Material Remains as Source of Ancient Indian History & Culture.ppt
Inclusive Education: The Ongoing Challenges Facing Educators in Queensland State Schools
1. Presenter - Verity Pennisi
EDU8719
7th Conference on Contemporary Issues in Education
2. “The fundamental principle of the
inclusive school is that all children should
learn together, wherever possible,
regardless of any difficulties or differences
they may have.”
(UNESCO, 1994, p. 11).
3. Inclusive education in Education Queensland:
•fosters a learning community that questions
disadvantage and challenges social injustice
•maximises the educational and social outcomes of all
students through the identification and reduction of
barriers to learning, especially for those who are
vulnerable to marginalisation and exclusion
•ensures all students understand and value diversity so
that they have the knowledge and skills for positive
participation in a just, equitable and democratic global
society.
Queensland Government (2005, p. 1)
4. International –
•The Individuals with Disabilities Act 1975
•Salamanca Statement (2004)
National –
•Disability Discrimination Act 1992
•Disability Standards for Education (2004)
State –
•Education (General Provisions) Act 1989
•Anti-Discrimination Act 1991
•Disability Services Act 2006
•Inclusive Education Statement – 2005 and the Principles of
Inclusive Education (Policy CS-15)
5. There is “a lack of uniformity across
Australia in the way in which students with
disabilities are identified.”
(Students with Disabilities Working Group, 2010, p. 5).
6. The Department of Education and Training in
Queensland recognises the following six disability
categories:
•Autism Spectrum Disorder
•Hearing Impairment
•Intellectual Impairment
•Physical Impairment
•Speech-Language Impairment
•Vision Impairment
(Queensland Government, 2012b).
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9. Diffe
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Ongoing Professional Develo n in
Plan
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echnolo
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Assis Fundin
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10. • The Teacher is the Key
• A Whole School Approach to Inclusion
• A Change in Structure
• Consistency For All
11. “Queensland schools
are leading innovative improvement
processes toward inclusion.”
Aniftos & McLuskie, (n.d., p. 2)
However there is still much to be done…
12. “All concerned must now rise to the challenge
and work to ensure that Education for All
effectively means FOR ALL, particularly those
who are most vulnerable and most in need.”
(UNESCO, 1994, p. iv)
Thank You
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