Opening Eyes Onto Inclusion and Diversity 1652324520

Opening Eyes onto Inclusion and
Diversity
Opening Eyes onto
Inclusion and
Diversity
SUSAN CARTER; PROFESSOR LINDY-ANNE ABAWI;
PROFESSOR JILL LAWRENCE; ASSOCIATE
PROFESSOR CHARLOTTE BROWNLOW; RENEE
DESMARCHELIER; MELISSA FANSHAWE; KATHRYN
GILBEY; MICHELLE TURNER; AND JILLIAN GUY
University of Southern Queensland

Toowoomba, Australia
Opening Eyes onto Inclusion and Diversity by University of Southern
Queensland is licensed under a Creative Commons
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otherwise noted.
All images contained within this book retain their copyright or original
Creative Commons Licences and can only be re-used under their respective
licences. A complete attribution list with licencing information can be found
at the end of each chapter.
Disclaimer
Note that corporate logos (such as the USQ Phoenix, and any other
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Creative Commons Attribution NonCommercial 4.0 International Licence of
this work, and may not be reproduced under any circumstances without
the express written permission of the copyright holders.
The following content is specifically excluded from the Creative Commons

Attribution-NonCommercial 4.0 International licence of this work, and may
not be reproduced under any circumstances without the express written
permission of the copyright holders –
Lawrence, J. (2015). ‘Building lifelong learning capacities and resilience in

changing academic and healthcare contexts’. In J. Lawrence, C. Perrin, E.
Kiernan, Building Professional Nursing Communication, Cambridge
University Press. Reprinted with permission.
Contents
Acknowledgements vii
Professor Lindy-Anne Abawi and Susan Carter
Foreword 1
Susan Carter
PART I. MAIN BODY
1. Introducing the key ideas 3

Professor Lindy-Anne Abawi
2. Different childhoods: Transgressing boundaries 18

through thinking differently
Associate Professor Charlotte Brownlow and Lindsay
O'Dell
3. Celebrating diversity: Focusing on inclusion 41

Professor Lindy-Anne Abawi; Melissa Fanshawe; Kathryn
Gilbey; Cecily Andersen; and Christina Rogers
4. Opening eyes onto inclusion and diversity in 92

early childhood education
Michelle Turner and Amanda Morgan
5. Fostering first year nurses’ inclusive practice: A 139

key building block for patient centred care
Professor Jill Lawrence and Natasha Reedy
6. Positioning ourselves in multicultural education: 176
Opening our eyes to culture
Renee Desmarchelier and Jon Austin
7. Creating an inclusive school for refugees and 206

students with English as a second language or
dialect
Susan Carter and Mark Creedon
8. Opening eyes to vision impairment: Inclusion is 239

just another way of seeing
Melissa Cain and Melissa Fanshawe
9. The importance of Indigenous cultural 289

perspectives in education (The danger of the
single story)
Melissa Fanshawe; Professor Lindy-Anne Abawi; and
Jillian Guy
10. Conclusion 319

Professor Jill Lawrence
Acknowledgements
PROFESSOR LINDY-ANNE ABAWI AND SUSAN CARTER
ACKNOWLEDGEMENT OF COUNTRY
In the spirit of reconciliation the authors wish to acknowledge the

Giabal and Jarowair peoples of the Toowoomba area, the Jagera,
Yuggera and Ugarapul peoples of Ipswich and Springfield, the
Kambuwal peoples of Stanthorpe and the Gadigal peoples of the
Eora nation Sydney, as the keepers of ancient knowledge where
University of Southern Queensland [USQ] campuses and hubs have
been built and whose cultures and customs continue to nurture
this land. As authors, we acknowledge the cultural diversity of
all Aboriginal and Torres Strait Islander peoples and pay respect
to Elders past, present and future. We celebrate the continuous
living cultures of First Australians and acknowledge the important
contributions Aboriginal and Torres Strait Islander people have and
continue to make in Australian society. The authors wrote this
textbook on the lands of the Giabal and Jarowair peoples of the
Toowoomba area.
EDITOR’S NOTE
As editor I was delighted to have the opportunity to work with such

vii
viii ACKNOWLEDGEMENTS
an amazing project team. I would like to acknowledge the hard

work of all members of our team who conceptualised the project
and sourced funding. This textbook is an integral part of the project
and involves the linkage to a website where readers are invited
to provide feedback and information with the aim of co-creating
knowledge. Their dedication and commitment to this project are a
testament to the passion and belief they have in making the world
a better place by identifying and accepting diversity and working
inclusively. As a team they collaboratively invited other experts in
various fields to co-write and be a part of the writing team. I offer a
sincere thanks to the dedicated project team.
The work of our Research Assistant Jillian Guy, enabled this

project to reach fruition. Thank you Jillian for being understanding,
supportive and helpful to all authors and for the initiative shown in
helping to assemble the final product.
The project team would like to acknowledge and thank USQ for
funding and the support provided for this project, facilitated
through the Office for the Advancement of Learning and Teaching.
Our writing team would like to sincerely thank Cindy Laine,
Associate Director of Media Design and Development (MDD), and
her talented staff for their support to create media images used
in this text and who supported us to achieve the publication
timelines. Thank you MDD team! Their expertise in media design
has ensured that our book is more visually engaging.
We also acknowledge the work of the Scholarship support

personnel, especially Janice Kann, Coordinator Awards and Grants,
Educational Excellence and Innovation, and Adrian Stagg, Manager
(Open Educational Practice), Program Quality and Enhancement
who assisted us to complete the book and utilise Pressbooks as
the publication platform. Adrian thank you for challenging us to
embrace new learning and a new platform for publishing.
ACKNOWLEDGEMENTS ix
Our project team offers a heart-felt thank you to members of

the community who engaged with us in our research and to the
systems that provided permission for the establishment of
productive and ongoing research relationships.
THE CORE WRITING TEAM
Several authors have co-written chapters and we thank all

authors for their contributions. The project team welcome you
to contact them about their work and invite you to co-construct
knowledge: how can an uncompromising social justice agenda that
is inclusive of others and caters for diversity, be anchored to the
needs of a changing population? You are invited to respond to
this question and provide feedback about our textbook
at www.usq.edu.au/open-practice .
Name: Professor Lindy Abawi

Position: Co-Head of School (Education – Academic)
School/College/Section: School of Education, Faculty of Business,
Education, Law and Arts (BELA)
Email: [email protected]
Name: Associate Professor Charlotte Brownlow

Position: Associate Dean (Graduate Research School)
School/College/Section: Graduate Research School
Name: Dr Susan Carter

Position: Lecturer Education
School/College/Section: BELA – SoLASE
Name: Dr Renee Desmarchelier

x ACKNOWLEDGEMENTS
Position: Acting Associate Dean Teaching and Learning

School/College/Section: BELA
Email: Renee [email protected]
Name: Melissa Fanshawe

Position: Lecturer
School/College/Section: BELA – SoLASE
Name: Dr Kathryn Gilbey

Position: Senior Lecturer CISER
School/College/Section: BELA – CISA – College for Indigenous
Studies, Education and Research
Name: Professor Jill Lawrence

Position: Head of School (Humanities & Communication)
School/College/Section: School of Humanities and Communication,
Faculty of Business, Education, Law and Arts (BELA)
Name: Dr Michelle Turner

Position: Lecturer B (Early Childhood Education)
School/College/Section: –BELA – School of Teacher Education and
Early Childhood
Research Assistant and Author

Name: Dr Jillian Guy
ACKNOWLEDGEMENTS xi
Media Attributions
• Funding acknowledgment [Office for the Advancement of

Learning and Teaching, University of Southern
Queensland] © University of Southern Queensland,
Australia is licensed under a All Rights Reserved license
Foreword
SUSAN CARTER
At the University of Southern Queensland [USQ], we are

committed to advancing the use of open textbooks in higher
education evidenced by our membership as the first Australian
university in the Open Textbook Network [OTN]. This textbook
is a tool to support Wiley’s five R’s of openness – retain, reuse,
redistribute, revise and remix.
Enjoy the collection of chapters, including:
1. Introducing the key ideas

2. Differing childhoods: Transgressing boundaries through
thinking differently
3. Celebrating diversity: Focusing on inclusion
4. Opening eyes onto diversity and inclusion in early
childhood education
5. Fostering first year nurses’ inclusive practice: A key
building black for patient centred care
6. Positioning ourselves in multicultural education: Opening
our eyes to culture
7. Creating an inclusive school for refugees and students
with English as a second language or dialect
1
2 JILLIAN GUY
8. Opening eyes to vision impairment: Inclusion is just

another way of seeing
9. Setting the scene: The importance of Aboriginal and Torres
Strait Islander cultural perspectives in education (the
danger of the single story)
10. Conclusion
In Australia and internationally much still needs to occur to

promote inclusive practices in education and society with many
educators not feeling equipped to recognise or appreciate diversity
or cater effectively for inclusion (Hardy & Woodcock, 2015). It is
into this space that a University of Southern Queensland team of
researchers, practitioners, and academics intends to contribute an
open textbook “Opening Eyes onto Inclusion and Diversity”. With
embedded audio–visual components, the Open Textbook is
designed to enhance the quality of the reader’s experience with
each chapter posing key understandings underpinning inclusion
and diversity. Readers are encouraged to answer questions on
culture, special learning needs, varied educational contexts, gender
diversity and more. The key expected outcome of this open
textbook is to engage readers in making meaning of inclusion
and diversity and applying their learning to their own individual
contexts.
REFERENCES
Hardy, I. & Woodcock, S. (2015). Inclusive education policies:
discourses of difference, diversity and deficit. International Journal
of Inclusive Education, 19(2) ,141-164. doi:10.1080/
13603116.2014.908965.
Wiley, D. (2010). Openness as catalyst for an educational
reformation. EDUCAUSE Review, 45 (4), 14–20.
CHAPTER 1
Introducing the key ideas
PROFESSOR LINDY-ANNE ABAWI
Figure 1.1: Abawi, L. (2019). Photograph of street art: Giving

diversity voice. Stavanger Norway, USQ.This book is for any reader
who wishes to learn more about the rich tapestry of learners and
3
4 JILLIAN GUY
individuals who make our world such an interesting and diversely

textured community. Although our focus is largely on diversity and
inclusion in Australian educational contexts we believe that the
perspectives and insights presented within each chapter have
much to offer the broader community as a whole.
Each of the authors provide unique insights into a diverse range

of learners, from Chapter 2 that considers different childhoods
through to Chapter 8, in which eyes are opened into experiences
of visual impairment and Chapter 9 with its eye opening look at
Aboriginal and Torres Strait Islander perspectives in education.
Each authors’ lived experiences of, and research into, diversity
underpin the perspectives presented. Every chapter is designed
to not only provide information, but to stimulate reflection and
present opportunities to demonstrate knowledge transfer into
personal contexts. By opening eyes onto diversity we challenge
every reader to consider what it means to be inclusive of diverse
individuals, both within educational contexts and beyond.
As with many countries across the world, Australia has a long

history of colonisation and immigration. Many might automatically
consider diversity within Australian society as being about culture,
race and religion, at least as their initial response to this powerful
and exciting word. Diversity is much more than this. However you
might define diversity, and certainly many definitions abound, it
is diversity in the world around us that excites, challenges and
rewards us in so many ways… but only when we open our eyes to
the inherent complexities and beauty associated with diversity.
There would be few individuals who lack awareness of people with

physical attributes different from their own, whether these be
related to race, birth characteristics, sexual characteristics, age,
INTRODUCING THE KEY IDEAS 5
diagnosed [dis]ability, injury and the like. What may be more

difficult to ascertain are differences related to sexual orientation,
gender, mental health, autism, socioeconomic status, family
structure…and the list goes on. Underpinning all of these are also
personality differences, religious differences, learning preferences,
health issues and psychological attributes. So much diversity, yet
so much that remains unseen, resulting in individuals who feel
invisible and believe that those around them are blinded to their
needs.
Figure1.2: Abawi, L. (2019). Photograph of street art: Feeling unseen.

