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As a future teacher my banner would be” No One Left Behind”, no matter what the differences
and the background are, all students in the classroom should be involved and engaged.
Education is considered one of the fundamental rights of human rights, every child has the right
to get a proper, safe and adequate education under any condition, whether that child is
considered physically and mentally capable or has a special need (Mihai, 2016). Talking about
all students means including them all in the learning process without any exception. According
to Batanero (2010) inclusion is the method of fully integrating all students regardless of any
disabilities within the classroom in the learning process, in order to qualify them to succeed in
the main curriculum.
Regardless of the existence of ability or the lack of it (disability), inclusion emphasizes the need
for public schools to open their doors for students with special needs by integrating them in the
classroom (UNESCO, 1994).
Recently, the education system has identified "inclusion" as a stage for successful education in
Australia. The government issued a mandate under legislation and regulations to ensure the
inclusion of students with additional needs in general education and provide a fair chance for
success. Inclusive education is for all as all students can benefit from inclusive education
(Dhaka, 2014).
This essay will talk about the importance of inclusive education and how we can apply it within
classrooms, peering in mind the variety and differences of the students, assuming that they are
at different levels and have different abilities, some of them have special needs such as Autism
Spectrum Disorder (ASD)students. Also, I will discuss the barriers, stereotypes and challenges
faced by teachers through the application of inclusive education professionally.
This paper will focus on how teachers, schools, and the community can help with the inclusion
of students in the classroom with disabilities, including students with autism spectrum disorder
(ASD) using a specific talent, modifications, designed to include all students. This article will
offer a glimpse of specific legislation such as the Commonwealth Disability Discrimination Act
1992, and disability standards for education 2005 in relation to the provision of discrimination-
free educational services for learners with disabilities including autism spectrum disorder
(ASD).
From the late 1980s onwards, inclusive education is applied in Australia, we can classify it as
comprehensive because the student regardless of his / her ability is an associate member of the
class, the curriculum is adapted and adjusted to meet the needs of the students, and the general
education teacher oversees the education of the students. Inclusive education is about
participation and belonging so that all students have the right to belong fully. The diversity of
activities and differences in a way that meets the needs of students taking into account the
differences between them is a prerequisite for the efficiency of the lesson and its
comprehensiveness (Forlin, 2006).
One of the main barriers is how to reject the negative stereotypes that surround Autism, such as
autistic people are weird, savants, they are highly intelligence, or they are antisocial (Draaisma,
2009). Children with ASD have been subjected to a form of exclusion, discrimination and
prejudices and they are in a very high risk of bullying (SIDERIADIS, 2014).
In order to fight these false stereotypes surrounding autism, the teacher, parents and
community must collaborate in drawing a positive image. Beginning with the teacher and how
to deal with students with autism and treat them in an equal way with their peers and trying to
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Areej Abu Maraseh Assignment 1

integrate them and engage them in all classroom activities without any discrimination and
without giving excessive attention and exaggerated, which would draw attention and bring
compassion or bullying by some peers(SIDERIADIS, 2014).
Teachers, caregivers and school are encouraging to collaborate in order to face the negative
stereotypes that could delay special need students and ASD students from being involved in
school activities and daily classroom routines. Schools should always have high expectations of
student achievement and plays a key role in ensuring a healthy environment for students with
disabilities and growth. They must also secure the necessary supplies of equipment to help
facilitate the learning process (Pin, 2016). Teachers not only have the main role in facilitating
the curriculum and delivering content to students but also, they must continually have a
connection with parents and caregivers in order to provide feedback and information about the
student’s progression and to seek help and support if needed (Pin, 2016).
At the same classroom teacher will find different minds, backgrounds, abilities and may be
disabilities or ASD students. A good teacher can manage to engage every one and give everyone
what they need in order to fulfil the education method properly.
Autism spectrum disorder (ASD) is a lasting evolving condition and has three main signs:
impaired social interaction, poor communication, frequent behaviours and concerns. ASD is
more likely occur in males, the percentage of autistic children is continuing to rise (Autism
Spectrum Australia, 2017). Autism is one of the disability classifications in the Disability
Discrimination Act.
The removal of negative attitudes, barriers, and exceptions by society allows students with
disabilities to be equal in society with greater independence and control over their lives (Reeve,
2012). There are Fact sheet that exists to help students, parents and schools to understand
what the standards contain, and would ensure that students with disabilities have access to
participate in education equally with other students (ARACY, 2013).
Therefore, we would like to mention the importance of integrating children with disabilities to
the educational system, as required in the convention on the rights of persons with disabilities,
which calls for equal opportunities without discrimination (Maciver et al., 2018). Regardless of
differences in opinion about inclusion in education, the standard for education, 2005 and the
Disability Discrimination Act, 1992, the details of the legal obligations required of educational
institutions associated with inclusive education (ARACY, 2013).
One of the most effective pedagogical methods in promoting inclusive education in classrooms
is differentiation (Silvia et al, 2016). The principle of spaced learning is a systematic teaching
design and curricula that meet the needs of students with autism spectrum disorder, and other
need disabilities through the consideration of the educational needs of each student as well as
maximize learning capabilities.
Knowing that one size does not fit all, differentiation of education depends on the philosophy of
the teacher to consider different teaching that corresponds to the needs of students. Students
may have different backgrounds, knowledge, languages and interests. Differentiation can be
implemented within few classroom components of content,a product, results, the impact of the
learning environment, as they are spaced in relation to student readiness, interest, learning
preferences (ARACY, 2013).
The segregation in the classroom includes adapting student learning methods to teaching
methods, curricula and opportunities to display knowledge (Munro, 2012). If students have a
choice about the assessment task, demonstrating the same results and learning objectives, but
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Areej Abu Maraseh Assignment 1

