ESH130 Lecture Notes - Lecture 7: Disability Discrimination Act 1992, Expressive Therapy, Neurology
9 Jun 2018
School
Department
Course
Professor
Text:& Chapter&9
•
Readings
Notes
What%is%‘Inclusion’?
-Within&the&classroom&there& will&be&a&variety&of&children&each& of&whom&have&the&right&
to& engage& fully&with&education,& regardless& of&culture,& ethnicity,& physicality,& neurology&
or&gender.&
-Inclusion&is&much&more&than&providing&equity&of&access& for&students& with&disabilities;&
it&also&refers&to&issues&such&as&cultural& diversity,&poverty,&and&gender&equity.& This&
presentation& however&refers&specifically& to&inclusion&with& respect& to&students& with&
special& needs&or&disabilities.&
-Schools&exist&in&a&culture&of&inclusion&which& is&fully&understandable& for&most&
discriminatory& acts& are&usually&based&upon&ignorance.& However& schools& are&a&
microcosm& of&society& and&as& a&teacher& we& have& to&actively& find&methodologies& for&
inclusion.&
-According&to&UNESCO&(2009)&an&‘inclusive’& education& system& can&only&be&created& if&
ordinary&schools&become& more&inclusive& –in&other&words,&if&they&become& better&at&
educating& all& children& in&their& communities.
-And&‘regular&schools&with&[an]&inclusive&orientation& are&the&most&effective& means& of&
combating& discriminatory& attitudes,& creating& welcoming& communities,& building& an&
inclusive& society& and&achieving& education& for&all;&moreover,& they&provide&an&effective&
education& to& the& majority& of&children& and& improve& the& efficiency& and&ultimately& the&
cost-effectivenes s& of&the& entire& education& system’& (p.& 8).
-According&to&UNESCO&(2012)&“The& right&to&education& is&universal&and&must& extend&to&
all& children,&youth,&and&adults&with&disabilities.
-This&right&is&enshrined& in&the&Convention& on&the& Rights& of&the& Child&(1989)&and&
addressed& in&several& significant,& internationally& approved&declarations,& including:
the&World&Declaration& for&Education& for&All&(1990),&
the&Standard& Rules& on&the& Equalization& of&Opportunities& for&Persons& with& Disability&
(1993),&
the&UNESCO& Salamanca& Statement& and&Framework& for&Action& (1994),&and&
the&Dakar& Framework&for&Action& (2000)”
•
Legislation
-There&are&two&main&pieces& of&legislation& in&Australia&that&impact& on&education& in&
respect& of&inclusion:& The&Commonwealth& Disability%Discrimination% Act%1992;%and&The%
Australian%Human%Rights%Commission%Act%1986
-According&to&Ashman&and&Elkins&(2012)&under&the& Commonwealth& Disability%
Discrimination% Act%1992 “it& is&illegal& for&an&educational& authority& to&discriminate&
against& a&child& on&the&basis&of&their&disability…[including]& students& who&have&
cognitive,& psychiatric,& neurological,& physical& and&sensory& difficulties”& (pp.&40-41).
-Anti-discrimination& legislation& exists&in&all&Australian&States& and&Territories.&
-In&Tasmania,& under&the&Anti-discrimination% Act%1998,%the%Tasmanian%Government’s%
Disability%Framework% for%Action%2005-2010%“seeks%to%remove%barriers% and%enable%
people%with%disabilities%to%enjoy%the%same% rights%and%opportunities% as%all%Tasmanians”.%
(Department& of&Education,& Tasmania,& 2008,&p.&4).&
-The& Department& of&Education,& Tasmania& (2012)&administers& a&Register& of&Students&
with& Severe& Disabilities.& Eligibility& for&admission& to&the®ister& is&on&the&basis&of:&
Autism&Spectrum& Disorder;&Intellectual& Disability;& Physical& Disability&or&Health&
Impairment;& Multiple& Disability;& Psychiatric& Disability;& Vision& Impairment;& and,& Deaf&
or&Hearing&Impaired”& &(p.&2).
-Students& on&this&Register& are&funded&by&the& government& to&assist&with&their&disability
•
The% Australian%Curriculum
•
-The& Australian& Curriculum&states& that& it&seeks& ‘to&ensure&that&all&students& with&
disability&are&able&to&participate& in&the&Australian& Curriculum&on&the& same& basis&as&
their& peers& through&rigorous,& meaningful& and&dignified& learning& programs’& (2015).
