INTRODUCTION

Belinda Parkinson

Accommodating for the diversity of students in inclusive settings requires various considerations in order to best meet the learning needs of all students. Curriculum adjustment, classroom environment, ethical and legal obligations, and the importance of developing supportive relationships between students, and collaborating with parents and other professionals, are all factors influencing the role of the teacher in such settings. Teachers play an important role in maximising the learning outcomes of students with diverse abilities, and therefore a significant requirement surrounds catering to the needs and capabilities of the individual student. In order to implement the principles of inclusion, a major role of the teacher encompasses promoting and modelling inclusivity, whilst encouraging acceptance within the classroom and the school community. This blog page will detail the observations and investigations of four pre-service teachers, and seeks to explore these issues, whilst outlining the skills, knowledge, and understandings that teachers require in order to teach productively, effectively and ethically in an inclusive environment.

A Day in the Life - Special Education Teacher

EXPLANATION OF THE TEACHING ROLE

Jessica Smith

When considering the role of the teacher in effectively catering to the diverse needs of students’ in an inclusive classroom setting, curriculum adaptation and delivery is of major significance. Included in this responsibility is the obligation to focus on the strengths of all students and accommodate for the variations in learning styles, talents, and abilities. The capacity to understand and nurture the wide range of backgrounds, life experiences, and/or disabilities that may be influencing factors in student’s learning capabilities, are crucial characteristics of educators working in inclusive settings (Ashman & Elkins). 

  

There are many factors that may result in the need for an adjustment to curriculum and teaching strategies. Some factors may include students who are gifted, students who have an intellectual disability, students that display characteristics of behaviour disorders, and/or students who are from non-English-speaking backgrounds (Ashman & Elkins, 2009a). Inclusion of all students in an equal educational setting will result in a great variation of capabilities. Consequently, it is the educator’s requirement to recognise that all students have capabilities, and that these capabilities must be the basis of teaching, learning, and assessment (Ashman & Elkins). By applying a curriculum that is both student centred and competency based, as well as implementing the recommendations supplied within Individual Education Plans for students experiencing difficulties, teachers can effectively meet the learning needs of all students in an inclusive classroom setting.

A further aspect of the teachers’ role in providing equitable educational opportunities to all students in inclusive settings surrounds the modification of the classroom environment. Foreman (2001) believes that providing adjustments to the physical environment can greatly increase a student’s success and learning experiences. Provisions such as arranging desks in an easy to negotiate manner for students with vision impairment or blindness, and ensuring the student receives orientation and mobility training, is an example of how to facilitate this (The Royal Institute for Deaf and Blind Children, 2010). Therefore, in order to maximise student safety and increase their learning opportunities, teachers need to consider their individual students disabilities, and make allowances and accommodations to the physical environment where required.

Creating a learning environment that promotes inclusivity requires more than catering to learning needs of students, and making modifications to the classroom, it also encompasses encouraging integration and inclusive practices. Consequently, a teacher plays a key role in demonstrating, providing for, and supporting inclusivity. A teacher who is warm, accepting and displays a positive attitude when working with students with diverse abilities, reflects the philosophy of inclusivity and can promote peer acceptance (Cowley, 2001). Bloom (2009, p.410) further indicates that schools who embody a united organisation provide conditions which cultivate both “intellectual and spiritual renewal”. Therefore, providing inclusive practices must be a whole school approach that involves communication and understanding between teachers, the school principal, parents, and students. This collaboration fosters a community approach, and ensures all students are catered for educationally, emotionally, mentally and physically.

A collaborative approach embodies the role of educators in effectively working with students who have diverse abilities, by promoting a community of inclusive practices and embedding social justice into the curriculum and their teaching pedagogies. Such accommodations may be achievable through promoting respect for diversity through the facilitation of collaborative group activities and encouraged social interactions. Briggs and Potter (1999, p.254) discuss that collaborative group work is effective in promoting positive attitudes between children regardless of their level of ability and state that "collaborative learning environments can empower and enable all children". In addition, collaborative group activities are an effective means for scaffolding students’ knowledge and understanding (McDevitt & Ormrod, 2010) By providing peer-supported learning activities, teachers’ may improve peer cooperation and acceptance, and encourage students with disabilities to engage in learning which they were previously reluctant to participate in (Ashman & Elkins, 2009b). 

