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I believe that the inequality between public and private schools continues to be one of the major systemic impediments to inclusive education here in Australia.  The Finnish model and how it brings greater equality and value to education is worth examining.  There are a variety of practices which are worth investigating to determine how they could work in the Australian context:
- an exclusively public system of education
- teachers are highly valued as reflected in their high salaries and a requirement for a high level of education: all Finnish teachers must have a Masters
- a curriculum which is focused on process over product (Jarvinen, 2007)
- fostering learning environments which support student-teacher relationships
- instruction which considers students' learning styles and backgrounds (Jarvinen, 2007)
- well-being which focuses on preventing and eliminating impediments to learning as soon as they are identified (Jarvinen, 2007)
- differentiated and remedial instruction is used as soon as a need is identified (Jarvinen, 2007)

The effect of these systemic policy changes is an education system which is currently one of the best in the world.
Less that 2% of Finnish children are in special schools (Jarvinen, 2007) and there is a "careful evaluation and solid justification" (Jarvinen, 2007) before a child is considered for special education.

The systemic changes Finland has made over the past 30 years have led to a model of inclusive education, which I am sure has its flaws, but which may show how systemic changes can have impact on individual students.

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From my experience, there is a practical disconnect between theory and practice when working in education environments. ANy kind of change can be resource intensive - whether it be time, funding, physical resources, training. Progressing the cause for inclusive education involves a systematic step toward this change, which means all levels of management need to be on board, and to have the infrastructure behind them to impact positive change. In addition to this I think we need to start young. Implementing a completely new inclusive mdoel for kids in high school will obviously look different than implementing early in preschool and early primary. It's very interesting and feels overwhelming sometimes :o

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 Systemic reforms: curriculum, training and change of mentality.

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 Systemic reforms: curriculum, training and change of mentality.

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Progress in inclusive education will not be consistent if educational changes and systemic reforms are not carried out urgently in key issues such as the curriculum or training and the roles and purposes of teachers and other professionals working in the educational system such as educational psychologists, social educators, teacher aids, etc.), including, logically, those who work in the area of special education. Of course, none of this will be feasible if there is not a change of mentality in those leaders who have the responsibility of directing national policies and their implementation in practice.

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Positive attitude and value toward inclusive practice by all Educational stakeholders.

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Positive attitude and value toward inclusive practice by all Educational stakeholders.

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There are many policies and framework out there that provide support and resources for achieving inclusive education. However, just these policies and framework alone is not enough, if educational stakeholders such as educators, principles, parents and students don't hold a positive belief and value about inclusion in education. This is because the value and belief have a significant influence on individual attitudes about inclusion education.

SM

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As others have discussed, I think that it is important for teachers to feel confident in their own skills in developing an inclusive learning environment. Therefore, teachers need to have access to support from their school and leadership, as well as access to the appropriate professional learning opportunities. Another great tool within schools is other teachers and it would be wonderful if teachers had the opportunity to observe and reflect with others about what is working well and any challenges that could be worked through together.

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We all know how important inclusive education is. However, I believe that in order to achieve goals in inclusive education firstly the leaders must be aware of the types of diversity as well as be aware of the different ways in which big or small inclusivity can be accommodating within their educational setting. Another important aspect of meeting goals for inclusive learning is CPD it is important that leaders and educators are always aware of the changes in learning and are always knowledgeable of how to be a part of the ever changing diverse community to better themselves and their schools. In order to achieve an inclusive education system life-long learning is key as like I said diversity keeps changing.

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Although various legislations and policies have conducted in supporting inclusive education for children with or without disabilities. However, it is important to have a change in values and attitudes from both teachers and principals since they are the one who directly enacting inclusive education on all children. Attitudes may affect how one's behave, it is critical for educators to realise that inclusive education is applicable to address diverse needs of students and fundamental for everyone to be educated. Moreover, leadership is another vital element in supporting inclusive education in school setting. Effective principals may lead teachers to develop different approaches, in-school policies in terms of inclusion and how to create reciprocal learning and teaching environment for teachers to interact and work within the school setting. Ultimately, inclusive culture can be developed.

Stephanie

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Front of the Class (2008) based on a true story of Brad Cohen

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Front of the Class (2008) based on a true story of Brad Cohen

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When Brad was a young boy, he kept making weird noises, and his mother had tried her best to find out what is the cause of that behaviour while his dad never accepted him as a normal son.