through different means of expression, programs or to participate in the activities of the

introductory lessons (Munro, 2012).
In addition, teachers should have additional skills for understanding and accommodating
students with special needs, particularly autism. For example, teachers should have more
patience and perseverance and the desire to absorb the anger or concern of feedback from
students. Teachers should always try to mind their mental health by having more breaks than
ordinary students, which works to increase motivation that can help all students (National
centre on universal design for learning (UDL). The aim of UDL is to develop inclusive
educational objectives, methods, materials and assessments that can be adapted to individual
needs (UDL, 2014). The teacher must always be prepared to fill gaps in the curriculum
according to the student's daily needs. For example, the ability of a teacher to switch and select
activities that are appropriate to students and their needs, such as modification of printing,
models, selection of appropriate audio and video programming.
Based on student interests and preferences of their differences which can be taken into account,
the teacher can take advantage of this by establishing links between learning and life and
encourage them to learn. learning profile indicates that the definition of learning to model
students required to where it is influenced by factors such as preference, intelligence, learning
style, culture, and sex and the size of the group (Van Garderen & Whittaker, 2006). Special
learning profile for the student is desirable to meet the needs of many students, legal
arrangements, effectiveness in learning for all students with different abilities, and those who
suffer from ASD or other disabilities so that those who are gifted and talented (Watkins et al.,
2015). More differential instructions can provide students with multiple options for accepting
knowledge, perceiving ideas and expressing what they have learned and can vary in the
classroom environment, and this should be done at both school and classroom levels.
Schools must have high expectations for student achievement, but major responsibility relays
on teachers, where they should make an additional effort to differentiate the curriculum that
can be adapted in three ways of the content, process and product to provide developmentally
appropriate opportunities (Broderick et al., 2005).
We can say that the content is the curriculum itself, a differentiation process is all about the
instruction. The importance of differentiation comes from the fact that the students may have
different needs, educational background, attentions, interests, language abilities and cultural
background (Broderick et al., 2005).
In order to differentiate in the content, teachers must do pre- testing and pre-planning. For
example, the teacher must find out what student already know through a series of questioning,
brainstorming, concept maps. Information from pre-testing can be used to compact curriculum,
incorporate higher order thinking skills (Spittler, 2012).
Also, teachers must do differentiated management adjustments and accommodation that
represented in greeting students, seat particular students near the teacher, seat students near
positive peer models, stand near students when giving instructions and arrange classrooms for
access and movements (Broderick et al., 2005).
After presenting the content and amending the instructions for all students and choosing the
appropriate and relevant activities, the role of evaluation is no less important. The assessment
of students with additional needs usually need to be adjusted in order to achieve appropriate
and desirable outcome targets (Sigerseth, 2011). Students with disabilities and learning
difficulties can perform the same level of performance as their peers if appropriate assessments
are available.
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For example, the design of the exam paper must be deliberate and simple, free of distractions,
straightforward so the student can relieve of tension, the goal is clear and simple with less
formula or complex tables that could create a state of confusion.
As it also important to give clear information during teaching which helps to understand and
gain the skills required in addition to the use of methods of evaluation-free of complexity, it is
also necessary to use multi-modal instructions especially with those who suffer from autism.
Teachers are required to be skilled in adapting teaching methods to the needs of individual
students. (Boutot, 2007).
Finally, it is important that teachers and school staff take responsibilities and adhere to the
results and objectives of learning for all students. Schools and educational communities should
ensure that all students have access to the facilities they require (Joyce, 2004). Communication
skills are essential, as parents need to be informed and support the aims of the programme.
There is no need to have a sufficient number of professional staff, such as staff support learning
in schools, for students with additional needs. In order to promote inclusive education, it is
required that regular teachers to corporate with special education teachers and other experts
(Punshon, 2000). As teachers are required to have skills to identify and familiarize the
curriculum plus teaching approaches based on students ' individual learning necessities.
To conclude the change in the laws of disability in Australia played a significant role in rising the
percentage of students with disabilities in Australian schools. applying the legislation such as
the Disability Discrimination Act 1992, and disability standards for education, 2005, with this
rise in attendance on schools by students with disabilities which is a positive in a community
that supports the equality. it is required from teachers and schools to cooperate with parents
and carers to support and encourage inclusion in educational settings. These changes ensure
that all students are successfully involved in the classroom, using the overall design of learning
to implement these policies. There are a variety of skills and support systems common to
educational communities where integration has been successful, including school support,
attitudes and teaching approaches.
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Areej Abu Maraseh Assignment 1

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