Stavanger Norway, USQ
The act of trying to list the types of differences that contribute

to what the word ‘diversity’ seeks to express is inherently an
‘exclusionary’ process because invariably there will be a form of
difference that is not mentioned and which may have personal
importance and significance to an individual. For example
6 JILLIAN GUY
geographical location can affect any and all of the above, as can
levels of adversity, historical or circumstantial, which may have
impacted an individual, a family, a community, a country or a
people.
Whilst acknowledging the power of words to both include and

exclude, the authors of this book are highly conscious of
establishing from the very beginning, a willingness to ‘have-a-go’
regarding talking about issues that many find difficult to talk about
because they are fearful of offending an individual or group of
people without intending to do so. We have taken care to try and
use terminology that will not offend others, but we acknowledge
that even as we write we might inadvertently use words that might
be considered offensive by some even though these same words
are accepted by others as being respectful.
Ultimately, we believe that by talking about diversity we open

avenues for sharing and knowledge acquisition that are essential
in the fight to learn about, and to value diversity as a strength in
our schools and our communities. If what we share challenges your
understandings, triggers discussion or prompts debate, including
the rightness or wrongness of what we say, then this book has
achieved its purpose.
Hand in hand with any discussion about diversity goes the concept
of inclusion and what that looks likes, sounds like and feel likes.
In educational contexts many would accept that as Norwich (2013)
suggests inclusivity is a principle whereby a general system is
adapted to the diversity of learners. Norwich (2013), along with
Allen and Slee (2008) see a weakness in current understandings of
diversity and applications of inclusion as being bounded by politics
and policy instead of emancipatory action based on sound theory
and practice. We don’t believe that adaption is what is needed,
rather it is a mindset of acceptance and planning for all right from

the start, which of course is the essence of the Universal Design
for Learning approach where planning takes into account multiple
means of representation, multiple means of engagement and
multiple means of action and expression (Rose & Meyer, 2006).
As educators, and as members of a diverse society, we need to

be thinking about, negotiating and transforming the relationships
that exist within our classrooms, the teaching that occurs, the
production of knowledge that happens, the education setting
structures, and the social relationships that exist within the wider
community, society and nation-state (Nouri & Sajjadi, 2014).
Without exception this requires a thorough understanding of
individual strengths, challenges and needs.
Recent research into diversity and inclusion in varied Australian

school contexts (Abawi, Carter, Andrews & Conway, 2018)
acknowledged that inclusive educational contexts are not easily
attained or sustained. Findings indicated a set of six principles
underpinning the creation of an inclusive culture:
Principle 1 Informed shared social justice leadership at multiple

levels – learning from and with others.
Principle 2 Moral commitment to a vision of inclusion – explicit
expectations regarding inclusion embedded in school wide practice.
Principle 3 Collective commitment to whatever it takes – ensuring
that the vision of inclusion is not compromised.
Principle 4 Getting it right from the start – wrapping students,
families and staff with the support needed to succeed.
Principle 5 Professional targeted student-centred learning –
professional learning for teachers and support staff informed by data
identified need.
Principle 6 Open information and respectful communication –
leaders, staff, students, community effectively working together.
8 JILLIAN GUY
As a reader, we ask you to reflect on the six principles and how

they are demonstrated within these pages. We also ask you to
consider your own learning, work or social context and to what
extent these principles are applicable and evident, as well as what
more could be done to embrace diversity and embed inclusion.
Many of the authors are in the middle of this process themselves
as they reflect on data from a more recent and ongoing research
project, early findings of which have been woven into Chapter 3.
The aforementioned research also raised a question about “how
can an uncompromising social justice agenda that is inclusive of
others and caters for diversity be anchored to the needs of a
changing population within specific contexts?”
We seek your assistance in developing a picture of what the answer

to this question might be, to co-construct knowledge of ways of
being inclusive and catering for diversity and intend to collate your
responses and publish them in the next addition of this text as an
epilogue of learning, a co-construction of knowledge in an on-going
and reiterative process of collective learning. Please post your
responses to www.usq.edu.au/open-practice . We will then utilise
reader responses as a basis for further study and publication.
The themes and issues raised within this text vary starting with
Chapter 2, Different Childhoods: Transgressing boundaries through
thinking differently, by Charlotte Brownlow and Lindsay O’Dell,
which considers the intersectional nature of individual identity
drawing on key examples from domains of difference through
exploring [dis]ability, gender and culture. It considers the
narratives of [non] inclusion that frequently operate within
educational environments, from early childhood through to lifelong
learning, and implications for positive identity constructions for
individuals are explored. Children who are in some ways ‘different’

can find interactions in education settings challenging due to
negative assumptions held by others.
Ability and socially approved identities must be carefully outlined

and managed within systems, with clear benchmarks established
concerning what is ‘appropriate’ and what is deemed
‘inappropriate’ when identifying and responding to difference. In
conclusion the authors urge readers and educators to move
beyond impairments to view differences through careful reflection
on environments and the need to personally act in ways which
maximise ability.
In Chapter 3, Celebrating diversity: Focusing on inclusion, Lindy-Anne

Abawi, Melissa Fanshawe, Kathryn Gilbey, Cecily Andersen and
Christina Rogers remind the reader of the increasing emphasis, in
education settings, on understanding and catering for the diversity
of learners in our classrooms. Education is acknowledged as being
fundamental to shaping our future for it involves “the formation of
each new generation into the citizens of tomorrow…In this age of
‘super-diversity’, it is difficult to categorise or place people into neat
boxes. It is therefore all the more important for us to sharpen up
our thinking and practice by developing a critical understanding of
issues of difference” (Wrigley, Arshad & Pratt, 2012, p. 209).
The starting point for understanding is knowledge and experience.

These two lenses will be used throughout this chapter to develop
critical thinking and reflection on pedagogical practices. You may
be asked to challenge your own pre-conceived ways of thinking
and engaging with others; you may be asked to reflect on personal
and possibly confronting experiences; and, most of all you will be
asked to bring an open mind to the concept of diversity and engage
10 JILLIAN GUY
with the scenarios presented with respect, tact and integrity. Every
individual is shaped and influenced by multiple factors: ethnicity
(language, religion and cultural diversity); variable skills and
capabilities; socioeconomic background; health and well-being;
and, gender identity and sexual orientation. It is these variable
and varied factors that contribute to each of us as individuals and
are what we add to the rich tapestry of schools and community.
Diversity is a celebration of the richness and strength that it brings
to society and is a primary responsibility of all those who teach and
of all those who support teachers (Peters, 2007).
Chapter 4, Opening Eyes onto Inclusion and Diversity in Early

Childhood Education, by Michelle Turner and Amanda Morgan, sees
diversity as a celebratory characteristic of early childhood
education in contemporary Australia. The education system in
Queensland defines inclusion as the need to encompass individual
differences such as culture, language, location, economics,
learning, abilities and gender (Queensland Government
Department of Education, 2018). The United Nations Convention
on the Rights of the Child sets out the principle that all children
have the right to feel accepted and respected. As a signatory of
the convention Australia is committed to a policy of respect for
diversity providing children with access to fair, just and non-
discriminatory education and care (Queensland Government
Department of Education, 2018).
Regardless of the level of diversity evident in a setting it is

important that all young children have the opportunity to develop
an appreciation and respect for the diversity of their local and
broader communities. Early childhood education offers the ideal
setting for children to learn about diversity and the benefits it
brings to their community. Through engagement in contexts that
promote understanding of difference, children and families have
the opportunity to develop their own understandings about

diversity and build positive relationships with their local
communities. Adopting a holistic approach to diversity is promoted
as a strategy for educators working in contemporary early
childhood settings.
Chapter 5 takes a slightly different tack and views diversity from a

position of care. Entitled Fostering first year nurses’ inclusive practice:
A key building block for patient centred care, Jill Lawrence and
Natasha Reedy investigate how we can better understand and cater
for the diversity of learners in our classrooms. The depth and
breadth of the research enriches and stretches our preconceptions
by not only encompassing a range of contexts (early childhood,
primary, secondary, tertiary, community and ‘in between’ spaces)
and but also by exploring issues emanating from ‘difference’
(language, religious and cultural diversity, skills and capabilities,
socioeconomic background, health and well-being, and gender
identity and sexual orientation).
The chapter themes challenge our ways of knowing and thinking,

and of engaging with others. They require us to reflect on others’
experiences in exploring our concepts of diversity and inclusion
and to, in turn, apply this critical thinking to our own pedagogical
practices. To achieve this, the chapter asks us to embrace the
authenticity of inclusion: to confront how notions of power, voice
and agency can shape ‘outcomes’ for those on the ‘margins’; to
imagine the implications for society of positive identity
constructions for individuals; and to highlight a way of working that
facilitates the creation of shared cultures, a place where all can feel
safe and included. There are also cautionary tales. For example,
in this contemporary rationalised world we often fail to appreciate
that the cost of caring always includes pragmatic considerations
that educators must meet.
12 JILLIAN GUY
Renee Desmarchelier and Jon Austin, in Chapter 6, Positioning

ourselves in multicultural education: Opening our eyes to culture,
explores how Australian schools are increasingly providing
education to very ethnically and culturally diverse student
populations. In some schooling areas, the backgrounds of students
attending both public and private schools have changed rapidly.
So, the authors ask questions such as: What does it mean to be
‘multicultural’?; Is multicultural education just something we
provide to students from backgrounds that are not white-Anglo
Australian?; and, How do we as teachers position ourselves in
relation to multiculturalism, multicultural policies and education
system requirements and expectations?
They suggest that through recognising culture as something that

everyone has, we start to unpack our own attitudes to culture
and multicultural education. We engage in critical self-reflection so
we can understand ourselves to better position us to understand
others. The authors share a tool with which to do this – a physical
cultural audit. This involves a process of collecting data in the form
of observations and/or photographs of the physical spaces around
us and analysing them for the messages they give about the
culture/s present in a particular environment. Through turning the
gaze on ourselves and our own cultures we can come to
understand the ways in which we culturally construct our
understanding of the world around us.
This can assist us to be better educators in multicultural contexts

through recognising that the students we are teaching are not
the only ones to have ‘culture’ but that we ourselves are coming
from a particular cultural position. Through such processes we
can then work to unpack our own and the education system’s
expectations of all students and recognise where we may need

to change our approach in order to achieve more socially just
outcomes for students from a diverse range of cultural
backgrounds.
Chapter 7, Creating an inclusive school for refugees and students

with English as a Second Language or Dialect, is written by Susan
Carter and Mark Creedon who argue that although inclusion is a
basic need for humans, schools in Australia and internationally are
still exploring what this really means in a rapidly changing global
context. Challenges face educators as never before as the rate of
migration has vastly increased with more people seeking asylum
than at any time since World War II (Gurria, 2016). Schools face
challenges in educating students who have little understanding of
the official language or the school’s cultural context. This chapter
seeks to bring into focus the need to include students new to
Australia, with limited or no English speaking skills, to regular
classrooms.
The chapter specifically explores the inclusive practices of one

highly diverse junior school and seeks to share the effectual ways
that they support, engage, enculturate and educate students. Use
of case study methodology, revealed a way of working that
facilitates the creation of a shared inclusive culture, a place where
individuals share that they feel safe and included. The cost of caring
is however a realistic consideration confronting educators and this
chapter outlines some strategies on how to engage community
help and create a sense of hopefulness.
Chapter 8, Opening Eyes onto Diversity and Inclusion for students with
Vision Impairment, by Melissa Cain and Melissa Fanshawe shares
the challenges that abound for students with vision impairments.
14 JILLIAN GUY
Access and inclusion in education settings can be overlooked, as

facilities are set up for those who can see. Many critical elements
the school is trying to portray, such as the culture, behaviour
management and curriculum, are displayed in visual format. Think
about your journey into a school, through the office, into the
classroom and around the school grounds and the incidental
learning you acquire through visual means.
The author looks at the educational, physical and social impact

of vision impairment and a mindset of designing curriculum
opportunities to consider students with vision impairment. It
investigates the implications that visual impairment should have on
the curriculum, assessment and pedagogy, as well as the need to
show concern for a student’s ability to move independently within
and between classrooms and throughout the school. It also looks
at the social competence of students with vision impairment, who
may find it difficult to interact with their peers due to missing the
sighted cues to adhere to social norms (Wolffe, 2012). Through
the use of modifications and a mindset of ability portrayed in this
chapter, it is hoped educators can open their eyes to vision
impairment, to find inclusion is just a different way of seeing.
Melissa Fanshawe, Lindy Abawi and Jillian Guy Chapter 9, The

Importance of Australian Indigenous Cultural Perspectives in Education
(The Danger of the Single Story), leaves the reader with additional
insights into the need to acknowledge and specifically address the
needs, beliefs and histories of Australia’s First Nation people, the
oldest living culture in the world. We started this text with an
acknowledgement of Country and have attempted to weave
insights into Australian Indigenous perspectives throughout many
of the chapters.
Chapter 9 seeks to consolidate the narrative of survival,

celebration, disadvantage, injustice, racism and generational
distress that is part of Australian history. The authors investigate
the conceptual understandings of race, colonisation and Western
viewpoints proposing considerations to ensure all students receive
a culturally sensitive education and ensuring that what is left with
the reader is a realisation and an urgency that more needs to be
done to ensure First Nation Peoples attain their rightful place in
Australian society.
Finally, Opening Eyes onto Diversity and Inclusion, the concluding

chapter by Jill Lawrence, investigates how we can better
understand and cater for the diversity of learners in our
classrooms. It touches on what has been explored throughout this
text. At its heart, this text galvanises us by presenting strategies
about how to engage community and to create inclusion and
hopefulness for those marginalised by difference. It exalts us to
celebrate the richness and strengths of diversity and to accept
our responsibilities in motivating and supporting all educators,
including ourselves, to appreciate and build on these strengths.
REFERENCES
Abawi, L. Carter, S. Andrews, D. & Conway, J. (2018). Inclusive

schoolwide pedagogical principles: Cultural indicators in action.
In O. Bernad-Cavero (Ed.), New pedagogical challenges in the 21st
Century – Contributions of research in education (pp. 33-55). doi:
10.5772/intehopen.70358.
Allan, J. & Slee, R. (2008). Doing inclusive education research.
Rotterdam, The Netherlands: SENSE Publishers. ISBN:
978-90-8790-417-3
Arshad, R., Wrigley, T. & Pratt, L. (2012). Social justice re-examined:
16 JILLIAN GUY
Dilemmas and solutions for the classroom teacher. London,