This movie inspires me to become a good teacher like Brad, who truly knows their students, understand and accept them as who they are. You will see how individual parts of the education system connect; students, parents, teachers, principals, community, policy and especially the problems of adults' attitudes toward others who are different from them.

I highly recommend everyone to watch this movie when you have time. The link below is full movie. Hope everyone will enjoy!

Pich

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Front of the Class 2008-  HDTV ( HIGH QUALITY-)CHINESSE AND SPANISH SUB (BASED IN A TRUE STORY)

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As we all know, tolerance, respect and equal treatment for disabled students are the basic work of inclusive education. However, in terms of education content and direction, for those students with physical, intellectual, psychological and other problems, and learning disabilities, rich and diverse curriculum content is also conducive to their physical and mental development, recovery and growth.

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As we all know, tolerance, respect and equal treatment for disabled students are the basic work of inclusive education. However, in terms of education content and direction, for those students with physical, intellectual, psychological and other problems, and learning disabilities, rich and diverse curriculum content is also conducive to their physical and mental development, recovery and growth.

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Lisha Chen

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Like many who have responded here, I think school communities need to engage in much more professional dialogue around inclusive education. As a teacher, I have been a staunch advocate for social justice and equity of access for all children, however, as well intentioned as I may have been, my understanding of inclusive education communities has been sadly lacking. I'd like to see more conversations occurring around what inclusive practices are, and what inclusion looks like for school leaders, teachers, students and families.

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Increased awareness through modelling and staff training, as well as greater access to resources will greatly help towards the goal of achieving a more inclusive education system. I hope to be someone that can model for others and help them learn, as I learn. 

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Increased awareness through modelling and staff training, as well as greater access to resources will greatly help towards the goal of achieving a more inclusive education system. I hope to be someone that can model for others and help them learn, as I learn. 

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In order for things to changes, like anything on a systematic scale, there needs to be changes in policies, attitudes and resources from the top levels of government first. Each school, even with strict policies and guild lines, will have different cultures of inclusion and this is where specific training in university courses would be beneficial to changing attitudes of pre-service teachers and working toward successful inclusion-whatever that looks like.

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In order for things to changes, like anything on a systematic scale, there needs to be changes in policies, attitudes and resources from the top levels of government first. Each school, even with strict policies and guild lines, will have different cultures of inclusion and this is where specific training in university courses would be beneficial to changing attitudes of pre-service teachers and working toward successful inclusion-whatever that looks like.

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An animated story of how schooling for disabled children, or those identified as having "special educational needs", has evolved over time.

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An animated story of how schooling for disabled children, or those identified as having "special educational needs", has evolved over time.

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https://www.youtube.com/watch?v=XO0sJEbNo-s&feature=youtu.be

Retrieve from:  http://www.csie.org.uk/resources/free.shtml

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Among many items on the agenda for inclusive education this is a point I want to highlight "principals play a 'pivotal role in supporting inclusive practice" A small contribution to lead by example and empower teachers to generate inclusion in their classrooms. 

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Among many items on the agenda for inclusive education this is a point I want to highlight "principals play a 'pivotal role in supporting inclusive practice" A small contribution to lead by example and empower teachers to generate inclusion in their classrooms. 

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I think that teachers need to be trained in providing  a fully inclusive education system.

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In terms of inclusive education we as a nation have come a long way; however, there is always room for improvement.
Firstly teachers would benefit from having greater access to information surrounding special needs education before a child with special needs is placed in their class and that have to quickly learn to be flexible and how to teach the best way for their new group of students.
Secondly there needs to be a greater level of communication between education providers, support providers, funding providers and parents. Often parents are the middle man, contacting the school in regards to support needs and funding options. More direct communication between providers can only be beneficial to students.

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If we all can work on our thoughts we can bring inclusion in society as everything starts from a thought.If we think positive we can empower other to think positive.For example,we can aware parents of differentiated learners that their children are capable of everything.
Surbhi Handa

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I believe that awareness and resources are the next goals for inclusive education. There is a need to increase awareness regarding the rights of all children to belong and have access to quality educational practices by trained and dedicated teachers and likewise professionals.  Resources are also key to supporting individuals. I recently have been working in a high needs classroom where we were provided with one weighted blanket and needed at least 7. Sharing the resource was not an option and at times we had to pick which child needed it the most and that, in my eyes, is not best practice. All children should be granted equal rights to access and have available an item they need to assist them within a classroom.

