Inclusive Education Policy Notes

Inclusive Education Policy Notes

Overview

• Version: 1.3 (Effective from 10/08/2021)

• Audience: Applicable department-wide, including all state schools and educational settings.

Purpose of the Policy

• Commitment to Inclusiveness: The department is creating a more inclusive education system at all levels (policy and regional) and in daily practice.

• Definition of Inclusive Education: It means all students can access and participate fully in learning with their peers, with support through reasonable adjustments and tailored teaching strategies.

• Embedding Inclusion: Inclusion should be ingrained in all aspects of school life, supported by culture, policies, and daily practices.

Distinction from Other Approaches

• Integration: Placement with peers without necessary adjustments, limiting full access to learning.

• Segregation: Learning in separate environments, isolating students from their peers.

• Exclusion: Students cannot access any education.

Department's Commitment

• High Expectations: The belief that with adequate support, all students can succeed, regardless of background, identity, or ability.

• Goals for Students:

  • Attend local state schools and education centers.

  • Engage in quality education alongside peers.

  • Learn in safe, supportive environments free from bullying and discrimination.

  • Achieve academic and social success through tailored support.

Principles of Inclusive Education

1. System-wide Approach: Implementation based on evidence across all departments and schools, removing barriers to inclusion.

2. Committed Leaders: Leaders at all levels are accountable for promoting a culture of inclusion.

3. Whole School Responsibility: Collaboration among all school community members to ensure student participation.

4. Collaboration with Families: Engagement with parents and caregivers as partners in decision-making.

5. Respecting Diversity: Embracing all students and families as valued community members; addressing barriers through tailored plans.

6. Skilled Workforce: Continuous professional development for staff to enhance inclusive practices.

7. Accessible Environments: Schools are designed for full participation of all students.

8. Effective Transitions: Support for transitions between educational stages, partnering with families and communities.

9. Monitoring and Evaluation: Regular assessment of student progress and evaluation of inclusive practices at all levels.

Compliance and Legislation

• Mandatory adherence to the Education (General Provisions) Act 2006 (Qld) and relevant discrimination laws.

• Strategies for inclusion tailored to:

  • Aboriginal and Torres Strait Islander students

  • Culturally and linguistically diverse students

  • LGBTIQ students

  • Students in out-of-home care

  • Rural and remote students

  • Students with disabilities

  • Students with mental health needs

  • Gifted and talented students.

Key Definitions

• Discrimination:

  • Direct: Unfavorable treatment based on a characteristic (e.g., disability, race).

  • Indirect: Uniform treatment that disadvantages a specific group.

• Inclusive Education: Full access and participation for all students with tailored strategies.

• Reasonable Adjustment: Measures to assist students with disabilities for equal educational participation.

Relevant Legislation

• Age Discrimination Act 2004 (Cwlth)

• Anti-Discrimination Act 1991 (Qld)

• Disability Discrimination Act 1992 (Cwlth)

• Human Rights Act 2019 (Qld)

• Other relevant acts pertaining to education and human rights.

Resources and Support

• Various plans and frameworks supporting inclusive education and the successful engagement of diverse learners.

• Accessibility to key policies regarding student well-being and engagement.

Contact Information

• For further details, reach out to the State Schools – Disability and Inclusion Branch at support.diversity@qed.qld.gov.au.

Compliance and Legislation

• Mandatory adherence to the Education (General Provisions) Act 2006 (Qld) and relevant discrimination laws.

• Strategies for inclusion tailored to:

  • Aboriginal and Torres Strait Islander students

  • Culturally and linguistically diverse students

  • LGBTIQ students

  • Students in out-of-home care

  • Rural and remote students

  • Students with disabilities

  • Students with mental health needs

  • Gifted and talented students.

Tensions Between Legal Compliance and Real-World Constraints

1. Resource Limitations:

   • Schools often face budgeting constraints that make it difficult to implement necessary inclusivity measures as mandated by legislation.

2. Teacher Workload:

   • Increased expectations for providing inclusive education can overwhelm teachers, as they may already manage large class sizes and diverse learner needs.

3. Training and Professional Development:

   • Effective implementation of inclusive practices requires ongoing training, which may not always be provided due to funding and time constraints.

4. Individual Needs vs. Standardization:

   • While legislation encourages tailored support for diverse learners, delivering such individualized attention can be challenging within a standardized curriculum.

5. Administrative Support:

   • Compliance with legal frameworks may require additional administrative tasks, straining school resources and reducing the focus on direct teaching.

6. Community Engagement:

   • Involving families and communities in decision-making for inclusive practices can be hampered by logistical issues and limited school resources.