Title: A Guidline for ensuring inclusion and equality in education
Type of the resource: Handbook/Guide/Manual
Funded by: UNESCO
Authors: The Australian Research Alliance for Children and Youth (ARACY)
Type of disability: ALL TYPES
Target education level: Primary education
Language(s): English
IPR: No
OER: No
Overall objectives of the inclusive learning resource
Inclusive learning intervention logic: (What are the overall broader objectives to which the action will contribute?)
To summarize the results of researches that have been conducted on improving not only school attendance but also school achievement and other learning outcomes for students with disability in international and especially Australian context.
Objectively verifiable indicators of achievement: (What are the key indicators related to the overall objectives?)
This guide is prepared for The Australian Government Department of Education, Employment and Workplace Relations. The results of this research are used to make continued progress towards achieving inclusive education and to combat already arose issues.
Sources and means of verification: (What are the sources of information for these indicators?)
Disability Standards for Education (implemented in 2005) in regards to students with disability at all levels (state, system, school, class) would help to observe the situation and ensure greater accountability. Also, monitoring process for consistently measuring and reporting student outcomes has been adopted to understand real progress of inclusive education development in Australia.
Risks and Challenges:
Australia has diverse states and territories that are different from each other. In this sense inclusive education strategies should be carefully examined and individually adopted to each state/territory in accordance to its needs and special characteristics.
Specific purpose of the inclusive learning resource
Inclusive learning intervention logic: (What specific objective is the resource intended to achieve to contribute to the overall objectives?)
To promote adoption of relevant experience from other countries and to urge collaboration between government departments, schools, family, para-professionals, education systems, and community.
Objectively verifiable indicators of achievement: (Which indicators clearly show that the objective of the actions/resource has been achieved?)
This guide is intended to support all Australian states and territories on assisting future policy development on good practice in inclusive education.
Sources and means of verification: (What are the sources of information that exist or can be collected? What are the methods required to get this information?)
Risks and Challenges: (Which factors and conditions outside the user's responsibility are necessary to achieve that objective? (external conditions)) Which risks should be taken into consideration?
Each state and territory in Australia has different approaches to assessment and reporting for students with disability. This lack of unified assessment system makes it more complicated to understand progress made by students with varying levels of disability and what results have been achieved so far on a country level.
Expected results on implementation of the resource
Inclusive learning intervention logic: (The results are the outputs envisaged to upscale. What are the expected results?)
1. With the help of The Australian Government Department of Education develop teachers through specific mentoring programs
2. Draw attention to the inclusive education across different communities to receive federal support and additional funding
Objectively verifiable indicators of achievement: (What are the indicators to measure whether and to what extent the action/resource achieves the expected results?)
The research conductors focus on the “education for all” strategy adopted in Finland. This strategy is based on the ideas of equality and equity and already has results in Finnish society. The appropriate experience with expected outcomes can be adopted in Australia.
Sources and means of verification: (What are the available sources of information for these indicators?)
Risks and Challenges: (What external conditions must be met to obtain the expected results on schedule?)
Unequal assessment of students with disability means the reported outcomes for these students are biased and are not included in the decision making process on a national and state level. It means that universal testing system shall be developed.
Activities
Inclusive learning intervention logic: (What are the key activities to be carried out and in what sequence in order to reach the expected results?)
Diverse approaches (so-called good in-class practices) are being adopted:
1. Quality teaching
2. Inclusive pedagogy
3. Adaptive curricula
4. Alternative curricula
5. Assistive and adaptive technologies
Objectively verifiable indicators of achievement: (What are the means required to implement these activities, e.g. personnel, equipment, training, studies, supplies, operational facilities, etc.)
Sources and means of verification: (What are the sources of information about action progress?)
Diverse reports on a states and schools levels and monitoring of the implementation of the Disability Standards for Education (2005)
Risks and Challenges: (What pre-conditions are required before the use of the resource starts? What conditions outside the user's direct control have to be met for the implementation of the planned activities?)
Not only schools and learning centers, but general public and politicians should be involved in developing innovative solutions on inclusive practices.
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