Amy.

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Support for the whole school to make inclusion a reality.

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Support for the whole school to make inclusion a reality.

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I work in an inclusive school in the western suburbs of Melbourne which uses a PBS framework to include all. Yet I find that we do not have the ability to support all students progress in their learning. We just do have enough people to provide the necessary support many students require especially as I work in Foundation and for many students is this their first time away from their home environment. We use peer mentors, Grade 6 buddies and many local volunteers to try to fill the gap but with a very diverse school community including 75% of students from a EAL background there are always students that are not receiving the quality education they deserve.

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I believe there is a need to improve teacher's professional development so that educators become aware of the policies and get support to address the needs of ALL the students in their classroom.

Maria

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Fair funding in schools. It's impossible to meet needs without resources

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Fair funding in schools. It's impossible to meet needs without resources

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Despite neo liberal policies are trying to impose the rules in the educational field , teachers have the power to fight against them, by aplying inclusive and democratic principles in class and putting more atention in working for inclusive environments , teachers can minimaze the dangerous impact of neo liberal policies as well as reducing the academic dissatisfaction among the school staff .

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For inclusive education, teachers and students are the most direct participants. In addition to government and the state, teacher education and student support are very important. Teachers should be more patient with different students and should even receive relevant training to better educate students. Students should also learn how to accommodate students who are different in their own way so that they can work together with all students in the class.

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Compared to the slogan of inclusive education,  how to make inclusive education in practice in daily is more profound. At the government level, provides sufficient fund and resource so that schools can guarantee  the material basic. Encouraging teachers and offering them with helpful training by school level is critical for teachers implement the inclusive education in practice.

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Compared to the slogan of inclusive education,  how to make inclusive education in practice in daily is more profound. At the government level, provides sufficient fund and resource so that schools can guarantee  the material basic. Encouraging teachers and offering them with helpful training by school level is critical for teachers implement the inclusive education in practice.

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Sisi

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Information and effective communication that form strong alliance will achieve an inclusive education system. There are well-established policies, committed organisations, passionate educators and caring parents. But these dots are not connected. In the era of information and technology, why aren't we connecting these dots to create a network?

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Information and effective communication that form strong alliance will achieve an inclusive education system. There are well-established policies, committed organisations, passionate educators and caring parents. But these dots are not connected. In the era of information and technology, why aren't we connecting these dots to create a network?

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I think what is very apparent is while there is overwhelming support from government, institutions and the community for more inclusive education, not enough is being done to practically support this. We need to more beyond the expectations of inclusive education and provide the infrastructure, training and support for school and teachers to be able to practically implement inclusive education that provides all students, especially those with diverse needs, with quality education.

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I think what is very apparent is while there is overwhelming support from government, institutions and the community for more inclusive education, not enough is being done to practically support this. We need to more beyond the expectations of inclusive education and provide the infrastructure, training and support for school and teachers to be able to practically implement inclusive education that provides all students, especially those with diverse needs, with quality education.

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Pippa

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Core to inclusive education is teacher involvement because teachers are the actual people who will use the policy and produce results for both learner and learning.

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I believe that inclusive education is the best option for students with diverse backgrounds especially in Australia.  As a teacher, it is important to understand  and trained to support the diverse needs of students to achieve inclusive education. Policies are also essential aspects in inclusive education knowing the rights and equal opportunities of education for all the children.

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 I think a school's culture and willingness to accept students who may need additional help also has a large impact on inclusiveness. It does not end at just accepting students in to the school. There needs to be a higher level of teacher training. Students will not be getting a high quality education if teachers are not trained to assist them in the best way possible.

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 I think a school's culture and willingness to accept students who may need additional help also has a large impact on inclusiveness. It does not end at just accepting students in to the school. There needs to be a higher level of teacher training. Students will not be getting a high quality education if teachers are not trained to assist them in the best way possible.