-The Disability%Discrimination% Act%1992 and&the& Standards&are&intended& to&give&
students& with&disability&the&same& rights&as&other&students,& including&the&right&to&
education& and& training&‘on%the%same%basis’ as&students& without& disability’& (Australian&
Curriculum,&2015).
Two% Disorders% you%will%Encounter:% Autism% Spectrum% Disorder% (ASD)
According&to&Ashman&and&Elkins&(2012,&p.&159):
-“The& term& Autism& is& derived& from&the& Greek& word&autos,& meaning& self,& which&
describes& someone& who&is&self-absorbed”.
-“Autism& is&a&neurological& disorder&that& occurs& in&about& 1&in&160&children.& It& is&much&
more& common& in&boys,& with& a&male-to-female& ratio&of&4:1”.
-“In& severe& Autism,& the& child& deliberately& tries& to&avoid& social& interactions,& appearing&
to& be&aloof…Some& children& are& less& actively& detached;& instead,& they& passively& accept&
social&experiences…A& third&group&are&motivated& to&socialise,& &but&their&active&
engagement& with& others& is…very& immature,& and&primarily& with& adults…The& fourth&
group&are&those&who&have&Asperger’s&syndrome…[having]& considerable& difficulty&
acquiring&reciprocal& play&and&conversation& skills,& and&are&prone&to&being&rejected& and&
ridiculed&by&peers’.
-“The& child& will&need& to&learn& both&the& academic& and&social& curriculum.& In& severe&
Autism,&the& child&can&be&encouraged& to&participate& in&group&activities”.&
•
Two% Disorders% you%will%Encounter% :%Attention% Deficit% Hyperactivity% Disorder% (ADHD)
According&to&Ashman&and&Elkins&(2012,&pp.&152-153):
-All&students& display&behaviours&that&are&disruptive,&inattentive,& impulsive& or&hyper&
active.& Students&with& ADHD&will& present&these& behaviours&more&frequently& or&more&
severely& than&usual.&There&is&a&strong&genetic& component& to&ADHD.&
-Students& with&ADHD&may& have&trouble&with:& “remaining& seated;& Following&
instructions;& Concentrating& on&one&task;&Taking& turns;&Finishing&work;&Understanding&
and&following&rules;& Organising&tasks;& and& Working&and&playing& in&groups”
-Students& with&ADHD&may& be&assisted& by&the&provision&of&structure& and&routine.&
•
Supporting%Students%Through%the%Arts
-The& Arts&offer& a&natural&and&authentic& means& by&which& students& with& disabilities& can&
participate& equally&in&education.&
-Through& the&Arts&students& with& disabilities& often&find&the& means& to&express&
themselves,& to&communicate& with& others,& and&to&learn&about& themselves& and& the&
world&in&which& they& live.&
-In&this&respect& students& with&disabilities& are&in&no&way&different& to& all&other& human&
beings,& and&hence& the&Arts&can&provide&them& with&an&authentic,& natural&and&equal&
means& for&communication& and& expression.
-There&is& a&distinction& between& inclusion& in&education& and&what& is& sometimes& called&
creative& arts& therapy& or&expressive& therapy& –where&the&focus&is&upon&‘therapy’not&
‘education’.& According&to&Malchiodi&(2005)&“The&expressive& therapies& are&defined...as&
the&use&of&art,& music,& dance/movement,& drama,& poetry/creative& writing,& play,& and&
sand&tray&within&the&context& of&psychotherapy,& counselling,& rehabilitation& ,&or&health&
care”& (p.&2).
-All&students& have&the&right&to&an&Arts&education,& and&all&students& should&be&
understood&and&valued&as&individuals
-The& Arts&in&education& celebrates& diversity& in&all& its&meanings.& Occurring& through&the&
senses& the&Arts&offer&a&unique&way&for&the& inclusion&of&students& with&disabilities,&
enabling& different& means& of&expression& and& communication,& and&celebrating& diverse&
perceptions& of&the& world.&
-Organising&learning&for&students& with&disabilities& in&Music&education.& The&focus&here&
is&on&the&execution& of&activities& that&enable& ALL&students& to&participate& and&learn&
equally,& emphasising& learning& of&musical& concepts& and&processes.
