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The Honourable John Watkins,
MP
Minister for Education and Training
Level 34, Governor Macquarie Tower
Farrer Place
Sydney NSW 2000.
Thursday, 21 November
2002
Dear Minister,
Inclusion of Students with
Disability in Mainstream Classes
I am writing to you on behalf
of the Management Committee of the Physical
Disability Council of NSW (PDCN), the State's peak
body representing the interests of people with
physical disability.
We note that the  Inquiry
into the Provision of Public Education in
NSW, the Vinson
Inquiry, has issued its chapter entitled "The
Inclusion of Students with Disabilities in
Mainstream Classes".
PDCN welcomes the findings of
the Vinson Inquiry regarding inclusive education
for students with disability. The Inquiry makes a
strong case for not segregating people with
disabilities, which PDCN strongly supports. We
believe it is for the student and the student's
parents or guardians to decide which is the best
choice of educational opportunity, including type
of school. No child should be forced into a
segregated environment.
Mainstream classes allow as
close as possible to a "normal" education, with the
levels of community and social participation, which
are important to every child and young adult. We
also believe, based on the direct experience of our
members, that students with no disability benefit
significantly from the inclusion of students with
disability in classes. It leads to greater
understanding, mutual acceptance and tolerance, and
a greater appreciation of the whole person.
Inclusive education practices break down ignorance
and help to instill a set of values about decency
and respect for others.
We would especially like to
emphasise that inclusive education is not simply
about providing funding for a person with
disability to attend a school or secondary
institution. The issue is about much more than
physical access to premises. It is about developing
a strategy for inclusion in all aspects of school
life, including extra curricula activities, social
interaction with students and teachers, and
designing lessons and teaching strategies to
accommodate people with different needs. An
educational community is not fulfilling its role
and meeting its obligations if a student is
isolated during recess or lunchtime, or cannot
participate in some way in sporting activities or
attend excursions.
To aid this development,
greater support and training is needed for teachers
of students with disability. Inclusion often brings
additional calls on teacher time in preparing for
lessons, and it should be part of teacher training
to familiarise all entrants to the profession with
the rich variety and many aspects of disability
including how to model appropriate and inclusive
behaviour towards students with disability
.
We do not intend to comment
in detail on each section and recommendation in the
relevant Chapter 9 of the Third Report of the
Inquiry. However, we feel it is important to let
you know that PDCN supports the Vinson Inquiry's
position on inclusive education, continuing the
work already underway in your
Department.
Yours sincerely,
Dougie Herd
PDCN Executive Officer
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