Inclusive education means that all students in a school, despite their strengths or weaknesses, become part of a school community. The government school system in New South Wales aims to provide high quality education for all students and does not discriminate against the enrolment of students on the grounds of their sex, age, race, religion or disability (DET, 2008). However teachers who have experienced teaching children with a range of disabilities will tell you that including these children in the classroom can be a difficult and complex matter. It involves restructuring the school educational system and allowing schools to have the responsibility of providing facilities, resources, and appropriate curriculum for all students no matter what disability they may have (Loreman, Deppeler & Harvey, 2005).
In this essay I will discuss the negative and positive aspects of an inclusive classroom and the social interaction children develop from being in an inclusive setting. I will talk about how teachers find it difficult teaching in an inclusive classroom due to their lack of experience and dealing with the different abilities children can show throughout the day. And most importantly I will touch on Anecdotal records, Individualised Education Plans (IEP) for students with a disability and Personalised Learning Plans (PLP) for Aboriginal students.
With many years working for the Department of Education and having the opportunity to travel to a range of different schools, I ask many teachers the question “Is Inclusion ever simple?” The response most of the time is “No”. The more experienced teachers answer with a “Yes and a “No” explaining that there are positive factors of having an inclusive classroom, in particular the social interaction the students achieve. Loreman, Deppeler & Harvey (2005) agrees with these teachers and highlights how social interaction is one