Ashman and Elkins (2009b) discuss that educators must encourage respect between students and their peers. This may be achieved through the provision of pedagogies that provide all students with a sense of belonging, which in turn, enhance classroom relationships and a desire for learning. Forming strong relationships promotes trust, mutual understanding, shared values, and behaviours, and can be extremely beneficial in developing students’ social and academic skills. Positive peer relationships are an essential component of an inclusive classroom environment, as are the relationships between teachers, parents, and professionals.

RELATIONSHIPS WITH PARENTS AND PROFESSIONALS

Bronwen Skinner

Students may come to school with a wide range of disabilities such as hearing impairment, vision impairment, spinal cord injuries, brain injuries, cognitive or learning disability and invisible disabilities. Therefore, as educators it can be extremely difficult to monitor all students and teach them effectively. When dealing with students with a disability, teachers must engage the support and understanding from parents, professionals and the wider community. This support network can include members of the school administration, team teachers, teacher aides, community volunteers, and specialist teaching support such as special education teachers and councillors. These networks can assist teachers in sharing ideas on how to create a flexible curriculum and how to best address students’ individual learning and social needs (Ashman & Elkins, 2009b).

Effective communication and relationships between parents and teachers are essential. Ashman and Elkins (2009b) agree and acknowledge that parents know their children better than anyone, so discussing their child’s learning disability can be extremely valuable. Children benefit when their parents have a strong relationship with the school, and this affiliation provides opportunities for parents to provide background information in relation to their child’s development. Teachers therefore, should seek to maintain open lines of communication with parents and encourage such relationships by holding parent-teacher meetings, keeping parents updated through regular written correspondence, and asking parents to join in classroom activities (Conway, 2001). Parents involved in their child’s learning can keep teachers up to date with any problems at home and can become a partner in their child’s educative process (Ashman & Elkins). This collaboration is extremely important because teachers and parents can then work together sharing information and ideas on every aspect affecting student learning (Queensland Government, 2008).

As declared by Wang & Haertel (n.d.), caring parents and teachers who are united together can strengthen the effects of educational interventions. Active participation of parents of children with diverse abilities, has initiated the formation of disability-specific advocacy groups, which have been crucial in raising awareness and acceptance for the many number of disabilities (Robinson, 2001). The care and support offered by parents combined with the support of teachers’ and schools has facilitated the implementation of parent-tutor schemes, assisted in school funding and support, and enabled concessions for students, such as extra reading and writing time for assessments (Robinson). When the relationship between a parent and a teacher is positive, the resources of the home and school contexts are amplified, providing a greater likelihood of positive outcomes for children. Parents are vital in ensuring that the home environment is stable and well adjusted, so students have the continued support which is crucial for enhanced learning.

Teaching students with disabilities requires effective communication, consultation, and collaboration skills with not only parents and the school, but also with other professionals. Classroom teachers and special education teachers who work together in an inclusive school enable students with a disability to learn in a regular classroom (Ashman & Elkins, 2009b). Teachers should also forge relationships with outside agencies such as social workers, local health care providers, and family counsellors to help provide children with diverse abilities with the best possible learning environment (Wang & Haertel, n.d.). Cowley (2001, p.117) concur and state “a team approach, which includes teachers from the regular classroom, special educators, therapists, other professionals and parents, as appropriate, provides an effective forum for problem-solving and programme implementation”.

Students with diverse abilities are now common throughout today’s schools and forming a close relationship with peers, professionals, and parents is crucial in fulfilling the needs of all students. However, students with diverse abilities require extra support and assistance, and without a strong relationship with these agencies, students with a disability would be greatly disadvantaged. The teacher plays an important role in creating an environment and building relationships conductive to learning that goes beyond the traditional academic duties to include the provision of additional support and care. To create rich, nurturing educational environments in the classroom, teachers must use collaborative and cooperative methods to ensure the inclusion of all students and cater to their educational needs.