-Organising&learning&for&students& with&disabilities& in&Visual&Art&education.& The&focus&
here&is&also&on&the&execution& of&activities& that&enable& ALL&students& to&participate& and&
learn&equally,&emphasising& the&elements& and&principals&of&art&and&valuing&unique&
responses.&
-Students& with&disabilities& should&be&able&to&respond&in&these& activities& in&ways&with&
which& they&are&comfortable& and&able&to& engage.
-The& early& years&are&of¶mount& importance& for&the&development& of&cognitive& and&
social&development& as&well&as&verbal,&fine&and&gross&motor&skills.&The&sense& of&
achievement& or&&failure&in&the&school& system& will& be&ingrained&here.&
-By&applying&the&concepts& of&multiple& intelligences,& and&therefore¬&pre&judging&a&
child’s& abilities& through& archaic& assessment& tools,& children& can& have& opportunities& for&
success.& The&Arts&in&all&their&forms&offer&multiple& methods& to&allow&children&to&access&
the&curriculum.
-Most&importantly& is&the&need& to&express&ourselves.& Too&often&children&with&any&form&
of&disability&feel& trapped&and&isolated& by&their&bodies&and&minds.
-With&the& freedom&and&challenge& that& the&Arts&offer,&and&by&developing& the&
fundamental& core&skills,&the&general&capabilities& and&key&competencies,& children&can&
be&nurtured&to&their&fullest& potential.&
-By&engaging& with&the&Arts,&and&integrating& the&Arts&fully&and&authentically& into&all&
that& we& do&in&the& classroom,& not&only&will& students& be& engaged,& focussed& and&
intellectually& and&emotionally& stimulated;& but&our&job&will&be&easier&as&students& take&
control& and&discover& knew& paths& to&success.&
-The& children&will&enjoy& learning,& you&will& enjoy& learning.& Everyone&reaches& their&
potential.&
•
References
-Ashman,&A.,&and&Elkins,&J.&(2012).&Education& for&inclusion&and&diversity.& Frenchs&
Forest,&NSW:& Pearson.&
-Commonwealth& of&Australia.&(2006).&Disability%Standards%for%Education%2005.%
Retrieved& from:&
http://www.deewr .gov.au/Schooling/Programs/Documents/Disability_Standards_for
_Education_2005.pdf
-Commonwealth& of&Australia.&(2009).&Cultural%Ministers% Council:%National%Arts%and%
Disability%Strategy.& Retrieved& from:&
http://cmc.gov.au/sites/www.cmc.gov.au/files/arts-disability-0110.pdf
-Department& of&Education& and&Training,&NSW.&(2003).&Quality%Teaching%in%NSW%Public%
Schools:%A%Classroom%Practice% Guide.%Ryde,&NSW&Department& of&Education& and&
Training&Professional&Support&and& Curriculum& Directorate.
-Department& of&Education,& Tasmania.& (2008).&Disability%Action%Plan%2008-2010.%
Retrieved& from:&
http://www.education.tas.gov.au/documentcentr e/Documents/Disability%
20Action%20Plan%202008-2010.pdf
-Department& of&Education,& Tasmania.& (2012).&Register% of%Students%with%Severe%
Disabilities.% Retrieved& from:&
http://www.education.tas.gov.au/documentcentr e/Documents/Register-of-
Students-with-Severe-Disabilities.pdf
-Malchiodi,& C.&A.&(2005).&Expressive% Therapies:% History,% Theory,% and%Practice.% In&C.&A.&
Malchiodi& (Ed.),&Expressive% Therapies% (pp.&1-15).&New&York,&NY:& Guildford&
Publications.&
-UNESCO.& (2009).&Policy&Guidelines& on&Inclusion& in&Education.& Retrieved& from:&
http://unesdoc.unesco.org/images/0017/001778/177849e.pdf
-(UNESCO,& 2012).&Education%and%Disability:%The% Flagship%on%Education% for%All%and%the%
Right%to%education%for%Persons%with%Disabilities:% Towards%Inclusion.%Retrieved& from:&
http://www.unesco.org/education/efa/know_sharing/flagship_initiatives/disability_l
ast_version.shtml
•
Notes& from&Music& and&Visual&Arts&Education& and&Inclusion&Lecture
Week$7-Music$and$Visual$Arts$Education$and$Inclusion
Text:& Chapter&9
•
Readings
Notes
What%is%‘Inclusion’?
