Remote Indigenous Educational Settings

Published Date: 02 Nov 2017

Introduction

Through my teaching experience particularly in remote indigenous educational settings, I have witnessed the positive impact of inclusive education and also seen examples of resistance to inclusive education. Of the schools I have worked in, which embraced the concept of inclusive education positively and engaged the families of students and the community in general, the participation, presence and achievement of students was noticeably higher than in schools which did not demonstrate these principles. An inclusive education system can only be created if ordinary schools become more inclusive, in other words, if they become better at educating in their communities.

Restructuring the cultures, policies and practices in schools so that they respond to the diversity of students in a given locality is critical in providing an inclusive environment (Booth and Ainscow 2002). By this I mean, what might work in one locality, may not meet the needs of students in a different locality. Foreman (2008, p.12) advocates that inclusion is a concept that extends well beyond education to society itself. In my view it is important particularly for special/ inclusive educational settings that an inclusive school must offer possibilities and opportunities for a range of working methods and individual treatment, to ensure that no child is excluded from companionship and participation in a school environment.

The philosophy that schools should without question, provide for the needs of all the children in their communities, whatever the level of their ability or disability is a notion put forward by Foreman(2008) for inclusion with education. This implies the development of rights-based, child-friendly schools. A rights-based education helps children realize their rights. It is not only academically effective but also inclusive, healthy and protective of all children and encourages the participation of the learners themselves, their families and their communities (Hunt, 2011).

All must be able and willing to ensure inclusion in the classroom and in learning for all children, regardless of their differences. Inclusion in education may then be seen as a process of putting values into action. It results in the educational practices and provisions, systems and structures which embody those values. Some of these we can specify because they are integral to our conception of inclusion, others we can identify with a reasonable degree of certainty on the basis of what we have learned from experience (Sindelar, Shearer, Yendol-Hoppey & Liebert, 2006). Support from the teachers and head teachers is essential, but support from the communities close to the school is also vital. Inclusion in education involves valuing all students and staff equally.

Policy and Legislation

In today’s society the voices of individuals, advocacy groups and levels of government worldwide are calling for and promoting a more inclusive world for which we live in. I believe that, as for many processes involving human involvement the answer lies in education. Inclusion is an ideology, which requires an attitudinal change at all levels of education in order for the philosophy of inclusion to become a reality. Unfortunately I believe we are a long way from achieving that goal. However there are encouraging signs that things are changing.

The Salamanca Statement and the Framework of Action put forward clear and explicit objectives as to what inclusive schools must strive to achieve,

…must recognize and respond to the diverse needs of their students, accommodating both different styles of learning and ensuring quality education to all through appropriate curricula, organizational arrangements, teaching strategies, resource use and partnerships with their communities. (UNESCO, 1994, Framework for Action on Special Needs Education, p.11-12).

This global undertaking in which over ninety countries formally agreed to requires governments, "to adopt as a matter of law or policy the principle of inclusive education, enrolling all children in regular schools unless there are compelling reasons to do otherwise" (UNESCO 1994, P.4). The inclusion of students with disabilities in general education is one such complex and demanding reform. Inclusion is often misunderstood and sometimes resisted by teachers, and is not always fully understood or supported by school administrators. The Individuals with Disabilities Education Act (1997) stipulates that students with disabilities be educated in the least restrictive environment but also requires that districts and regions provide a continuum of placement options (Sindelar et al. 2006, p.317).

As an educator, The Disability Standards for Education 2005 means, I not only have not only a legal obligation but a moral obligation as well to provide a learning environment that is not only inclusive for students with disabilities, but also does not exclude those without a disability (Canberra 2005, p.9). This fundamental factor is a major component of my overall philosophy and has been part of my teaching practises throughout my teaching career and will continue to do so.

Future Role

The implications for practice of such an orientation are illustrated in the Index for inclusion (Booth and Ainscow 2002) which enables schools to draw on the knowledge and views of staff, students, parents/carers and governors about barriers to learning and participation that exist within the existing ‘‘cultures, policies and practices’’ of schools in order to identify priorities for change (Ainscow & Miles, 2008).

The presence, participation and achievement of all students vulnerable to exclusionary pressures, not only those with impairments or those who are categorised as ‘having special educational needs’ is something that needs to addressed.

Inclusion and exclusion are linked together such that inclusion involves the active combating of exclusion; and inclusion is seen as a never ending process. Thus an inclusive school is one that is on the move, rather than one that has reached a perfect state (Sindelar et al. 2006).

Such approaches are congruent with the view that inclusion is essentially about an attempt to embody broad values in a range of contexts (Ainscow, Booth & Dyson, 2006). Every student is an individual and deserving of a quality education that reflects not only students’ ability but also their personal needs. Engaging each student in an interesting relevant and progressive program of work is my responsibility and to that end it is important to not only have awareness of the resources available but to also share resources and ideas through collegial support and collaboration.

Conclusion

I see my role and contribution to the field of special/inclusive education as providing an environment that always has respect for the age, individuality and dignity of each student while providing a happy, safe and stimulating environment that is both consistent and positive. Having a stronger understanding of what international and national policies advocating inclusion mean, will support my role as an educator in providing support and direction, for students to reach their potential, develop opportunities, strengthen methods to improve communication skills and develop increasing independence. These are the underpinning principles of my philosophy.

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