students with learning difficulties who are included in mainstream schools may be assisted through student support services which are allocated to schools or regions (DET, 2013). These include a variety of supports such as guidance officers, specialist teachers, speech-language pathologists, behaviour support teachers, teacher aides, assistive technology, alternative format materials and special provisions for assessments (Student Learning and Support Services Taskforce, 2003). Individual planning, in this form can be used within a personalised learning environment, which is becoming an increasingly popular model in some Australian jurisdictions (DEECD, Vic, 2007). Furthermore, individual learning refers to all students in the classroom being
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According to UNESCO (2009) “… an ‘inclusive’ education system can only be created if ordinary schools become more inclusive (p. 8)”. The Australian Government expresses its commitment to inclusive education in an array of documents and policies, including The Melbourne Declaration on Educational Goals for Young Australians. The Melbourne Declaration on Educational Goals for Young Australians declares that “all Australian governments and all school sectors must provide all students with access to high-quality schooling that is free from discrimination based on gender, language, sexual orientation, pregnancy, culture, ethnicity, religion, health or disability, socioeconomic background or geographic location' (MCEETYA, 2008, p.7)”. Queensland schools reflect this by responding to the unique learning and support needs of their school population to ensure every student has the opportunity to learn and succeed in a safe, supportive, inclusive and disciplined learning environment. Another policy of inclusion is promoted by the DET that indicates all teachers have a responsibility to “… embed the principle that inclusive education is part of all Education Queensland school practices, for all students all through their schooling” (DET, 2012b). The Disability Standards for Education (2005) outline legal obligations for education under Australia’s national Disability Discrimination Act (1992) (DDA). These legal obligations include ensuring the right of every child who experiences disability to education on the same basis as any child not labelled disabled (UNESCO,
According to UNESCO (2009) “… an ‘inclusive’ education system can only be created if ordinary schools become more inclusive (p. 8)”. The Australian Government expresses its commitment to inclusive education in an array of documents and policies, including The Melbourne Declaration on Educational Goals for Young Australians. The Melbourne Declaration on Educational Goals for Young Australians declares that “all Australian governments and all school sectors must provide all students with access to high-quality schooling that is free from discrimination based on gender, language, sexual orientation, pregnancy, culture, ethnicity, religion, health or disability, socioeconomic background or geographic location' (MCEETYA, 2008, p.7)”. Queensland schools reflect this by responding to the unique learning and support needs of their school population to ensure every student has the opportunity to learn and succeed in a safe, supportive, inclusive and disciplined learning environment. Another policy of inclusion is promoted by the DET that indicates all teachers have a responsibility to “… embed the principle that inclusive education is part of all Education Queensland school practices, for all students all through their schooling” (DET, 2012b). The Disability Standards for Education (2005) outline legal obligations for education under Australia’s national Disability Discrimination Act (1992) (DDA). These legal obligations include ensuring the right of every child who experiences disability to education on the same basis as any child not labelled disabled (UNESCO,