-Within&the&classroom&there& will&be&a&variety&of&children&each& of&whom&have&the&right&
to& engage& fully&with&education,& regardless& of&culture,& ethnicity,& physicality,& neurology&
or&gender.&
-Inclusion&is&much&more&than&providing&equity&of&access& for&students& with&disabilities;&
it&also&refers&to&issues&such&as&cultural& diversity,&poverty,&and&gender&equity.& This&
presentation& however&refers&specifically& to&inclusion&with& respect& to&students& with&
special& needs&or&disabilities.&
-Schools&exist&in&a&culture&of&inclusion&which& is&fully&understandable& for&most&
discriminatory& acts& are&usually&based&upon&ignorance.& However& schools& are&a&
microcosm& of&society& and&as& a&teacher& we& have& to&actively& find&methodologies& for&
inclusion.&
-According&to&UNESCO&(2009)&an&‘inclusive’& education& system& can&only&be&created& if&
ordinary&schools&become& more&inclusive& –in&other&words,&if&they&become& better&at&
educating& all& children& in&their& communities.
-And&‘regular&schools&with&[an]&inclusive&orientation& are&the&most&effective& means& of&
combating& discriminatory& attitudes,& creating& welcoming& communities,& building& an&
inclusive& society& and&achieving& education& for&all;&moreover,& they&provide&an&effective&
education& to& the& majority& of&children& and& improve& the& efficiency& and&ultimately& the&
cost-effectivenes s& of&the& entire& education& system’& (p.& 8).
-According&to&UNESCO&(2012)&“The& right&to&education& is&universal&and&must& extend&to&
all& children,&youth,&and&adults&with&disabilities.
-This&right&is&enshrined& in&the&Convention& on&the& Rights& of&the& Child&(1989)&and&
addressed& in&several& significant,& internationally& approved&declarations,& including:
the&World&Declaration& for&Education& for&All&(1990),&
the&Standard& Rules& on&the& Equalization& of&Opportunities& for&Persons& with& Disability&
(1993),&
the&UNESCO& Salamanca& Statement& and&Framework& for&Action& (1994),&and&
the&Dakar& Framework&for&Action& (2000)”
•
Legislation
-There&are&two&main&pieces& of&legislation& in&Australia&that&impact& on&education& in&
respect& of&inclusion:& The&Commonwealth& Disability%Discrimination% Act%1992;%and&The%
Australian%Human%Rights%Commission%Act%1986
-According&to&Ashman&and&Elkins&(2012)&under&the& Commonwealth& Disability%
Discrimination% Act%1992 “it& is&illegal& for&an&educational& authority& to&discriminate&
against& a&child& on&the&basis&of&their&disability…[including]& students& who&have&
cognitive,& psychiatric,& neurological,& physical& and&sensory& difficulties”& (pp.&40-41).
-Anti-discrimination& legislation& exists&in&all&Australian&States& and&Territories.&
-In&Tasmania,& under&the&Anti-discrimination% Act%1998,%the%Tasmanian%Government’s%
Disability%Framework% for%Action%2005-2010%“seeks%to%remove%barriers% and%enable%
people%with%disabilities%to%enjoy%the%same% rights%and%opportunities% as%all%Tasmanians”.%
(Department& of&Education,& Tasmania,& 2008,&p.&4).&
-The& Department& of&Education,& Tasmania& (2012)&administers& a&Register& of&Students&
with& Severe& Disabilities.& Eligibility& for&admission& to&the®ister& is&on&the&basis&of:&
Autism&Spectrum& Disorder;&Intellectual& Disability;& Physical& Disability&or&Health&
Impairment;& Multiple& Disability;& Psychiatric& Disability;& Vision& Impairment;& and,& Deaf&
or&Hearing&Impaired”& &(p.&2).
-Students& on&this&Register& are&funded&by&the& government& to&assist&with&their&disability
•
The% Australian%Curriculum
•
-The& Australian& Curriculum&states& that& it&seeks& ‘to&ensure&that&all&students& with&
disability&are&able&to&participate& in&the&Australian& Curriculum&on&the& same& basis&as&
their& peers& through&rigorous,& meaningful& and&dignified& learning& programs’& (2015).