England: Trentham Books Ltd.
Gurría, A. (2016). Remarks by Angel Gurría, Secretary-General, CEB-
OECD High-Level Seminar, Paris, 17 May 2016,
https://www.oecd.org/migrationinsights/the-refugee-crisis-
challenges-and-responses-for-social-investment.htm (accessed
2016-06-30).
Norwich, B. (2013). Addressing tensions and dilemmas in inclusive
education: Living with uncertainty.Abingdon, OK: Routledge. ISBN:
978-0-415-52847-4
Nouri, A. & Sajjadi, S. M. (2014). Emancipatory pedagogy in practice:
Aims, principles and curriculum orientation.International Journey
of Critical Pedagogy. 5(2),76- 87
Queensland Government Department of Education.
(2018). Inclusive Education Policy. Retrieved
from https://education.qld.gov.au/students/inclusive-education
Peters, S. (2007). Inclusion as a strategy for achieving education for
all. In L. Florian (Ed.), The SAGE handbook of special education (pp.
118-132). London, England: Sage Publications Ltd. doi:10.4135/
9781848607989.n10.
Rose, D. H. & Meyer, A. (2006). A Practical Reader in Universal Design
for Learning.Cambridge, MA: Harvard Education Press.
ISBN-13: 978-1-891792-30-4.
Wolffe (2012).[SC3] Critical Social Skills[Powerpoint]. University of
Newcastle, RENWICK. Retrieved from
https://uonline.newcastle.edu.au/bbcswebdav/pid-2207767-dt-
content-rid-5878056_1/xid-5878056_1
Media Attributions
• Figure 1.1: Abawi, L. (2019). Photograph of street art:

Giving diversity voice. Stavanger Norway, USQ. © Abawi, L.
is licensed under a All Rights Reserved license
• Figure 1.2: Abawi, L. (2019). Photograph of street art:
Feeling unseen. Stavanger Norway, USQ © Abawi, L. is

licensed under a All Rights Reserved license
CHAPTER 2
Different childhoods:
Transgressing boundaries
through thinking differently
ASSOCIATE PROFESSOR CHARLOTTE BROWNLOW AND

LINDSAY O'DELL
What does it mean to be different? How does difference influence

the way we see ourselves and others?
Key Learnings
• View differences in ways that affords opportunities.
• Create environments that are supportive rather than challenging.
• Promote appropriate partnerships to enable successful learning and

development.
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DIFFERENT CHILDHOODS: TRANSGRESSING BOUNDARIES
19
THROUGH THINKING DIFFERENTLY
INTRODUCTION
These are important and complex questions to answer. Difference

is evident in many settings and across the whole of the lifespan.
At each developmental stage, individuals engage with systems,
people, and broader environments, which allow varying degrees of
agency on the part of the individual, from pre-school, school, higher
education, and work.
Figure 2.1: Photograph by Benny Jackson on Unsplash
A HISTORY OF IDENTIFYING DIFFERENCE
The identification of individuals as in some way ‘different’,

‘deficient’, or ‘other’ is not a new phenomenon, and disciplines such
as psychology have had a significant influence on the definition and
identification of individuals who do not necessarily fit within the
dominant developmental path. This section will explore some of
20 JILLIAN GUY
the ways that understandings of what is considered to be ‘normal’,

and what behaviours transgress this, have become shared
understandings, and the impacts that these ideas may have for the
shaping of positive individual identities.
The discipline of psychology has had a strong influence in defining

boundaries of normality, and such ideas have been readily taken
up in other disciplines such as education. Philosopher Nikolas Rose
(1989a) has argued that disciplines such as psychology,
individualise children, which enables abilities to be measured and
quantified with children being placed in categories based on
calibrated aptitudes. Any variability in individuals can therefore be
identified and appropriately managed. This consequently places a
high importance on the need to fit in with the identified norms
and the power to identify and intervene is firmly placed with
professionals, namely psychologists and psychiatrists.
Rose (1989a) argues that with the advent of psychometrics and the
focus on the individual, psychology could develop its position as
the appropriate authority to govern the lives of the individual. This
rise of psychology to a powerful position led to a normalising vision
of childhood and development. Rose (1989a) argues that the newly
developed scales were not just a means of assessing children’s
abilities, they provided new ways of thinking about childhood with
the development of milestones of achievement.
Such milestones led to ideas about appropriate childhood activities

and ‘normal development’ that regulated the behaviours and
understanding of a variety of groups, including parents and health
workers. Burman (2008) proposes that this new position adopted
by psychology was so powerful in its impact on the everyday lives
of people that its ideals became taken with the goal of measuring
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and regulating behaviour while monitoring any deviations from

prescribed norms, came the important marrying of the concepts
of human variability and the statistical principle of the normal
distribution.
By employing the concept of normal distribution, human variability

could be presented in a simple visual form, with the assumption
that human attributes varied in a predictable manner. Such
patterns of behaviour therefore became governed by the statistical
laws of large numbers (Rose, 1989a). Intelligence for example could
now be quantified and intellectual abilities could now be presented
as a single dimension, with an individual’s aptitude plotted within
the distribution (Burman, 2008; Rapley, 2004; Richards, 1996; Rose,
1989b).
This then enabled the appropriate action to be taken by the expert

psychologist. Intellect and its variations had therefore become
manageable and the transformation of ability into a numerical
form could be used in political and administrative debates (Rose,
1990) such as tests for selective schooling. Rose (1989a) further
argues that such concepts of normality are not gleaned solely from
our experiences with ‘normal’ children but are also developed by
experts drawing on the study of ‘abnormality’ or cases deviating
from the prescribed norms in a given situation.
The relationship between normality and abnormality is therefore

symbiotic: it is the normalisation of individual development that
enables the ‘abnormal’ developmental patterns to become visible,
and vice versa (Burman, 2008). Rose (1989a) concludes that
normality is therefore not an observation of a group of individuals,
but a valuation.
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Figure 2.2: Normal distribution curve by M. W. Toewes
This move towards the quantification of normality and

transgressions from this, led to some individuals being labelled as
‘other’ – as ‘abnormal’, ‘lacking’, and ‘impaired’. Due to the statistical
laws of the normal distribution, the majority of individuals would
fit within the average scores, while a proportion of individuals are
assumed to fit at the extreme scores – either above or below the
average. Such graded understandings therefore lead to negative
constructions of those individuals who fall outside of the tolerance
of the boundaries of ‘normal’ behaviour. Once identified and
labelled, the opportunities for negative self and ‘other’ identity
abound. Such negative connotations of labels have an implicit (and
often explicit) narrative concerning the assumptions of ‘right’ and
‘wrong’ behaviour, which impacts on individual interactions with
others, who frequently consider us to be different or deficient
based on acquired labels and observed differences.
One important challenge to this has been in the rise of self-

advocacy movements, and while initially led by those with physical
disabilities (Barnes & Mercer, 1996), these are now evident across
other groups, such as autistic communities (Bertilsdotter Rosqvist,
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Brownlow, & O’Dell, 2015). These groups vary in action from

political agitation to positive group identity on social media
platforms such as Facebook, challenging members to question
previously held assumptions by themselves and others. The call
for action by such groups has been reflected in values such as
‘nothing about us without us’, challenging broader issues such as
interventions and research.
This chapter will primarily focus on individuals who are different

within the education system, particularly those who identify, or
who are labelled by others, as being neurodiverse. The next section
will therefore focus on the neurodiversity movement and some
of the ways that this is challenging beliefs and action on diverse
individuals.
A NARRATIVE OF NEURODIVERSITY
The neurodiversity movement has been influential in challenging

dominant ways of thinking about people who are in some way
‘different’. The term ‘neurodiversity’ was first coined by Australian
researcher and activist Judy Singer in the late 1990s and has had
widespread adoption within the autism community. The term
however is not limited to autism and has been drawn on when
considering difference across a range of labels including dyslexia,
attention deficit hyperactivity disorder [ADHD], and attention
deficit disorder [ADD] (Armstrong, 2010).
One of the core principles of the neurodiversity movement is the

shift in positioning of neurodiverse individuals from those who
have a deficit to those who are different. The narrative is therefore
one that draws on an abilities framework rather than a disabling
framework. While it has had several critiques concerning its
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reduction of individuals to their basic neurology rather than their

social position (see for example Ortega, 2013), proponents of the
framework of neurodiversity argue that what it enables is a shift
in thinking from positioning an individual as ‘impaired’ or ‘deficient’
to one where difficulties are acknowledged but are constructed as
alternative rather than lacking.
Reflection
Think about a child or student that you have taught who is autistic.
• How might they be described in ‘education language’ and how might they be
described reflecting on the principles of neurodiversity?
Such re-framings of understandings have important implications

for identity, where individuals have more opportunities to craft a
positive identity due to the alternative constructions of their label
in the broader community. This has had an impact on the ways that
labels are used and by whom. Traditionally a person-first language
has been adopted, which refers to a ‘person with autism’ or a
‘person with dyslexia’. However, self-advocacy movements have
consistently called for an identity-first use of language, which
acknowledges that a label is an intricate and positive part of an
individual’s identity rather than an ‘add on’, and therefore
references such as ‘autistic person’ or ‘dyslexic’ are common.
Scholars such as Harmon (2004) argue that identity-first language

is crucial in the crafting of positive identities, as it highlights the
central role that labels such as autism play within an individual
identity. Harmon provides the example that it would appear
strange to refer to someone as ‘a person with femaleness’ rather
than ‘female’, and labels such as autism and dyslexia could be
25
considered similarly. However, while an increase in the influence

of the principles of neurodiversity has been seen, there is still
no concrete agreement as to the terminology and individual
preferences should always be respected.
In addition to the proposal of framing autism within a language

of neurodiversity, individuals who do not attract a label have also
been reframed in the narrative of neurodiversity. The terms
‘neurotypical’, ‘neurologically typical’, or the abbreviation ‘NT’ have
been traced back to a self-advocacy organisation called Autism
Network International (Dekker, 2000). Dekker notes that in order
to avoid having to use the word ‘normal’ to refer to those without
autism, a new term of NT was coined. NT is now commonplace
within the autism community and is widely recognised by parents
and some professionals, particularly in Europe and the United
Kingdom. Additionally, terms such as ‘predominant neurotype’
[PNT], and allistic are also being increasingly used as alternatives
to neurotypical, reflecting the ongoing development and shifting of
language.
A shift in thinking in line with that of a perspective of neurodiversity

calls into question issues of educational and social inclusion and
the need to create equitable environments for individuals with a
variety of learning needs. In the current Australian educational
context, autism, or Autism Spectrum Disorder [ASD] as it is now
referred to, following restructuring of the DSM-5, remains a
supported learning difference within the classroom, but other
types of neurodiversity, such as dyslexia, are rightly or wrongly no
longer officially recognised. The following section will examine the
challenges of inclusion across the educational spectrum.
INCLUSION ACROSS THE EDUCATIONAL

26 JILLIAN GUY
SPECTRUM
Challenges for neurodiverse students within education in Australia

are consistently documented in both academic research and
government statistics, across all levels of the education spectrum
(Australian Bureau of Statistics [ABS], 2017; Cai & Richdale, 2015;
Parsons, 2015). The figures reported by the ABS for autism within
education highlight that 96.7% of children with an autism diagnosis
have had some form of educational restriction, with additional
support being required for most within educational settings. Of
individuals aged 5-20 years attending an educational institution,
83.7% reported the experience of some form of difficulty within
their educational context, spanning challenges with social
encounters, learning difficulties, and communication difficulties
(ABS, 2017). However, formal support was accessed by just over
half of this population (55.8%), with 20.7% not receiving any
additional assistance (ABS, 2017).
Unsurprisingly therefore the ABS also reports that this population

are less likely to complete an educational qualification beyond
school, and people with other disabilities were 2.3 times more
likely to have a bachelor degree than neurodiverse individuals (ABS,
2017). The flow on effects for employment are obviously apparent,
with a labour force participation rate of 40.8% for neurodiverse
workers, compared with 53.4% for individuals with disability and
83.2% of individuals without disability (ABS, 2017). Unemployment
rates are just as alarming, with unemployment for autistic workers
three times the rate for people with a disability, and almost six
times that of people without disability (ABS, 2017). Of those who
are in employment, challenges are frequently reported from a lack
of workplace accommodations by employers, the difficulties of
managing social encounters with co-workers, and stigma
concerning their diagnostic label – all issues that do not impact on
27
an individual’s ability to perform a job well (Brownlow & Werth,