INCLUSION: Collaborative Team Teaching

LEGAL IMPLICATIONS

Gemma Tyack

Due to the steady increase of students with disabilities enrolling in and attending public schools, there have been many legal implications introduced involving the inclusion of children with learning difficulties and disabilities into mainstream classrooms. The legislation and standards for education have been introduced to minimise discrimination, and increase the rights of the teachers and all students (Marsh, 2008). These policies and guidelines were established to help teachers, parents, students and other professionals provide a positive, safe, and inclusive learning environment for all. These principles reflect the idea of social justice and the belief that all children with disabilities have the right to an “appropriate education” (Dempsey, 2001, p.54).

To ensure these principles are met, teachers need to provide the necessary support required for students to exercise their rights in the classroom. These rights are outlined by the Educational Department of each State and Territory, and include policies such as exercising freedom of speech both in the classroom as well as in the playground, academic freedom or the freedom to learn, respect for teachers and students, and protection from bullying and discrimination (Marsh, 2008). To illustrate, as students with disabilities may be subject to a heightened degree of bullying, it is important that teachers educate and inform fellow students on the condition or disability to promote awareness, and encourage positive social interactions (Conway, 2001: Dempsey, 2001). In addition, teachers and schools must immediately tackle any cases of bullying and establish that this behaviour will not be tolerated or accepted. When implemented correctly, these policies can promote inclusivity, respect, and the opportunity for quality education for all students (Ashman & Elkins, 2009a). 

Another important aspect surrounds educational discrimination. Students with learning disabilities must not be refused admission or dissuaded to enrol in regular schools, or be offered restricted access to services (Dempsey, 2001). These forms of discrimination are prohibited against the Human Rights and Equal Opportunity Commission, 1998, federal policy, and as a result, schools and teachers must ensure that they do not “handicap students with special needs”, and make sure that students with disabilities “have the same degree of access to school services as other students” (Dempsey, p.37). As a result, schools must ensure children with disabilities are not disadvantaged and provide them with access to services and programs to strengthen their learning and development. 

Students must be able to access the curriculum and The Disabilities Discrimination Act necessitates that teachers must ensure that any materials or student resources must be accessible where possible, in formats that suit the learning requirements of the students. An example of facilitating this for students with hearing impairments is for the teacher to provide printed handouts of any spoken presentation (Heward, 2009). The Disability Standards for Education (Ruddock, 2005) embody this view and outline that education providers must ensure learning experiences and assessments are designed to accommodate students with disabilities. These adaptations must allow participation to the same extent as a student without a disability and be delivered in a manner that ensures they don’t experience discrimination. In the case of assessments, educators can ensure equality by making any adjustments that may be necessary in order for students with disabilities to demonstrate the skills, knowledge, and competencies being assessed in a manner that takes into account the limitations of the disability (Ruddock).

Teachers must strive to provide a classroom that is a safe and positive learning environment for their students. To ensure this, it is imperative to implement and follow guidelines, policies and rules, and provide students with resources that assist them with any issues or problems they may face either at school or home. In addition, teachers must be ethical and foster a learning community that maximises the educational and social outcomes of all students and ensure that all students understand the value of diversity in society (Ashman & Elkins, 2009a).  

SUMMARY

Belinda Parkinson

The roles and responsibilities associated with teaching special education are complex and multifaceted. The position which is often referred to as rewarding, is also considered challenging, and primarily involves the interventions that teachers use to assist students with diverse abilities to learn and function successfully in society. Teaching requires sound communication skills, and the field of special education is no exception. Within this environment, relationships skills are vital and teachers need to effectively communicate, collaborate, and cooperate with not only students, but parents, peers and other professionals. Teachers must also ensure that they plan, modify instruction, and make adjustments to the curriculum in order to suit the learning needs of the students, and encourage positive interaction and acceptance of students with diverse abilities. Furthermore, it is necessary that educators be aware of the policies and legislations that they must comply with, in order to ethically, and successfully, protect and support students in the inclusive environment.