-The Disability%Discrimination% Act%1992 and&the& Standards&are&intended& to&give&
students& with&disability&the&same& rights&as&other&students,& including&the&right&to&
education& and& training&‘on%the%same%basis’ as&students& without& disability’& (Australian&
Curriculum,&2015).
Two% Disorders% you%will%Encounter:% Autism% Spectrum% Disorder% (ASD)
According&to&Ashman&and&Elkins&(2012,&p.&159):
-“The& term& Autism& is& derived& from&the& Greek& word&autos,& meaning& self,& which&
describes& someone& who&is&self-absorbed”.
-“Autism& is&a&neurological& disorder&that& occurs& in&about& 1&in&160&children.& It& is&much&
more& common& in&boys,& with& a&male-to-female& ratio&of&4:1”.
-“In& severe& Autism,& the& child& deliberately& tries& to&avoid& social& interactions,& appearing&
to& be&aloof…Some& children& are& less& actively& detached;& instead,& they& passively& accept&
social&experiences…A& third&group&are&motivated& to&socialise,& &but&their&active&
engagement& with& others& is…very& immature,& and&primarily& with& adults…The& fourth&
group&are&those&who&have&Asperger’s&syndrome…[having]& considerable& difficulty&
acquiring&reciprocal& play&and&conversation& skills,& and&are&prone&to&being&rejected& and&
ridiculed&by&peers’.
-“The& child& will&need& to&learn& both&the& academic& and&social& curriculum.& In& severe&
Autism,&the& child&can&be&encouraged& to&participate& in&group&activities”.&
•
Two% Disorders% you%will%Encounter% :%Attention% Deficit% Hyperactivity% Disorder% (ADHD)
According&to&Ashman&and&Elkins&(2012,&pp.&152-153):
-All&students& display&behaviours&that&are&disruptive,&inattentive,& impulsive& or&hyper&
active.& Students&with& ADHD&will& present&these& behaviours&more&frequently& or&more&
severely& than&usual.&There&is&a&strong&genetic& component& to&ADHD.&
-Students& with&ADHD&may& have&trouble&with:& “remaining& seated;& Following&
instructions;& Concentrating& on&one&task;&Taking& turns;&Finishing&work;&Understanding&
and&following&rules;& Organising&tasks;& and& Working&and&playing& in&groups”
-Students& with&ADHD&may& be&assisted& by&the&provision&of&structure& and&routine.&
•
Supporting%Students%Through%the%Arts
-The& Arts&offer& a&natural&and&authentic& means& by&which& students& with& disabilities& can&
participate& equally&in&education.&
-Through& the&Arts&students& with& disabilities& often&find&the& means& to&express&
themselves,& to&communicate& with& others,& and&to&learn&about& themselves& and& the&
world&in&which& they& live.&
-In&this&respect& students& with&disabilities& are&in&no&way&different& to& all&other& human&
beings,& and&hence& the&Arts&can&provide&them& with&an&authentic,& natural&and&equal&
means& for&communication& and& expression.
-There&is& a&distinction& between& inclusion& in&education& and&what& is& sometimes& called&
creative& arts& therapy& or&expressive& therapy& –where&the&focus&is&upon&‘therapy’not&
‘education’.& According&to&Malchiodi&(2005)&“The&expressive& therapies& are&defined...as&
the&use&of&art,& music,& dance/movement,& drama,& poetry/creative& writing,& play,& and&
sand&tray&within&the&context& of&psychotherapy,& counselling,& rehabilitation& ,&or&health&
care”& (p.&2).
-All&students& have&the&right&to&an&Arts&education,& and&all&students& should&be&
understood&and&valued&as&individuals
-The& Arts&in&education& celebrates& diversity& in&all& its&meanings.& Occurring& through&the&
senses& the&Arts&offer&a&unique&way&for&the& inclusion&of&students& with&disabilities,&
enabling& different& means& of&expression& and& communication,& and&celebrating& diverse&
perceptions& of&the& world.&
-Organising&learning&for&students& with&disabilities& in&Music&education.& The&focus&here&
is&on&the&execution& of&activities& that&enable& ALL&students& to&participate& and&learn&
equally,& emphasising& learning& of&musical& concepts& and&processes.