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It is my belief that there needs to be stronger accountability mechanisms for inclusion of students. The current processes are not resulting in inclusion. For example, parents who are discouraged from enrolling their child in their local school, or students who are "not invited" to attend excursions with their peers appear to be largely unaware of their rights under the Disability Standards and the reliance on self-advocacy contained in the HREOC complaints process. Until such time as there is monitoring at Department of Education level and official sanctions and professional consequences for deliberate exclusion of students, we will continue to have a system where the individual school culture dictates whether students receive quality education on an equal basis.
Broader societal ideas about educability are being replicated in the microcosms of schools. If we seek a cultural change, it is necessary for the government to introduce this change. Like drink-driving or smoking in restaurants, the behavioural change of the population was prompted by regulation and consequences - then broader cultural change followed as a result.

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However, despite progress achieved, still there are profound challenges persist. Many millions of persons with disabilities continue to be denied a right to education, and for many more, education is available only in settings where they are isolated from their peers and receive an inferior quality of provision. For example, some groups are more at risk of exclusion from education than others, such as: persons with intellectual disabilities or multiple disabilities, persons who are deafblind, persons with autism or persons with disabilities in humanitarian emergencies. Therefore, all parties must consult with and actively involve persons with disabilities, including children with disabilities, through their representative organisations (OPDs), in all aspects of planning, implementation, monitoring and evaluation of inclusive education policies. Persons with disabilities and, when appropriate, their families, must be recognized as partners and not merely recipients of education. Husna

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However, despite progress achieved, still there are profound challenges persist. Many millions of persons with disabilities continue to be denied a right to education, and for many more, education is available only in settings where they are isolated from their peers and receive an inferior quality of provision. For example, some groups are more at risk of exclusion from education than others, such as: persons with intellectual disabilities or multiple disabilities, persons who are deafblind, persons with autism or persons with disabilities in humanitarian emergencies. Therefore, all parties must consult with and actively involve persons with disabilities, including children with disabilities, through their representative organisations (OPDs), in all aspects of planning, implementation, monitoring and evaluation of inclusive education policies. Persons with disabilities and, when appropriate, their families, must be recognized as partners and not merely recipients of education. Husna

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Goals: dealing with macropolitical and micropolitical tensions, and a collective change of attitude 

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Goals: dealing with macropolitical and micropolitical tensions, and a collective change of attitude 

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First, at the macropolitical level, a goal  for education to be more inclusive would be to find a way for neoliberalist policies and inclusion policies to coexist. On the one hand, there are educational policies which aim to ensure higher accountability through high-stakes tests and “best scored schools” rankings. On the other hand, other policies aim to the inclusion of students, who might not really contribute to these scores, into the mainstream classroom. A similar tension can be found between ideas of globalisation and inclusion: a globalised world needs citizens who are able to compete and be inserted in a global market, and again, disabled children might be seen as not having the abilities to reach that objective; all this results in exclusion. Secondly, on the micropolitical level, a goal that needs to be achieved is to have a more willing, engaged, and prepared school community. It cannot be denied that schools perhaps do not have the financial support necessary to become fully inclusive and to better train their staff, however, a change of mentality could be helpful. Personally, I have always thought that social movements, especially those of minorities, rely mostly on themselves to cause social change, at least when they start. I think that for education to be more inclusive, we all need to participate, and not see inclusion as “someone else’s problem”. The part I would like to play once I am back in my country, is to start conversations that I feel we are not having yet. Since taking this unit, I cannot stop fantasising about teaching a similar unit in the teaching program I graduated from, which has no units about inclusion. This might not be too much, but awareness is an important step towards having a more inclusive society.

Claudia Reyes Hernaez.

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effective support for students with disabilities.

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effective support for students with disabilities.

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The disability standards for education 2005 and the final report of reviewing the standards  2015 are used to facilitate the implementation of inclusive education and ensure that students could access and equity in education on the same basis. after reading these paper, i think keeping challenging the model in practice is the goal we need to achieve. for example, in the report, it states that a large number of parents who have children with learning disabilities expressed that there was limited effective supports available to their children. Inclusion is a process instead of a destination. keeping question what people already know makes people get progress.
Yiwen

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I have always believed that an inclusive education is the best option for most students (my hesitation in saying for all students is that if we get rid of all special schools, units and classes are we taking away choice for some students?) but I have struggled to see how it is possible under the current education system. After reading the Salamanca statement I can see that we need, as they point our, 'a fundamental policy shift'. We need to look at our teacher training programs as professional learning is critical in bringing out the change needed. We also need to challenge the existing model of education and keep on challenging it until it changes.
Emma Castleton

