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The curriculum continues to reflect an ableist world .
‘ A system that serves them ’
The need for a truly inclusive Australian Curriculum .
By Wade Zaglas
When the Australian Curriculum was introduced in 2008 , it was lauded as a worldclass curriculum that would not only ensure consistency among the states and territories , but be inclusive enough for every child – including those with disabilities .
Over a decade down the track , students with disabilities now account for one in every five students , and regular reports and enquiries have shown that the curriculum is not addressing their needs . To further explore this needs gap , researchers from the University of South Australia are “ exploring the ways in which the current curriculum is not achieving its stated goals ”. Lead author of the study , Dr Deborah Price of the University of South Australia ’ s Education Futures , has teamed up with Professor Roger Slee , with their work being published in the Australian Curriculum Studies Association ( ACSA ) journal , Curriculum Perspectives . In their exploration of the national curriculum ’ s development , both academics argue in the paper “ that incorporating the needs of students with a disability ... was almost as an afterthought ”.
The researchers came to this conclusion after examining a host of reviews into inclusive education that have taken place since the conception of the national curriculum , “ and the outcomes of and submissions of those reviews ”. While the developers of the Australian Curriculum may have held good intentions regarding inclusivity , the researchers believe “ it has not translated into an inclusive curriculum ”.
“ People living with disabilities , and their carers , were not properly consulted at the beginning of the process of the drafting of the curriculum ,” both Price and Slee explain .
“ The Australian Curriculum , Assessment and Reporting Authority ( ACARA ) has tried to play catch-up since then , but it ’ s not gone far enough .
“ The Curriculum fell short because it was an incremental rather than authentic reform initiative .”
The introduction of the Australian Curriculum was not only aimed at producing consistency . It was also envisioned as an equitable and accessible curriculum for all , yet consistent reports to all levels of government strongly refute these qualities .
“ We can see this in various reports : teachers say they aren ’ t getting appropriate training , parents report that they have to move their children from school to school to find a good ‘ fit ’, and students with disabilities continue to be suspended or excluded at disproportionate rates ,” Price and Slee say .
“ The reality is that for all its good intentions , and the reviews that have taken place so far , the curriculum continues to reflect an ableist world – it advocates for a ‘ typical ’ or ‘ normative ’ achievement level , and how can that respectfully demonstrate progress and achievement for all learners ?”
Both researchers acknowledge that , since the introduction of the curriculum , “ provisions of specific illustrations to access and participate for students with disabilities have been incorporated ”. Some of these specific illustrations include work samples , elaborations and “ examples of personalised learning and adjustments to allow for participation ”.
However , both researchers argue in their paper that there is far more to be done , particularly in thinking more of individual attainment rather than year-level progressions .
“ Work samples and illustrations aren ’ t really enough , though ,” Price states . National curriculum developers need “ to go further and think more holistically ”. “ Teachers say that the year-level progressions that underpin ‘ attainment ’ as it ’ s defined by the Curriculum are irrelevant to some students . The focus needs to be on the individual ’ s learning and abilities .
“ A truly inclusive curriculum questions : ‘ what does this student need to achieve within their own personal needs ?’
“ Learning benefits should benefit the individual , and their individual needs . Not all students need to ‘ achieve ’ in the same way . They aren ’ t all heading to the same destination . But it doesn ’ t mean they aren ’ t achieving what that individual needs for their own successes .”
Both Price and Slee add that “ access to curriculum has been a major issue at public hearings ” into the Royal Commission into Violence , Abuse , Neglect and exploitation of People with Disability , and Price says current Australian Curriculum revisions and initial teacher education ( ITE ) reviews need to prioritise the inclusion of students with disability .
“ It is clear that students with disability deserve a curriculum that serves them , not the system .” ■ educationreview . com . au | 5