-Organising&learning&for&students& with&disabilities& in&Visual&Art&education.& The&focus&
here&is&also&on&the&execution& of&activities& that&enable& ALL&students& to&participate& and&
learn&equally,&emphasising& the&elements& and&principals&of&art&and&valuing&unique&
responses.&
-Students& with&disabilities& should&be&able&to&respond&in&these& activities& in&ways&with&
which& they&are&comfortable& and&able&to& engage.
-The& early& years&are&of¶mount& importance& for&the&development& of&cognitive& and&
social&development& as&well&as&verbal,&fine&and&gross&motor&skills.&The&sense& of&
achievement& or&&failure&in&the&school& system& will& be&ingrained&here.&
-By&applying&the&concepts& of&multiple& intelligences,& and&therefore¬&pre&judging&a&
child’s& abilities& through& archaic& assessment& tools,& children& can& have& opportunities& for&
success.& The&Arts&in&all&their&forms&offer&multiple& methods& to&allow&children&to&access&
the&curriculum.
-Most&importantly& is&the&need& to&express&ourselves.& Too&often&children&with&any&form&
of&disability&feel& trapped&and&isolated& by&their&bodies&and&minds.
-With&the& freedom&and&challenge& that& the&Arts&offer,&and&by&developing& the&
fundamental& core&skills,&the&general&capabilities& and&key&competencies,& children&can&
be&nurtured&to&their&fullest& potential.&
-By&engaging& with&the&Arts,&and&integrating& the&Arts&fully&and&authentically& into&all&
that& we& do&in&the& classroom,& not&only&will& students& be& engaged,& focussed& and&
intellectually& and&emotionally& stimulated;& but&our&job&will&be&easier&as&students& take&
control& and&discover& knew& paths& to&success.&
-The& children&will&enjoy& learning,& you&will& enjoy& learning.& Everyone&reaches& their&
potential.&
•
References
-Ashman,&A.,&and&Elkins,&J.&(2012).&Education& for&inclusion&and&diversity.& Frenchs&
Forest,&NSW:& Pearson.&
-Commonwealth& of&Australia.&(2006).&Disability%Standards%for%Education%2005.%
Retrieved& from:&
http://www.deewr .gov.au/Schooling/Programs/Documents/Disability_Standards_for
_Education_2005.pdf
-Commonwealth& of&Australia.&(2009).&Cultural%Ministers% Council:%National%Arts%and%
Disability%Strategy.& Retrieved& from:&
http://cmc.gov.au/sites/www.cmc.gov.au/files/arts-disability-0110.pdf
-Department& of&Education& and&Training,&NSW.&(2003).&Quality%Teaching%in%NSW%Public%
Schools:%A%Classroom%Practice% Guide.%Ryde,&NSW&Department& of&Education& and&
Training&Professional&Support&and& Curriculum& Directorate.
-Department& of&Education,& Tasmania.& (2008).&Disability%Action%Plan%2008-2010.%
Retrieved& from:&
http://www.education.tas.gov.au/documentcentr e/Documents/Disability%
20Action%20Plan%202008-2010.pdf
-Department& of&Education,& Tasmania.& (2012).&Register% of%Students%with%Severe%
Disabilities.% Retrieved& from:&
http://www.education.tas.gov.au/documentcentr e/Documents/Register-of-
Students-with-Severe-Disabilities.pdf
-Malchiodi,& C.&A.&(2005).&Expressive% Therapies:% History,% Theory,% and%Practice.% In&C.&A.&
Malchiodi& (Ed.),&Expressive% Therapies% (pp.&1-15).&New&York,&NY:& Guildford&
Publications.&
-UNESCO.& (2009).&Policy&Guidelines& on&Inclusion& in&Education.& Retrieved& from:&
http://unesdoc.unesco.org/images/0017/001778/177849e.pdf
-(UNESCO,& 2012).&Education%and%Disability:%The% Flagship%on%Education% for%All%and%the%
Right%to%education%for%Persons%with%Disabilities:% Towards%Inclusion.%Retrieved& from:&
http://www.unesco.org/education/efa/know_sharing/flagship_initiatives/disability_l
ast_version.shtml
•
Notes& from&Music& and&Visual&Arts&Education& and&Inclusion&Lecture
Week$7-Music$and$Visual$Arts$Education$and$Inclusion