2018). Additionally, individuals will need to navigate systems that
are not immediately connected with the workplace on a regular
basis. The National Autistic Society in the UK have documented
some of these challenges in the following film: Diverted – NAS
There are also neurodiverse labels that are not recognised within
the Australian education system, yet still require supports within
schools. One of these is dyslexia. Dyslexia is recognised in Australia
under the Disability Discrimination Act 1992 and by the Human
Right Commission, yet New South Wales is the only state or
territory where it is legally recognised as a learning disability. This
is in stark contrast to countries such as Canada and the UK, which
explicitly recognise and support dyslexia, with routine screening
and support for learning within schools and support for training
teachers.
The definition provided by the Australian Dyslexia Association to

characterise dyslexia is as follows:
Dyslexia is a specific learning difference that is neurobiological in

origin. It is characterised by challenges with accurate and/or fluent
single word decoding and word recognition. Difficulties with
spelling may also be evident. These challenges typically result from
a deficit in the phonological and/or orthographic component of
language. These challenges are often unexpected in relation to
other strengths, talents and abilities. The ADA do not relate dyslexia
to IQ since reading and IQ are not correlated. Dyslexia can remain a
challenge throughout life despite mastery of language and literacy
concepts; even with the provision of effective evidence-based
classroom instruction. Secondary issues may include challenges in
reading comprehension and reduced reading experience and these
can impede growth of vocabulary and background knowledge.
28 JILLIAN GUY
Dyslexia, if left unidentified and or unassisted, can cause social and

emotional troubles. (Australian Dyslexia Association [ADA], 2018).
However, understanding what it might actually feel like to be

dyslexic is often difficult. In recent times technological simulations
of challenges have been created following the descriptions of
dyslexic individuals. Try this Online Dyslexia Simulation.
As you can see, things that most of us take for granted such as
letters remaining stable and in one place are not necessarily the
case for some dyslexic people. As well as navigating the
appearance of words and letters, the English language is littered
with homophones and ‘exception to the rules’ spelling conventions
– all of which need to be navigated by the dyslexic child.
The (un)predictability of English…

The duck swam in the pool while I had to duck to the shop.
The flour was milled to make a beautiful flower cupcake.
Their shoes are just over there.
Given the challenges to negotiate and the need to separate dyslexia

29
from reflections on intelligence, developing a positive identity as

a dyslexic can be challenging, despite many famous individuals
who also identify as dyslexic being very vocal, such as Sir Richard
Branson and actor Tom Cruise. The animation below describes
what one dyslexic child would like his teachers to know about what
it means to be dyslexic. Click here to view.
However, as with autism, and other neurological diversities,

dyslexia is not something to be grown out of, and the challenges
evident in childhood remain into adulthood. In the video below,
Dan explains how dyslexia continues to impact on all aspects of his
life. Watch Dan on Dyslexia. As we can see from the video, dyslexia
continues to have both an educational and social impact beyond
school and the importance of fostering positive self-identities are
therefore crucial.
Unlike dyslexia, autism has had much more of a focus within

Australian educational contexts. However, the understandings of
the experiential aspects of the challenges faced by autistic
individuals are still not well understood. In 2016 the National
Autistic Society in the UK launched their Too Much
Information campaign, releasing a series of films depicting the
sense of being overwhelmed that individuals may face across a
range of situations. The first film featured 11 year old Alex and his
experiences of being in a shopping centre:
Reflection
Think about a child that you have taught or know who is autistic, or an individual that
you have worked with.
30 JILLIAN GUY
• How might they be experiencing some of the routines that are a part of
everyday practice?
• What might be some of the major challenges throughout a typical day for
them?
NOTHING IN ISOLATION: THE IMPORTANCE

OF INTERSECTIONALITY
So far, we have considered aspects of single points of difference,

such as being autistic or dyslexic. However, we need to also
consider issues of intersectionality and the impact of multiple
influences on an individual. Two such influences are gender and
socio-economic status, and an individual will always be influenced
by factors such as these within their broader social context.
GENDER DIVERSITY
Increasingly, researchers and practitioners have moved away from

binary understandings of gender, which categorise individuals as
either ‘girl’ or ‘boy’, ‘man’ or ‘woman’, and instead have revised
understandings to consider the complexities that influence an
individual’s identification with a particular gender – or neither
gender. In recent work Johnson (2018) explored the dominant
understandings of gender evident in psychological theories and
how a stable identification of oneself as either a girl or a boy
has become evident of a key ‘normal’ developmental marker for
individuals. Johnson critiques normative expectations for gender,
particularly in childhood, and calls for a more critical reflection on
what gender diverse childhoods might look like.
31
One area that has received increased attention within the research
literature is that of the links between gender and autism.
Traditionally research focusing on gender and autism has
prioritised the higher prevalence of autism rates diagnosed in boys
rather than girls, giving rise to the assumption of autism being
traditionally considered a male condition (Taylor et al., 2016).
However, in more recent years the under representation of females
has been highlighted, with some researchers arguing that females
may exhibit characteristics in different ways (Dworzynski et al.,
2012). Lai et al. (2015) further propose that females may indeed
present in more socially acceptable ways, and are therefore
sometimes overlooked by clinicians for a diagnosis. This is often
something anecdotally reported by educators, who typically
describe the different behaviours of boys and girls with autism
within classrooms, leading to boys more quickly attracting a label
and therefore supports and interventions.
Reflection
Think about children in your classroom or other individuals who you believe to be
autistic.
• Have any been ‘labelled’ as autistic, and if so did they identify as being male or
female (or neither)?
• In what ways did they behave similarly or differently from each other?
While the research is providing some much needed reflection on

the important impact that gender may have for an individual, this
largely overlooks the intersectional nature of difference, and more
attention needs to be given to the impacts on an individual of
having two marginalised identities and how a person might
negotiate these. What might it mean for an individual to be both
32 JILLIAN GUY
autistic and gender diverse? Read the article from The Atlantic for
an interesting perspective.
There are many children whose gender development does not

align with traditional theories of gender development, and the term
transgender is a broad term used to describe people who do not
retain the gender identity that they were assigned at birth. Barker
(2017) notes that these may mean quite different things for
different people, with some identifying with the opposite sex,
others may take steps to align their bodies with their identity, while
some may retain a more fluid sense of gender identity. Cisgender is
a term used to refer to people who retain their gender identity
that they were given at birth. Though most people who the term
cisgender describes would not label themselves, recognising this
label may go some way to help de-marginalise people who do not
conform to traditional gender identities (Barker, 2017).
Recent work by Kourti and MacLeod (2018) explored the

experience of gender identity in a group of individuals who were
raised as girls and identified as autistic but who did not necessarily
identify with a specific gender. Kourti and MacLeod found that their
participants did not identify with what could be considered ‘typical
female presentations’, and resisted many gender-based social
expectations and stereotypes. They therefore call for more
complex understandings to be engaged in with respect to gender
identity and autism, and focus on the importance of the
intersectional influences on an individual of two or more powerful
identity components.
It is therefore important to recognise that all of us will have more

than one influence on our identity, and sometimes these may
compete, while at other times they may be more complementary.
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Children therefore present with many influences, some of which

are individual to them, and others which are shared socio-
contextual issues.We need to be mindful of the complexities that
can be associated with these intertwining challenges. While gender
may be an example of an individual identity element, shaped by
powerful social discourse, socio-economic status is something that
we very much share with others, rather than ‘own’ as an individual.
THE IMPORTANCE OF SOCIO-ECONOMIC STATUS
Socio-economic status is something that defines all of us, and

reflects a spectrum of financial and social opportunities, and social
positioning by self and others. For children in Australia who are
neurodiverse, low socio-economic status may mean a delay in
accessing professionals to effectively advocate for assessment and
diagnosis due to the financial prevention of seeking this
independently of supported healthcare systems.
In 2016, the Autism CRC produced a report on diagnostic practices

surrounding autism within Australia and found that there were
stark differences between the public and private healthcare sectors
in terms of the employment of multidisciplinary assessments and
the frequency of diagnosis (Diagnostic Practices in Australia, CRC,
2016). The report found that while there was no cost associated
with diagnosis within the public sector, there were long wait times.
In contrast, a diagnosis could be more readily realised within the
private sector, but with an average associated cost of $2750. The
intersections therefore between socio-economic status and
diagnosis and supports received by individuals is inextricably
bound, and frequently not well understood.
In addition to financial barriers such as those associated with

diagnosis, Woolhouse (2018) also highlights the social stigma that
34 JILLIAN GUY
is associated with socio-economic status, and the likelihood of

‘mother-blaming’ or ‘culture blaming’ for those deemed to be in
the ‘lower end’ of social brackets. Woolhouse (2018) proposes that
children who are positioned outside of the ‘ideal’ white, middle-
class family norm are frequently stigmatised. Woolhouse’s (2018)
work focuses on eating practices and highlights that working class
mothers are particularly scrutinised for their failure to prevent
childhood obesity for example, through making ‘bad choices’ and
are therefore considered ‘high-risk’.
Scrutiny of mothers is not limited to eating practices, and mothers

of neurodiverse children are frequently the focus of research (e.g.
Benson, 2018), with the invisible outward presentation of autism
often allowing an element of social judgement of the mother from
on-lookers (Neely-Barnes, Hall, Roberts, & Graff, 2011). Social
judgement is therefore frequently synonymous with perceived
social class, and therefore the complex nexus between social status
and diagnostic label can add a dual marginalised facet to an
individual’s identity.
Within the Australian context a further consideration is where a

child lives. Access to services and support are scarce and more
difficult to access for children and families who live in rural settings.
Reflection
Individuals will have many things contributing to the crafting of their identity. We have
focused on gender and socio-economic status.
• Can you think of other things that might impact on an individual and their
positive sense of self?
35
THINKING DIFFERENTLY WITHIN

EDUCATIONAL SPACES: THREE KEY LEARNINGS
In this chapter we have introduced some alternative ways of

thinking about differences, ones that focus on an abilities
framework. However, what does this mean for us as individuals
and particularly for educators? We propose three key learning
points from the points raised in this chapter.
MOVING BEYOND IMPAIRMENTS TO VIEW DIFFERENCES
One crucial aspect in starting to think differently is the need to

reconsider how we view differences and the potential that such
differences might provide. For example, can we use an abilities
approach to understand a neurodiverse individual’s exceptional
focus on particular interests to develop understandings of other
areas? Is it possible to acknowledge difficulty, such as that of an
individual with dyslexia, but find ways to support their different
learning styles to create a sense of positive identity and self
esteem?
REFLECTING ON OUR ENVIRONMENTS
Can we create more inclusive and accommodating environments

for individuals to learn in? We saw earlier, through the eyes of
Alex, how unpredictable and scary situations can be. Can we put
ourselves in the place of someone who thinks differently so as
to try and understand what some of the challenges might be? By
understanding what individual’s find difficult, can we understand
their behaviours more accurately?
36 JILLIAN GUY
THE IMPORTANCE OF PARTNERSHIPS
Experts are found in a range of roles, and we need to think broadly

about what expertise a particular individual is bringing to a
situation. Parents can bring experiential expertise in terms of
knowledge about their children, and neurodiverse adults can
provide a wealth of expertise in reflecting back on their experiences
as children – these are not challenges but opportunities for shared
learning.
Being an educator is a challenging profession – one that requires

a negotiation of many different roles and contexts. Creating an
environment that is inclusive in respecting the different needs of
all individuals is a key focus, and marginalising those who think
differently creates a missed opportunity for both the individual
and society more widely. Not fitting into a set educational context
and the management of this in a positive way requires thinking
differently for all, requiring us to open our eyes to a range of
complex diversities.
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watch?v=Lr4_dOorquQ
The National Autistic Society. (2018, Mar 26). Diverted [Video file].
Retrieved from https://www.youtube.com/
watch?v=SDXNmRo4CX0&feature=youtu.be
White, B. (2016). The link between autism and trans identity. Retrieved
from https://www.theatlantic.com/health/archive/2016/11/the-
link-between-autism-and-trans-identity/507509/
Widell, V. (2012). Dyslexia. Retrieved from http://geon.github.io/
programming/2016/03/03/dsxyliea
Woolhouse, M. (2018). ‘The failed child of the failing mother’:
Situating the development of child eating practices and the
scrutiny of maternal foodwork. In L. O’Dell, C. Brownlow, and H.
Bertilsdotter Rosqvist (Eds.), Different childhoods: Non/normative
development and transgressive trajectories,(pp.57-71).London,
England: Routledge.
Media Attributions
• Figure 2.1 Crowd in Acornhoek, South Africa by Benny

