Inclusion is a practice which is about valuing human diversity, giving a sense of belonging, being valued and having choices (Allen & Cowdery, 2011, p.3). Inclusion is about accepting all children and their families whilst encouraging their presence so they can engage in the program. Programming staff must understand and be respectful to all of the cultural values, beliefs and practices. Cultural beliefs and practices of children and their families must be accommodated for to give a sense of belonging whilst encouraging maximum development of the child (Allen & Cowdery, 2011, p.3).
This paper will critically analyse the main issues of the inclusion debate and will explain how quality advice could be given to other teachers who show a negative attitude towards students with disabilities and diverse backgrounds of various types.
Teachers who have an unfavourable attitude towards students who are from diverse backgrounds or have a disability should be made aware of the “Disability Discrimination Act 1992”. This Disability Discrimination Act directly covers education and ensures that students with disabilities are provided with educational services (Dempsey, 2008, p. 40). The educational provider must take effective steps to develop and deliver curriculum development so that adjustments can be made when necessary for students with disabilities or who are from diverse backgrounds. This will ensure that these children are able to participate in the learning experience with typically developing students without being discriminated against (Dempsey, 2008, p.41). Giving opportunities to students with disabilities or who are from diverse backgrounds will build on their strength’s allowing them to achieve to the best of their ability (Dempsey, 2008, p.45). “Inclusivity is not just for students with disabilities, but also for all students, educators, parents, families and community members” (Department of Education and Training, Western Australia 2005,...