Australian research report – Inclusion in education: Towards equality for students with disability. Authored by Kathy Cologon October 2013. It is a review of existing literature and research. Saved in useful papers and submissions
Some interesting points:
“research shows that children who experience disability who are included into mainstream educational settings demonstrate better academic and vocational outcomes when compared to children who are educated in segregated settings.”
“Children who do not experience disability have also been found to benefit academically from inclusive education with equal or better academic outcomes compared to children participating in non-inclusive settings.”
“In regards to children who do not experience disability, research finds no decrease in academic performance. Instead inclusive education results in:
• Increased learning opportunities and experiences;
• Overall education is more sensitive to differing student needs;
• Growth in interpersonal skills;
• Greater acceptance and understanding of human diversity;
• Greater flexibility and adaptability.”
Suggested ways forward include:
· Targeting ableist attitudes at many levels – in the class room, education leaders i.e. principals, education structures, in the general community.
“Research demonstrates that as early as three years of age children can identify people or groups of people they ‘like’ or ‘dislike’ on the basis of symbols of conflict or stigma.”
· Education, support, and engaging in critical reflection for teachers.
· Structural change
· Use of paraprofessionals (teacher’s aides) – students should all be seated together and the teacher’s aide should be used to enhance teacher engagement with all students (rather than to sit off to the side with the child with disability)
· Define clear expectations for ‘inclusion’ to base policy upon – must reflect real inclusion not a misappropriated version of inclusion
· Direct, regular and accountable consultation with the student with disability and family
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