40 JILLIAN GUY
Jackson on Unsplash © Benny Jackson on Unsplash is

licensed under a Public Domain license
• Figure 2.2 Normal distribution curve © M. W. Toews is
licensed under a CC BY (Attribution) license
CHAPTER 3
Celebrating diversity: Focusing

on inclusion
PROFESSOR LINDY-ANNE ABAWI; MELISSA FANSHAWE;

KATHRYN GILBEY; CECILY ANDERSEN; AND CHRISTINA
ROGERS
So, what can we do as teachers to prepare ourselves to be social

justice advocates and teachers whose inclusive classrooms
embrace and honour diversity?
Key Learnings
• The Australian demographic has been changing dramatically resulting in an

increasingly diverse population.
• Every individual is shaped and influenced by multiple factors which add to the
rich tapestry of a school and community.
• Inclusion involves acceptance and catering for the needs of all learners.
• At the heart of any inclusive school is the creation of a culture where each
41
42 JILLIAN GUY
individual is accepted and embraced for who and what they bring to the learning
space.
INTRODUCTION
As teachers, we are privileged to have the opportunity to work

in diverse contexts and with diverse groups and individuals. The
richness and opportunities within today’s classrooms provide a
wealth of opportunities to learn from, and with our students,
parents, community and colleagues. By sharing perspectives and
histories that may be unfamiliar to us and to others, opportunities
are created that must be embraced in order to break down the
many social injustices that still exist, and which limit the
opportunities of students to fulfil their full potential.
In 2013, then 16 year old Pakistani activist, Malala Yousafzai spoke

at an international assembly and said “ thousands of people have
been killed by the terrorists and millions have been injured. I am
just one of them. So here I stand, one girl among many. I speak
not for myself, but for those without a voice that can be heard.
Those who have fought for their rights. Their right to live in peace.
Their right to be treated with dignity. Their right to equality of
opportunity. The right to be educated” (Malala Yousafzai Quote,
2013). As teachers it is our moral obligation to do no less.
Many of our most marginalised students and families find it difficult

to be heard and we can be their voice and advocate for inclusion
and equity. The Melbourne Declaration on Educational Goals for
Young Australians (2008) clearly states our moral and legal
CELEBRATING DIVERSITY: FOCUSING ON INCLUSION 43
obligation to provide opportunities for all students to succeed, as

do the various Australian state jurisdiction Anti-Discrimination Acts.
As a consequence, teaching should, and can be an activist
profession (Sachs, 2003) where we can seek to make a difference
in the lives of the children and young people that we teach. To
achieve this, educators must also be continual learners, seeking to
know and understand their students and their education setting
communities, in order to be able to provide targeted support,
because “learning in schools occurs when meaning making takes
place. A sociocultural approach to understanding how learning
takes place is built on cognitively explicating the relationships
between actions and understandings” (Abawi, 2013, p. 91).
In this chapter we seek to develop the reader’s understandings

by exploring the concepts of diversity and inclusion in order to
prepare ourselves for action, as teachers who are social justice
advocates, and teachers whose inclusive classrooms embrace and
honour diversity.
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Figure 3.1: Photograph by Matteo Paganelli on Unsplash
UNDERSTANDING DIVERSITY
A SNAPSHOT OF OUR NATION
There is an increasing emphasis in schools, on understanding and

catering for the diversity of learners in our classrooms, and rightly
so. Consequently, let’s examine what diversity looks like within a
contemporary Australian landscape.
The demography of Australia

has been changing
dramatically, with increasing
evidence of a nation rich in
diversity. According to statistics
from the 2016 Australian
National Census, 33.3% of
Australians were born
overseas, and a further 34.4%
Figure 3.2: Photograph by Christopher
of people had both parents
Burns on Unsplash
born overseas (Australian
Bureau of Statistics (ABS),
2018). In 2016, 82% of the overseas-born population lived in capital
cities (refer to Table 3.1) (Australian Bureau of Statistics (ABS),
2018). Disturbingly, in 2012, 2.55 million people (13.9%) were living
below the poverty line, after taking account of their housing costs,
and 603, 000 children (17.7% of all children) were living below the
poverty line (Australian Council of Social Service [ACOSS], 2012).
Table 3.1. Generational Changes in Overseas Born Australians Living in Capital

Cities
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The 2016 National Census

identified that the resident
Aboriginal and Torres Strait
Islander population of Australia
was 649 171 people, 2.8% of
the total Australian population
counted, up from 2.5 per cent
in 2011, and 2.3 per cent in
Figure 3.3: Photograph by
2006 (ABS, 2018). Of the Commonwealth of Australia,
Australian states and Indigenous Advancement Strategy
territories, the largest
populations of Aboriginal and
Torres Strait Islander Australians live in New South Wales and
Queensland. However, Aboriginal and Torres Strait Islander
Australians comprised 30% of the population of the Northern
Territory, the highest proportion of any state or territory.
Between 2001 and 2011, the number of people reporting a non-

Christian faith increased considerably, from around 0.9 million to
1.5 million, accounting for 7.2% of the total population in 2011 (up
from 4.9% in 2001). The most common non-Christian religions in
2011 were Buddhism (accounting for 2.5% of the population), Islam
(2.2%) and Hinduism (1.3%). Of these, Hinduism had experienced
the fastest growth since 2001, increasing by 189% to 275,500,
followed by Islam (increased by 69% to 476,300) and Buddhism
(increased by 48% to 529,000 people) (ABS, 2011). The 2015 Survey
of Disability, Ageing and Carers (SDAC) identified that almost one in
five Australians reported living with disability (18.3% or 4.3 million
people) (ABS, 2015).
As a result of the impact of the diversity on the Australian

population, many educators struggle to meet the needs of learners
within education settings composed of students from culturally,
ethnically and linguistically diverse backgrounds, in addition to

students with varying levels of ability, children raised in poverty
and the dynamics of alternative family structures (Sands, Kozlwak
& French, 2000).
Reflection
• What does an increased diversity of demographic mean for your classroom /

education setting or organisation?
• What does this mean for your teaching practice?
• How well prepared are you for this level of diversity?
REFRAMING DIVERSITY
What does the term diversity mean?
Certainly, these statistics are significant in understanding the

diversity of our nation, but it is important to understand diversity,
not just in terms of groups or labels but rather in terms of
individuality. As we know each and everyone of us is unique and
different in many varied ways, with our difference from each other
influenced by a collection of diverse genetic and environmental
factors (Ashman, 2015).
As such, the term diversity then includes more than socio-

economic, cultural, ethnic and linguistic differences. It also includes
differences arising from gender and sexual orientation, and
includes differences in tastes, preferences and communication
styles. Appropriately, the term diversity also includes the
differences in the skills and capacities that learners bring to
education settings (Sands et al., 2000). Consider also the diverse
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learning styles and preferences of students, and the role that

motivation, cognitive load, and mental ability have on students, and
how they also add to the diversity of any learning group.
Often in education settings, we group students by labels. We

talk about catering for gifted and talented learners or exceptional
learners, Aboriginal and Torres Strait Islander Australians, students
for whom English is an Additional Language or Dialect [EAL/D],
autistic students, or even group a diverse range of disabilities and
learning impairments into one group such as students with
disabilities.The danger with such groupings is that we may then
think of each of these groups homogeneously with a ‘one size fits
all’ mentality, and this impacts on how we plan the learning and
cater for diversity in our classrooms.
When individuals appear to have some similar characteristics,

they tend to be labelled by others and themselves (Sands et al.,
2000). For example, it is not uncommon to refer to the ‘nerds’
at school or the ‘sporty types’ as collective groups. Likewise,
classifying is a common practice in health, education, and business.
For example, in health, patients are categorised by conditions
[heart, cancer etc.]. In education, and in life, we tend to label in
multiple ways, and in doing so we sometimes risk assuming that
individuals within a category have all the same needs and all learn
the same way. This is not always the case. Such labelling can also
result in deficit thinking, and in fact result in lower expectations
and/or create stereotyping.
Watch
Inclusive Education: a way to think differently about difference. (12.36 minutes)
Consider the graphic representation in Figure 3.4.

Figure 3.4: Factors contributing to diversity
It is these variables and varied factors that contribute to each of

us as individuals, and are what we add to the rich tapestry of
education setting and its community.
Watch
Invisible diversity
Talking about disability
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In our classrooms, we have young people who have similarities and

differences in:
• Philosophy – points of view , perspective, religion and
experiences.
• Physiology – genetics, cognitive and physical ability and mental,
physical health and wellbeing.
• Identity- race, gender, ethnicity, nationality, age and family.
• Demographics – socio-economic, citizenship and location.
• Learning preferences – types of intelligences or visual, auditory
or kinesthetic learning styles (VAK).
FAMILY DIVERSITY
One of the most powerful

activities in getting to know
your students is to ask them to
draw a visual representation of
their family. This will give you
great insight into the diversity
of family structures. These
diverse structures challenge
teachers to consider the fact
that many children do not live
in what is often described as
the traditional family – Mum,
Dad, children and the pets.
Often in Western cultures, and
portrayed this way in the
media, this family is seen as the Figure 3.5: Photograph by Sebastián
most desirable type of family. León Prado on Unsplash
Given this, children who do not
live in a family that fits this
profile and promoted norm can grow up with a view that their
family is not normal.
What is acceptable in one family and culture may not be in another.

For example, in some cultures, polygamy is common. There are
rules in some families, for example, where one member is
considered the person in charge. In patriarchal families, the family
is ruled by men – they make the important decisions – whereas
the opposite is the case for matriarchal families. Families are also
very fluid. Partners may change through death or divorce and be
reconstituted with further marriage or relationships (Cohen et al.,
2007).
So, let’s consider the types of diversity that can exist in learners’
lives.
Organisational Diversity
Different kinds of family compositions – single parent, blended,
reconstituted or fostered.
Cultural Diversity
For example, the Kibbutz in Israel where families live together
communally; arranged marriages in India; or stem families in
China (three or more generations live together).
Social Class Diversity
Different access to material and economic resources.
Life Cycle Diversity
Different stages of development – a family in early stages of
development would have young children (consider the fact that
sleep may be interrupted on a regular basis).
Cohort Diversity
Each period is likely to impact on families in different ways: for
example, the radical social change that occurs as a result of war.
(Adapted from Cohen et al., 2007).
THE CULTURAL INTERFACE IN AN INCLUSIVE SCHOOL
Considering the diverse cultural backgrounds of the students in our

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education settings and the families who support them, it is worth

reflecting on ways to see if we can bridge gaps in understanding
and knowledge, in areas where we, as educators, may be lacking.
Nakata (2006) suggests that educators conceptualise the cross
cultural space, not in terms of perceived opposites and differences,
but in terms of knowledge systems composed of sets of complex,
layered concepts, theories and meanings. Nakata’s work has been
central to bringing non-Indigenous Australians and Australian
Aboriginal and Torres Strait Islander people toward a closer
understanding, respect and appreciation of the richness and value
in diversity.
Too often within education settings, a dominant ‘white’ perspective

on the world is most evident, and this can have ongoing
consequences for children and young people who find it difficult
to see themselves as having a valued place within a ‘Western’
education system.It is important then as teachers, especially for
those of us who are non-Indigenous teachers, to carefully consider
how we can be a part of the struggle to address the lies and
omissions that shape Australian history. We must proactively work
against racism in any form. To help us in this mission we need
to construct counter-discourses and utilise ways of thinking and
pedagogical practices that engage and challenge learners to think
differently and to dig deeper into their own consciousness and
experiences and embrace the diversity of Aboriginal and Torres
Strait Islander culture and peoples.
The following statistics from the Closing the Gap, Prime Minister’s
Report, 2015 were based on standardised proportions and
indicated that Aboriginal and Torres Strait Islander people were:
twice as likely as non-Indigenous people to have asthma (rate ratio
of 1.9); more likely than non-Indigenous people to have diseases of
the ear and/or hearing problems (rate ratio of 1.3); more likely than
non-Indigenous people to have heart or circulatory diseases (rate

ratio of 1.2); and three times as likely as non-Indigenous people to
have diabetes/high sugar levels (rate ratio of 3.3). Similar statistics
portray an equally negative discourse about educational outcomes.
However, this type of deficit discourse presents one view only and
has been criticised for the language, cultural overtones and
assumptions made.
Click and explore the concepts of knowledge, power and voice, and
whose voices are often silenced.
Watch
A role play filmed in 2017, conceptualised by USQ’s Indigenous Curriculum and Pedagogy
Consultant, Megan Cooper, and enacted by a number of academics and friends of USQ,
including Megan herself who introduces the scenario.
Reflection
As you engage with each segment ask yourself the following the questions:
• Whose points of view resonate with yours?
• Which are the dominant voices? Why? Should they be?
• How is ‘knowledge’ positioned within the meeting? Whose knowledge counts?
How would you explain the power relationships between the

groups presented in the video? Consider the concepts of ‘Power
over’, ‘Power with’ and ‘Power to’ and how a deficit discourse
creates ongoing inequity resulting in low expectations and the
framing of Aboriginal and Torres Strait Islanders as victims. What
54 JILLIAN GUY
other sections of our society are being victimised? It is so simple to

stereotype learners and make generalisations. Is there not also a
similar deficit discourse about refugees and Muslims for example?
AUSTRALIAN CURRICULUM
Certainly there have been efforts made in recent times to ensure

that Australian Indigenous peoples and their knowledge systems
and beliefs are being valued within the Australian educational
system. The most significant of these relates to the advent of the
Australian Curriculum. The Australian Curriculum was introduced
in 2008 with an aim to ensure an equal curriculum for all Australian
students (Australian Government, 2008).
A big plus for the curriculum is the inclusion of Aboriginal and