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After reading some of the declaration of the Salamanca statement and the Dakar Framework, I could not agree more. That the establishment of the inclusive education would rely on three basic elements; the attitude, policy, and resources. In Indonesia, the government has created the legislation for an inclusive education. However, in practices there are a lot of school found that they do not really integrate the system of inclusive education. Of course that the funding plays an important role there, however, the attitude that comes within the schools (the staffs, teachers, students) and the wider community (parents) would help to build the atmosphere more inclusive. How we change the attitude? I think the media, ngo, or government institution plays an important role to bring more awareness through seminar, campaign, workshop, training, to bring more understanding of people with disability or the marginalised people, reinforce the understanding with the policy and law that has been established. This way somehow not only help them to gain a better understanding, but also to reduce the number of intolerance and discrimination act towards people with disabilities.

-Zacky-

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Government support + improved education system + suitable curriculums + trained educators + all students → better inclusive educationI tried to use an equation to conclude all components of a successful inclusive education, however, I failed because there are many parts matter and those issues are not only components but also significant goals that we need to be achieved to promote inclusiveness in educational system. I want to stress three goals: government support, suitable curriculums, trained educators. First, governments underpin the importance of inclusive education system in societies and increase fiscal expenditures in an inclusive education. Then, an effective curriculum is the rudder that helps all learners access high quality and impartial education. Finally, qualified teachers are essential to meet the needs of an inclusive education curriculum and to ensure the implementation of an inclusive education. Personally speaking, I want to become a teacher in the future , I will enhance my professional knowledge and improve my teaching skills to help the promotion of an inclusive education. 

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Government support + improved education system + suitable curriculums + trained educators + all students → better inclusive educationI tried to use an equation to conclude all components of a successful inclusive education, however, I failed because there are many parts matter and those issues are not only components but also significant goals that we need to be achieved to promote inclusiveness in educational system. I want to stress three goals: government support, suitable curriculums, trained educators. First, governments underpin the importance of inclusive education system in societies and increase fiscal expenditures in an inclusive education. Then, an effective curriculum is the rudder that helps all learners access high quality and impartial education. Finally, qualified teachers are essential to meet the needs of an inclusive education curriculum and to ensure the implementation of an inclusive education. Personally speaking, I want to become a teacher in the future , I will enhance my professional knowledge and improve my teaching skills to help the promotion of an inclusive education. 

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-Nan

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this week, through reading the relevant materials, I have a better understanding about the role of social movement and policies in the process of inclusive education especially in Australia and New Zealand. For example, the women's movement and the indigenous rights movement,  remind policy makers and  public take more care of the rights for all the people, and thus in education, all students also have the same rights to engage in schools. These social awareness push the implementation of inclusive education in different countries.
one of the barrier of education for all
However, in China, how to apply this new educational concept and effectively achieve inclusive education system in this country seems meet more barriers. Undoubtedly, one of the biggest issue is the huge population base, which means more students who have different special needs need to take care. Inclusive education is not just simply put all students in the regular schools and combine teachers and special teachers together, as a result, how to effectively the arrange students and make sure they could have good quality of education assistance still hard to achieve.
Consequently, based on the complexity of national conditions, in order to meet the goal of education for all, there are more things to do before imply inclusion in education.
Tong Wang, Bella

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Heart, head, hand are the key components of the success of the inclusive education. To elaborate an inclusive education system, all stakeholders need to hold the positive attitude towards inclusion. All of us including teachers, paraprofessionals, parents, peers, school staff, principals and policy makers have to understand the value of inclusion and collaborate together to make it happen. Thus, promoting the concept of inclusive learning community and making all shareholders share the same value is the fundamental element to achieve the inclusive education system. 

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Heart, head, hand are the key components of the success of the inclusive education. To elaborate an inclusive education system, all stakeholders need to hold the positive attitude towards inclusion. All of us including teachers, paraprofessionals, parents, peers, school staff, principals and policy makers have to understand the value of inclusion and collaborate together to make it happen. Thus, promoting the concept of inclusive learning community and making all shareholders share the same value is the fundamental element to achieve the inclusive education system. 