Torres Strait Islander histories and cultures as a cross-curriculum
priority, meaning that the Indigenous perspective is embedded
throughout the eight learning areas of the Australian Curriculum.
‘Country/place’, ‘culture’ and ‘people’ and ‘identity within the living
community’ are embedded in the curriculum, as well as the
“development of knowledge about Aboriginal and Torres Strait
Islander Peoples’ law, languages, dialects and literacies” (Australian
Curriculum Assessment and Reporting Authority [ACARA], 2018).
Themes of celebration of strength and resilience “against the
historic and contemporary impacts of colonisation” (ACARA, 2018)
are explored.
The Australian curriculum also acknowledges that Indigenous

students’ first language may be Aboriginal or Torres Strait Islander
dialect and literacy will therefore be more complex to learn. It
recognises the diversity of sociocultural, linguistic and cultural
factors of all Indigenous learners and the personalised learning
needs they may require to meet the curriculum. Continuing to be

critical about the curriculum is important to ensure anti-racism
curriculum is implemented. The inclusion of Indigenous
perspective in the Australian Curriculum was not difficult (Nakata,
2011). The Australian Curriculum developers ensured coherence
with policies and practices at a system level (Schleicher, 2017),
there was content rigour (Morris & Burgess, 2018) and curricula
were developed with Indigenous authors (Parkinson & Jones, 2018).
However, the education setting administration needs to be
committed to implementation of the curriculum and teachers need
to deliver content with an understanding of the dispossession and
struggle experienced by Aboriginal and Torres Strait Islanders and
the continuing effect of colonisation on their lives (Schleicher,
2017).
An Indigenous Pedagogical Framework originating from research

with Australian Indigenous communities in Northern New South
Wales, called the 8 Ways Pedagogy provides teachers, and others,
with one set of culturally inclusive lenses with which to view the
world and also to use when planning activities, the framework can
be used to .
LEADING A CULTURALLY RESPECTFUL SCHOOL
Schleicher (2017) identified that in education settings where

Indigenous students had high rates of achievement, the results
of that success could be generally attributed to a highly effective
and committed principal who exhibited a ‘do whatever it takes’
approach that ensured that Indigenous students attended school,
engaged in learning and made good progress. Effective principals
set high expectations for teachers and take responsibility for
monitoring student performance.
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Under such leadership, resources are provided to ensure culturally

sensitive teaching. Extra support is provided to support individuals
who require more help. Cultural competence training is delivered
to assist educators to understand cultural perspectives of
Indigenous peoples and to identify their own underlying bias (Riley
& Pidgeon, 2018). Professional development to understand
Aboriginal specific language development and cultural norms is
provided to further assist educators’ understanding Indigenous
learners (Schleicher, 2017). Approaches in such schools tend
towards a ‘whole-of-child’ perspective that placed students’ overall
wellbeing as a key priority, ensured indigenous students
progressed academically, expected progress was met and that any
necessary interventions were put in place in a timely manner
(Schleicher, 2017).
Principals who are committed to developing best possible

outcomes for Indigenous families, treat families with respect
(Schleicher, 2017). They acknowledge and address the negative
impact and trauma that Indigenous people will have experienced
with education systems, which may cause Indigenous families to
resist the traditional school culture. Culturally responsive content is
addressed in a holistic manner and a sense of belonging is created
so students want to attend school regularly (Bodkin-Andrews &
Carlson, 2016).
TEACHER PERSPECTIVES
Many of the teachers who are delivering the Australian Curriculum,

were exposed to only one side of the story in their own education
(Gilbey, 2018). Teachers may be ignorant of the Indigenous
perspective, have racist beliefs acquired from their own knowledge
and upbringing or anti-racist and therefore struggle to support
ideals striving to support all Aboriginal and Torres Strait Islanders
well-being and education (Gilbey, 2018). Teachers may not have
had Indigenous perspective courses in their Higher Education

courses, or may not have worked in schools with Indigenous
students (Slee, 2011). Developing a culture of inclusion for
Indigenous students will only occur when the curriculum addresses
the indigenous perspective, teachers create respectful trusting
relationships with Indigenous students and have high expectations
about Indigenous students (Riley & Pidgeon, 2018).
According to Schleicher (2017) Indigenous learners said they felt
supported when:
• their teachers took an interest in them;

• cared about them and who they were as Indigenous
people;
• expected them to succeed in their learning; and
• assisted them to learn about their cultures, histories and
language/s.
The importance of Indigenous and non-Indigenous people working

together to understand cultural bias in the curriculum has been
espoused by Nakata (2011). Nakata argues non-indigenous people
can never fully understand the dispossession, trauma and racism
experienced by Aboriginal and Torres Strait Islanders as a result of
colonialism, but they can listen and understand the impact on their
identity (Nakata, 2011). Using this knowledge, local community
members can create partnerships with schools to ensure an anti-
racist education is established and maintained.
Watch
Engaging the community within Aboriginal and Torres Strait Islander early education
58 JILLIAN GUY
SOCIO-ECONOMIC DIVERSITY
There is a significant amount of literature, research and debate

about the impact of socio-economic disadvantage on educational
outcomes for children. The following factors are considered to
contribute to socio-economic disadvantage and add to the diversity
of individual, groups and communities.
1. Poverty
Measuring disadvantage in wealthy countries is calculated by

considering the proportion of the population living below what is
referred to as the ‘poverty line’. Poverty lines are mostly based on
the after-tax income of households. According to the Australian
Council of Social Service (ACOSS) Report on Poverty (2012), single
parents, females, adults born in countries where English is not
the main language, people with a disability, the unemployed, and
Aboriginal and Torres Strait Islander peoples are at higher risk of
poverty and at greater risk of social security being the main source
of income.
2. Deprivation
Another measure of disadvantage is ‘deprivation’. Deprivation is

measured by the proportion of households lacking items which
the majority consider as essential. Saunders and Wong (2012)
identified that there were six key categories of essential needs:
1. the need for basic materials;
2. the need for good health;
3. the need for accommodation;
4. the need for social interaction and functioning;
5. the need for safety and reduced risk; and
6. the need for children’s needs to be met.
3. Social
Social Exclusion
There are many definitions of social exclusion.
• Lack of connectedness.
• An inability to participate in key activities in the local
community because of a lack of access to resources
required.
• An inability to access institutions, services and social
networks.
• Negative impact on quality of life and wellbeing.
However, it is important to note that individuals may experience

social exclusion without necessarily living below the poverty line.
Similarly, individuals may experience levels of deprivation and be
above the poverty line.
There have been a number
of studies linking persistent
socioeconomic disadvantage to
negative impact on educational
and life outcomes. Feruson,
Bovaird and Mueller (2007)
describe four factors that
impact on education and life: 1)
social functioning; 2) academic
Figure 3.6: Photograph by Marina
functioning; 3) chronic physical
Panades on Unsplash
health problems; and 4)
psychiatric disorders which can
also significantly affect the school readiness of young children.
Similarly, a longitudinal study by Duncan (1993) found that family

income and poverty status correlated strongly with the cognitive
development and behaviour of children. Having said this, there are
also studies that question the strength of this correlation. Rothman
(2003) refers to data from the Longitudinal Surveys of Australian
60 JILLIAN GUY
Youth which found a decrease in the relationships between socio

economic status and academic achievement between 1975 and
1995, although this was less evident between 1995 and 1998. These
surveys analysed reading comprehension and mathematics
performance data.
Without a doubt though, students living with socioeconomic

disadvantage can feel a sense of social exclusion in schools. The
impact of not being able to afford equipment, attend excursions,
buy school photos and more, contributes to disengagement and
social exclusion. We should not, however, assume that all students
who live in disadvantaged situations are disengaged and feel social
exclusion in educational settings. If this is not understood then
again stereo-typing occurs. Payne’s (1995), A Framework for
Understanding Poverty, has been used in teacher training and
professional development activities for years, particularly in the
United States but also in other countries, such as Australia.
Recently this work has come under intense academic scrutiny for
exactly the reason mentioned above (Gorski, 2012). The reasons for
this are that broader systemic issues are ignored and stereotyping
and the deficit perspectives at play are in fact theoretically
ungrounded.
According to Lee and Burkam (2003) as cited by Gorski (2012),

students labelled ‘at-risk’ who attend schools that combine rigorous
curricula with learner-centred teaching achieve at higher levels and
are less likely to drop out than their peers who experience lower-
order instruction. All learners, including those from low socio-
economic backgrounds learn best in schools where there are very
high academic expectations for all students. Standards should
never be based on socioeconomic status, nor should they be
lowered in response to the socio-economic background of learners
(Gorski, 2012)which clearly resonates with Paulo Freiere’s Pedagogy

of the Oppressed first published in 1968.
FACTORS ADDING TO GROUP DIVERSITY
Learning Styles
Learning styles describe how we approach different tasks as well

as our different individual preferences and strengths in learning.
We all process information and learn different skills in a variety
of different ways as our brains are complex, and can make use
of visual (seeing), auditory (hearing), kinesthetic (touching) and
reflective (thinking) processes. As a consequence, learning styles
also contribute to the diversity of a learning group, with a variety of
preferences for learning evident in any one class group.
The Theory of Multiple Intelligences, developed by Howard

Gardner (2006), proposed that individuals possess a number of
autonomous intelligences, which individuals regularly draw on
both individually and collectively, to create and solve problems
that are relevant to the societies in which they live (Davis,
Christodoulou, Seider & Gardner, 2011). The intelligences include:
visual intelligence, linguistic (verbal) intelligence, logical-
mathematical intelligence, spatial intelligence, interpersonal
intelligence, intrapersonal intelligence, naturalistic intelligence,
bodily-kinaesthetic intelligence, and musical intelligence. Over time
Gardner built on these and added spiritual/existential and moral
intelligences (refer to Figure 3.7).
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Figure 3.7: Howard Gardner’s Theory of Multiple Intelligences
Others question the validity of different learning styles theory

and argue that the theory is a culturally biased way of
understanding the varied ways in which learners learn (Peariso,
2008). Many critics describe the theory as being moralistic and
overly focused on delivering a highly individualised child centred
pedagogy rather than pedagogy that nurtures a broader, set of
human attributes (Peariso, 2008).
Despite such criticisms, educators consider Howard Gardner’s

(2006) Theory of Multiple Intelligences (Figure 3.7) and other
learning styles theories to be useful ways of considering the
diversity of learners in our classrooms. The important message to
retain from any theory is that learners do learn differently and
may well have very different learning preferences. Therefore, as

teachers it is incumbent upon us to ensure that varied ways of
learning and assessment of learning should be provided to
students. Such activities need to be consciously chosen so as to
cater to a student’s strengths whilst at other times building and
consolidating areas that are challenging for them.
The Domains of Learning
Using labels, particularly for students with disabilities, does not

always help teachers to plan effectively, make adjustments and
select the most appropriate learning activities, and can sometimes
result in, unintentionally, stereotyping a student. However, naming
groups does serve a purpose when trying to pinpoint specialised
needs. Anderson and Krathwohl’s (2001) revised work on Bloom’s
Taxonomies devised four domains of learning that assist in
understanding the needs of each learner: 1)the cognitive, 2)
affective, 3) sensorimotor and 4)social domain.
In psychology, these concepts are often referred to as:
• the cognitive domain (knowledge);

• the psychomotor domain (skills);
• the affective domain (attitudes); and
• the psychosocial domain (social skills) (Royal College of
Psychiatrists, 2016).
Sands et al., ( 2000) suggest that these domains do not stand

alone, and instead are complex, interactive components of the
whole person. Using the four domains of learning can assist in
understanding the needs and characteristics of individuals and
groups of learners.
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UNDERSTANDING THE INDIVIDUAL
If we then consider an individual in terms of the four domains

and varied learner preferences, then layer that with a person’s
culture, ethnicity, gender, and socio-economic status, we have a
better understanding of diversity. Diversity is something that all
children, young people and adults have in common, both within
individuals and across groups. In response to such diversity, it then
becomes an essential responsibility of all educators and all those
who support educators, that each and every individual’s diversity is
built upon, that a belief is held that all individuals have the capacity
to learn, and that educators uphold all individuals’ right to learn
(Peters, 2007).
The Neurodiversity – each of us is special
The National Symposium on Neurodiversity (2011) proposed that