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Si Ka Wong, Brigida

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I believe that it is necessary to set up a training program for teachers as well as parents. Teachers are in a better position to be powerful allies to their students; parents are the first teacher for their children. Therefore, they both play important roles in formation of youth's values and beliefs. The idea such as social justice should come into being at a very early age, and it is teachers as well as parents duty to transform advanced ideas to children. In that case, teachers and parents should keep learning current knowledge rather than take old notions for granted. And a training program might be useful for them to better absorb and understand the new concept such as 'Inclusive education'.

Wenyi

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For eg, if a country's culture is deeply rooted in the belief that the very purpose of schooling is to produce 'manufactured-like' human talents (like a product) meeting certain competency standards so as to be able to fulfill certain roles in the society (manufacturing mode), then it would be very hard to convince the people of the view of inclusion. This is where the resistance would surface -- parliamentary debates over the nation's budget allocation, education policies, funding, funding funding..... More teachers would need to be recruited. More training to be provided. Teaching resources. School design has to be re-thought through and built and so on. This requires the whole community to come together and definitely not just a one-principal or a one-person's effort. In successful inclusive models seen so far, it has taken one whole community, not necessarily the whole country, but just the community where the school is situated, would be a good-enough start.

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For eg, if a country's culture is deeply rooted in the belief that the very purpose of schooling is to produce 'manufactured-like' human talents (like a product) meeting certain competency standards so as to be able to fulfill certain roles in the society (manufacturing mode), then it would be very hard to convince the people of the view of inclusion. This is where the resistance would surface -- parliamentary debates over the nation's budget allocation, education policies, funding, funding funding..... More teachers would need to be recruited. More training to be provided. Teaching resources. School design has to be re-thought through and built and so on. This requires the whole community to come together and definitely not just a one-principal or a one-person's effort. In successful inclusive models seen so far, it has taken one whole community, not necessarily the whole country, but just the community where the school is situated, would be a good-enough start.

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-EK

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Inclusive education system is likely to be a subset of an entire inclusive ecosystem of a country/society. It will take the whole community's culture to embrace and integrate with its existing cultural dimensions and  perspectives to succeed. Inclusive education stems from the fundamental belief that schools should not be a 'one-size-fits-all' system, but rather equal access to all. It would require the whole community to accept and embrace this notion to work. From government policies to teacher training, resource allocation to infrastructural design, parental support to volunteer community. With each of these stakeholders in place, the ecosystem will then be complete and possible 

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Inclusive education system is likely to be a subset of an entire inclusive ecosystem of a country/society. It will take the whole community's culture to embrace and integrate with its existing cultural dimensions and  perspectives to succeed. Inclusive education stems from the fundamental belief that schools should not be a 'one-size-fits-all' system, but rather equal access to all. It would require the whole community to accept and embrace this notion to work. From government policies to teacher training, resource allocation to infrastructural design, parental support to volunteer community. With each of these stakeholders in place, the ecosystem will then be complete and possible 

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--Eugenia

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In my opinion, the school community readiness to accept diversity is a big factor to be achieved before the school choose to implement inclusive education system. Thus, school leaders, teachers, and students should work together to accept diversity and prepare good amount of resources  to ensure that all teachers are able to work well and all students feel safe in the inclusive school community

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In Australia we are very much separated by School systems. Public, Private, Catholic. Education has become a marketing exercise and when attitudes and beliefs about student with different needs exist in the wider community then schooling becomes a competition and inclusive practices fall down the list of "must haves" for a good school in a society obsessed with having "the best".

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I believe at the heart of achieving Inclusive Education is Teacher Education. What has resonated most with me so far in this unit is that Inclusive Education is about attitudes, values and beliefs of teachers. We use terms "Special Ed and "Inclusive Ed" interchangeably in the school setting for no other reason than we don't now any better. We believe we are doing the right thing. We believe we are helping the students by implementing integration methods. And we are-to a point. We don't know any different. That needs to change.

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Although the policies of inclusive education keep more and more diverse individuals with disability from being marginalized, and ensure they have the same right to be educated, the transformation of teachers and "normal" students' attitude towards having special students in the classroom is one goal that needs to be achieved.

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Although the policies of inclusive education keep more and more diverse individuals with disability from being marginalized, and ensure they have the same right to be educated, the transformation of teachers and "normal" students' attitude towards having special students in the classroom is one goal that needs to be achieved.