Neurodiversity should be recognised and respected the same as
any other human variation. Neurodiversity includes neurological
difference such as Dyspraxia, Dyslexia, Attention Deficit
Hyperactivity Disorder, Dyscalculia, Autistic Spectrum, Tourette
Syndrome. Listen to this simple explanation of Neurodiversity and
then watch this brilliant young man explain the same thing in
pictures – in Ryan’s Book of Brains.
ACCOUNTABILITY
As you would be aware it is important that teachers have

knowledge of the relevant legislation that impacts on their legal
and professional accountabilities. Diverse learners are protected
by a suite of federal and state Acts which focus predominantly
on age, gender, human rights, race and disability an include the
following:
• Commonwealth Age Discrimination Act 2004.

https://www.comlaw.gov.au/Series/C2004A01302
• Commonwealth Racial Discrimination Act 1975.
https://www.comlaw.gov.au/Details/C2014C00014
• Commonwealth Sex Discrimination Act 1984.
• Queensland Consolidated Acts: Anti-Discrimination
Act 1991. http://www.austlii.edu.au/au/legis/qld/
consol_act/aa1991204/s7.html
• Commonwealth Disability Discrimination Act 1992.
• Disability Standards for Education
2005.https://www.comlaw.gov.au/Details/F2005L00767/
Download
Coupled with legislation, policy and procedure underpin the

functioning of schools both state and non-state. For example, in
Queensland’s Department of Education and Training (DET), there
are a raft of policies/frameworks that relate to diversity and
inclusion including:
• Inclusive Education Policy Statement

• Disability Policy
• Supporting Student Health and Wellbeing policy
• Students in Out-of-home Care Policy
• English as and Additional Language or Dialect Policy
• Capability Framework: Teaching Aboriginal and Torres
Strait Islander EAL/D Learners
• Learning and Wellbeing Framework
66 JILLIAN GUY
THINGS TO REMEMBER ABOUT DIVERSITY
It is important to remember that even though the research might

indicate, for example, that Aboriginal students often work best in
group work, we should never stereotype an individual and assume
a ‘one size fits all’ mentality – after all group work is best for many
different learners. Above all, we need to know our learners. For
example, it is important to understand the ways of learning that
work best for gifted students but be very careful not to assume
that every gifted learner will learn that way because we need to
consider other factors in their life, such as ethnicity, gender, health
and family. We must also not assume that skills in one area are
automatically translated into another.
UNDERSTANDING INCLUSION
DEFINITIONS OF INCLUSION
The Melbourne Declaration on Education Goals for Young

Australians (Ministerial Council on Education, Employment,
Training and Youth Affairs [MCEETYA], 2008) declared that “all
Australian governments and all school sectors must provide all
students with access to high-quality schooling that is free from
discrimination based on gender, language, sexual orientation,
pregnancy, culture, ethnicity, religion, health or disability,
socioeconomic background or geographic location” (MCEETYA,
2008, p.7). Inclusion is therefore not a choice but an obligation.
What does the word inclusion mean?
There are numerous definitions of inclusion and inclusive

education. Let’s consider some of the definitions and
considerations. Ashman (2015) defines inclusion in terms of
‘acceptance’ and catering for the needs of all learners by making

appropriate adjustments. The term inclusion describes the act of
accepting a student completely – regardless of any difference, their
impairments or their disability, within a regular class, with
adjustments made to the learning program to ensure that every
learner is fully engaged in all class activities (Ashman, 2015).
The United Nations Educational, Scientific and Cultural

Organisation [UNESCO] Policy Guidelines on Inclusion in Education
(2009), describes inclusion holistically by referring to inclusive
education as a ‘process’ where by it is the system that needs to
be inclusive: “Inclusive education is a process of strengthening the
capacity of the education system to reach out to all learners, and
can thus be understood as a key strategy to achieve (education for
all)” (UNESCO, 2009, p. 8). The UNESCO guidelines also consider
inclusion not only in terms of the right to participate in learning
but also in terms of social acceptance so that children actually feel
included, as do their families, in every relevant aspect of school life.
According to Hyde (2010), inclusion is about learning, social

participation and enduring well-being, and is directly influenced by
an individual’s ability to successfully access and engage in quality
educational and social experiences. Hyde (2010) also refers to the
importance of engagement when considering inclusion where
engagement is the degree to which the student is attached
emotionally, socially, cognitively and academically to the school.
68 JILLIAN GUY
Carter and Abawi (2018)

developed the following
definition “inclusion is defined
as successfully meeting
student learning needs
regardless of culture, language,
cognition, gender, gifts and
talents, ability, or background”
(p.2). They go on to say that
Figure 3.8: Photograph of The odd one
“within the literature,
out by Steve on Flickr
definitions are blurred and
‘special needs’ are often
referred to when exploring inclusion. ‘Special needs’ has been
linked to disadvantage and disability, but we define special needs
more broadly as the individual requirements of a person, and the
provision for these specific differences can be considered as
catering for special needs” (p. 2). What does inclusion mean to you?
SEGREGATION TO INCLUSION – A BRIEF HISTORY
Figure 3.9: Segregation to Inclusion

Chronology of historical educational practice in Australia
The following chronology of education in Australia provides an
outline of the major milestones and trends in the development
of educational practices and the movement from segregation to

inclusion.
1850’s
During this period education few children from the working classes
and Aboriginal and Torres Strait Islander children engaged in
education.
1860s and 70s
Education Acts placed all primary education under one general and
comprehensive system controlled by Boards of General Education.
1880s and 90s
Free, secular and compulsory education in State schools .The ‘Blind,
Deaf and Dumb’ became a focus with schools established to cater
for vision and hearing impaired students.
1900s and 1910s
Arguments proposed for universal secondary education.
1920s and 30s
Rise of technical and domestic schools for the working class in
order to meet the needs of a growing economy post World War 1.
The first special classes were provided for ‘handicapped’ children.
Classes for ‘backward’ children became ‘Opportunity Classes’.
Education becomes compulsory for vision and hearing impaired
children through the Blind, Deaf and Dumb Children Instruction
Bill of 1924.
1950s
The State Schools for ‘Spastic Children’ open. Separate schools
were established for students with mild intellectual disabilities.
1960s
Establishment of comprehensive high schools. Differentiation
between government and non-government. Streaming between
academic and vocational. Integration started to gain traction in
some schools, although the prevalence of institutions and special
schools continued. Opportunity schools contained large numbers
of students with 2000 students placed in Queensland Opportunity
schools in the 1960s.
70 JILLIAN GUY
1970s
The Karmel Report had impact with a focus on educational
inequality.
1980s
Parental choice and diversity of schooling emerged.
Compensatory funding for identified/targeted groups began to get
traction. A growing culture of expectations of school and student
performance.
1990s
Education department policies began to focus on accommodating
the diverse needs of students. A stronger focus on discrimination
legislation emerged.
2000s –
Schools viewed as corporate models with targets and performance
indicators. Disability Standards for Education with a focus on
inclusive school cultures.
WHAT WOULD YOU EXPECT TO SEE IN AN INCLUSIVE

SCHOOL?
• The student is part of the community.
• Schools make adjustments to fit the students.
• Acceptance.
• Fair treatment.
Unfortunately, some schools are less than inclusive. Right from the
point when parents ask questions around enrolment and the first
interview with the school Principal or Deputy takes place problems
can start to arise. In the words of a District Support Officer:
Our schools [State Schools] can’t say no, but some make things seem
very challenging … “oh … your child will be the only child like this in Year
3 so we don’t really have a structure where we could pull them out to do

this, that or the other, so this is all we can do for them. (Abawi, 2015)
Although no student can be explicitly turned away from a school, it

is certainly not unknown for the leadership team to suggest that a
child with a particular need would be better catered for at another
school. Parents feel that their child is unwelcome and rather than
debate the issue they leave and try again. Not only is the child
‘excluded’ but so are the parents.
CHARACTERISTICS OF INCLUSIVE SCHOOLS
At the heart of any inclusive school is the creation of a culture

where each individual is accepted and embraced for who and what
they bring to the learning space. It is also about social justice and
about enabling each individual to reach their full potential. In order
to do this, we may have to set aside our pre-conceived norms
and assumptions about a student’s ability, and build learning
opportunities to challenge and extend by enabling engagement at
every level.
Inclusive practice can be described as any type of practice or

efforts made by educational settings where students and their
parents and care givers are made to feel welcomed and valued.
Within this practice it is implied that if a student’s participation
becomes as issue as a result of disability, gender, behaviour,
poverty, culture, refugee status or any other reason, then ever
effort will be made not to establish special programs for individuals
or groups, but instead to expand mainstream thinking, structures
and practices so that all students are accommodated within the
setting (Shaddock, Giorcelli & Smith , 2007).
Inclusive school communities:
• Uphold the rights of students.

72 JILLIAN GUY
• Value diversity.
• Ensure access and participation.
• Match pedagogy to student need.
• Share responsibility.
• Share decision making.
• Value parents/carers as partners.
However, Sands et al. (2000) note that creating an inclusive culture

is not a simple task. Building and sustaining an inclusive culture
requires the development of a sense of belonging, opportunities
for meaningful participation, the fostering of positive alliances and
affiliations, opportunities for collaboration and the provision of
emotional and technical support for all members of the
community.
Quality relationships – belonging and participation
Human beings have a fundamental need to belong and be
accepted. Loneliness and isolation deeply affect many people at
some stage in their lives. It was not all that long ago that
segregation of diverse learners was evident in schools. For
example, for many years special education services were provided
to identified students in a ‘special education unit’, often an isolated
place with minimal social and academic interaction with other
students in the school. Although no malice was intended, students
with disabilities were often systematically excluded from many
educational settings and from many interactions that their peers
would have typically experienced (Sands et al., 2000).
Every student in every classroom wants to belong and be accepted

by others. Relationships matter in the classroom, between students
and between students and their teachers. Learners very quickly
pick up whether their teacher cares about them as an individual.
Glasser (1998) talks about the need to put emotional deposits into
the relationship bank so that these can be drawn upon when

needed. If a learner has gained respect and built a relationship with
their teacher they are much more likely to develop the resilience
to be able to cope with tough conversations and disciplinary
measures.
Alliances and affiliations
There are many additional relationships within a education
setting that support diverse learners. There are often well-
established alliances and affiliations; support networks and varied
collaborations. Classrooms are complex and challenging learning
environments, and catering for the range of students is a
challenging. yet rewarding part of teaching. Unfortunately, all too
often the relationship between an education setting and its
community can easily become unwelcoming and inaccessible
(Groundwater-Smith, Ewing & Le Cornu, 2014).
It then becomes important

that school community
members form strong alliances
to support learners. In schools,
where professionals and
families work in a strong
alliance to support a student,
an increased prevalence of
inclusive practices is evident.
For example, consider a year Figure 3.10: Photograph by University
five teacher who has 25 of Southern Queensland
students in the class, seven are
refugee migrants classified as
EALD [English as an Additional language or Dialect], and two have
Down Syndrome. This teacher needs the support and advice of
EALD specialists in the field and support from external advisory
staff. Meaningful contributions by the parents/carers [with the
support of an interpreter where needed], medical professionals,
74 JILLIAN GUY
fellow staff and school leaders. A school wide approach is essential

so that effective support is not only provided in the year 5 teacher’s
classroom but also in the playground, and as these children move
in and out of other classroom contexts.
Mutual emotional and technical support
Sometimes teachers are their own worst enemies. Too often,

teachers operate behind closed doors with high levels of stress
because of an overwhelming sense of inadequacy at the enormity
of their task. Stress levels in teachers can be traced to professional
isolation and increasing complex classroom environments
associated with increased student diversity, expanding levels of
intensity of students’ needs, and larger class sizes, all of which
contribute to a progressively more challenging work environment
(Sands, et al., 2000).
Teachers need to support each other, share their expertise and

have frequent access to support personnel who have some
expertise in particular fields. No one teacher can be expected to
be an expert on the various needs of all the students in their
classroom. An open sharing culture must be established where
school basic norms and assumptions (Schein, 1992) include the
belief that every child is every person’s responsibility and that there
is no shame or blame attached to admitting difficulties in meeting
student needs and asking for support and advice (Carter & Abawi,
2018).
Building professional teams

is important and can work well
even across-school contexts.
Teachers need the support and
advice from others in the field,
experts, paraprofessionals,
parents/carers. In schools
there are a number of resident
and visiting specialists
Figure 3.11: Photograph of a
(guidance officers, speech
“Classroom” (CC BY-NC-ND 2.0) by
language therapists,
Ohio University Libraries
psychologists, youth workers)
who can support a classroom
teacher. Sands et al., (2000) refer to the importance of
‘transdisciplinary teams’ that made up of a team of individuals who
work together to support the needs of a student where expertise
and ideas are shared in order to support a learner ‘s needs and
build a sense of community, connectedness, belonging, affiliation
and mutual support.
Characteristics of collaboration
For transdisciplinary teams to work effectively, there must be a

spirit of collaboration. Collaborative individualism first
conceptualised by Limerick and Cunnington (1993), is now
becoming regular practice in many schools. When working
collaboratively, members share responsibility, accountability and
decision making, respect others’ opinions, and build trust and
mutual support. Productive partnerships in schools enable
inclusive school practices to thrive, and can be applied to
partnerships in transdisciplinary teams and partnerships with
families.
Characteristics of supportive and effective partnerships

76 JILLIAN GUY
• Opportunities are created for authentic dialogue and reflection.

• Trust of, and respect for each other is established.
• Each other’s knowledge is valued.
• Clear structures and focus are identified and used.
• Roles within the group within the group are identified and
defined.
• Roles in observing and teaching are shared (Saggers, Macartney
& Guerin, 2012).
Potential obstacles to effective partnerships

• Policies promoting partnership are not realized in practice.
• The school is a hostile environment where the physical and
emotional environment and school practices become intimidating.
• Educators assume they alone know what is best for a child.
• The student is not respected, not included in decisions about
their program and their input is not valued.
• Parents are directed as to what to do.
• Parents are treated as having a disability and seen as part of the
problem rather than part of the solution(Saggers, Macartney &
Guerin, 2012).
CHARACTERISTICS OF INCLUSIVE CLASSROOMS
Ashman (2015) describes six enabling characteristics essential to

the creation of inclusive classrooms.
1.Independent
Independent access
Learners are able to physically access facilities, venues and learning
activities safely and independently.
2. Prerequisite skills required for a learning task
Learners are provided with opportunities to develop and perform
the prerequisite functions and skills of the learning task.
3. Adequate social skill levels
Learners have appropriate social skills that enable them to
participate effectively in the learning task.
4. The presence of social networks

Learners have the ability to develop personal friendships.
5. Valued membership
All learners are valued members of the education setting.
6. Active
ctive involvement
All learners are actively involved in the design and organisation of
their own learning.
But how easy is this to achieve? Where do we start? We can begin
with a change of mindset which is reflected in the language that is
used within the classroom and across a school.
CHARACTERISTICS OF INCLUSIVE LANGUAGE
What is inclusive language?
Inclusive language is language that is free from words, phrases or

tones that reflect prejudiced, stereotyped or discriminatory views
of particular people or groups. It is also language that doesn’t
deliberately or inadvertently exclude people from being seen as
part of a group. Inclusive language is sometimes called non-
discriminatory language. (Department of Education Tasmania,
2012, p. 2)
Because language is our main form of communication, using non-

discriminatory language avoids false assumptions, stereotyping
and exclusion and promotes respectful productive relationships.
Indeed research has shown that there is a symbiotic relationship
between language used within a education setting context and the
characteristics of the education setting culture that exists (Abawi,
2013), so evidence of an inclusive education setting culture can be
heard in classrooms, playgrounds, and staffrooms.
78 JILLIAN GUY
Figure 3.12: Person first cartoon, Source:

https://suburpcomix.files.wordpress.com/2013/09/15-person1st.jpg
Throughout 2017 and 2018, a number of the authors of this

textbook have been conducting a research project within 6 schools
spread across one broad region of Queensland. As data has been
analysed researchers have discussed the preliminary findings and
concluded that in three of the six schools involved in the research,
there is clear evidence that inclusive language and practice is
embedded within every aspect of school life, whilst in the other
schools although there is a willingness and a desire to be inclusive
there is still work to be done. The extract below is taken from a
transcript of the researchers’ conversation as they unpacked the
recorded conversations with a range of school Principals, Deputy

Principals, teachers, teacher aides, and Heads of Special Education
Programs.
It’s that feeling of personal connection that comes through – at some

of the other schools there just does not seem to be a true connection
to the kids. It was more of an intellectual exercise with strategies rather
than heart. There needs to be that moral imperative and a passion…
Rhetoric and process cannot make up for passion to make a difference
in a child’s/young person’s life… It’s the ‘how’ in the schools where
inclusion is effective it’s not the fine grained ‘what’ but the how and
the holistic view… It’s powerful the language that is used – they talk
strategies broadly but then they talk about how they evidence that
so that you can actually see that student has improved… Data use
and the pedagogy of inclusion is differentiated for students and for
teachers – they clearly acknowledge that. The way they talk about each
other and the way they talk about staff is always positive – you don’t
hear negativity… there is a shared language and meaning – so there
is a repertoire of strategies being used and they know them (Abawi,
Andersen, Brownlow, Carter, Desmarchelier, Leach, Lawrence &
Turner [personal communication, 2018]).
FAMILY PARTNERSHIPS IN INCLUSIVE SCHOOLS
In some schools, family involvement is sometimes limited to

formalised parent/teacher interviews and attendance at key
functions. In others, where there is an embedded culture of
families as equal partners, families are respected as active decision
makers about their child’s educational and co-curricular programs.
They are also very involved with the strategic planning and
direction of the school, actively participating in School Councils
Boards, committees and taskforces.
The level of family involvement in education settings varies from

family to family, teacher to parent and education setting to
80 JILLIAN GUY
education setting. Yet as Bottrell and Goodwin (2011) noted,

relationships between education settings, families and
communities are recognised as important to children and young
people’s wellbeing and learning, from early childhood through
primary and secondary education. Although some parents have
had negative experiences in their own lives of education, and do
not always have the confidence or are sometimes less likely to
want to be involved, it is important that educators and education
settings reach out and try and remove these barriers. Establishing
productive and positive partnerships with families is critical in
creating inclusive classrooms and settings .
Recognising and respecting diversity in families
In building productive partnerships with families, it is important

that teachers consider the following:
• Accept of the composition of the family.

• Respect for the ways in which families function and make
decisions.
• Shift away from thinking that the educator is the sole
‘expert’.
• Be mindful of one’s own beliefs and values that are
shaped by personal history, life experience and education
and how these influences the decisions.
• Be cautious of judgements that can be made about
students and their families.
• Have an awareness of the cultural, ethnic and linguistic
heritage of students.
• Avoid generalising or stereotyping.
• Learn about the cultures represented in the education
setting.
• Be aware of the communication styles or level of context

that families use. (Sands et al., 2000)
Watch
Working with parents and the issues facing families (17.00 minutes)
SUMMARY
Teachers can make a significant difference to the learning

outcomes of students by:
• having high expectations as the norm;

• using a strength based approach to learning;
• using a rigorous curriculum that develops higher order
thinking skills;
• using learning and assessment tailored for individual
need;
• using sensitive ways to support students to not feel
excluded (for whatever reason) from school events
therefore ensure principle led decision-making regarding
curricular and co-curricular activities;
• building quality relationships and partnerships with
students and their families/carers built on trust,
discretion, non-antagonist approaches to poor behaviour
and disengagement;
• avoiding stereotyping or judgmental thinking regarding
students and their families and/or carers;
• analysing materials for cultural bias;
• promoting literacy enjoyment and critical literacy skills;
82 JILLIAN GUY
and
• forming broad support teams, interventions and
programs.
Schools can make a significant difference in the educational

outcomes of students by creating an inclusive school culture
through the alignment of inclusive practices. [School culture is
conceptualised in terms of the seminal work of Schein (1992)
regarding organisational culture.] In the Openaccess book entitled
New Pedagogical Challenges in the 21st Century, in Chapter 3
Inclusive Schoolwide Pedagogical Principles: Cultural Indicators in
Action, Abawi, Carter, Andrews and Conway (2018) highlight the
following themes as being key indicators of an inclusive school.
• Organisation and structures that are strongly student

centred and inclusive.
• Best fit choices are made for students, teachers, teacher
aides, resources and environment.
• Explicit teaching of social skills and the valuing of
diversity.
• Clear communication, shared language and shared
expectations.
• Positive relationships building between staff, students,
parents and community.
• A strong sense of safety, family and wrap around support.
• Transitions into and out of school are prioritised.
• Teachers use information and data to plan adjustments
and engage learners.
• Differentiation and inclusive pedagogies are articulated
negotiated and actioned.

• Professional learning and sharing occurs between staff
members.
• Evidence of strong ethical and moral Principal leadership.
• Targeted informed leadership evident at all levels of the
school.
These various factors are captured in Figure 3.13 below:
Figure 3.13: A conceptual model of the cultural indicators of an inclusive

school taken from Abawi, L., Carter, S., Andrews, D. & Conway, J. (2018).
Consider your context – how inclusive is it? Is diversity truly

celebrated and embraced for the richness it brings? If not what
could you do to start the discussion?
84 JILLIAN GUY
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Peters, S. (2007). Inclusion as a strategy for achieving education for

all. In L. Florian (Ed.), The SAGE handbook of special education,(pp.
118-132). London, England : SAGE Publications Ltd. doi:10.4135/
9781848607989.n10.
Riley, T., & Pidgeon, M. (2018). Australian teachers voice their

perceptions of the influence s of stereotypes , mindsets and
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students. Teaching Education, 0:0, 1-22.
Rothman, S. (2003). The changing influence of socioeconomic status

on student achievement: Recent evidence from Australia. Retrieved
from: http://research.acer.edu.au/Isay-confernece/3
Royal College of Psychiatrists (2016). Useful resources. Retrieved

from https://www.rcpsych.ac.uk/
Queensland Department of Education. (2016). Engaging the
community within Aboriginal and Torres Strait Islander early
education. Retrieved from https://www.youtube.com/

watch?v=oLgT2qutf_A
Sachs, J. (2003).The activist teaching profession. Philadelphia, PA:

Open University Press.
Saggers, B., Macartney, B., & Guerin, A. (2012). Developing

relationships that support learning and participation. In S.
Carrington & J. Macarthur (Eds.), Teaching in inclusive school
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deprivation: Recent changes in social disadvantage in Australia
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Australia. Child Abuse Review, 21(2),99-113. Retrieved from

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Media Attributions
• Figure3.1: Equality sign from Ghent, Belgium on Unsplash

© Matteo Paganelli on Unsplash is licensed under a Public
Domain license
• Figure 3.2: Photograph of New York on Unsplash ©
Christopher Burns is licensed under a Public Domain
license
• Table 3.1. Generational Changes in Overseas Born
Australians Living in Capital Cities © Australian Bureau of
Statistics is licensed under a CC BY (Attribution) license
• Figure 3.4: Factors Contributing to Diversity © L. Abawi,
for the University of Southern Queensland. is licensed
under a All Rights Reserved license

• Figure 3.5: Photograph by Sebastian Leon Prado on
Unsplash © Sebastian Leon Prado
• Figure 3.6: Photograph by Marina Panades on Unsplash ©
Marina Panades is licensed under a Public Domain license
• Figure 3.7: Depiction of Multiple Intelligences © Jgreene34
on Wikimedia is licensed under a Public Domain license
• Figure 3.9: Photograph of The odd one out by Steve on
Flickr © Steve is licensed under a CC BY-SA (Attribution
ShareAlike) license
• Segregation to Inclusion © L. Abawi, for the University of
Southern Queensland. is licensed under a All Rights
Reserved license
• Figure 3.10 Photograph of a staff member and student.
(2018). Australia. Photo supplied by USQ Photography. ©
Photo supplied by University of Southern Queensland
Photography
• Figure 3.11 Classroom © Ohio University Libraries is
licensed under a CC BY-NC-ND (Attribution
NonCommercial NoDerivatives) license
• Figure 3.12 Person first. Source:
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15-person1st.jpg © Suburp Comix is licensed under a CC
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• Figure 3.13: Conceptual Model of the Cultural Indicators
of an Inclusive School © Abawi, Carter, Andrews, &
Conway is licensed under a CC BY (Attribution) license
CHAPTER 4
Opening eyes onto inclusion and

diversity in early childhood
education
MICHELLE TURNER AND AMANDA MORGAN
What can educators do to create inclusive early childhood contexts

that provide children and families with the opportunity to develop
understandings of difference and diversity?
Key Learnings
• Diversity is a characteristic of early childhood education in contemporary

Australia.
• The United Nations Convention on the Rights of the Child sets out the principle
that all children have the right to feel accepted and respected.
• It is important that all young children have the opportunity to develop an

appreciation and respect for the diversity of their local and broader
communities.
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OPENING EYES ONTO INCLUSION AND DIVERSITY IN EARLY
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CHILDHOOD EDUCATION
• Adopting a holistic approach to diversity is promoted as a strategy for

educators working in contemporary early childhood settings.
INTRODUCTION
In early childhood education, diversity and inclusion go together

like “roundabouts and swings, a pair of wings, fish and chips, hops
and skips, socks and shoes, salt and pepper, strawberries and
cream, pie and sauce, the oo in moo” (McKimmie, 2010, p. 1).
Effective early childhood educators understand that creating an
inclusive learning environment that is responsive to a diverse range
of characteristics and needs, can be a challenging and
overwhelming endeavour with sometimes limited or
underwhelming results (Petriwskyj, Thorpe & Tayler, 2014).
Traditionally, inclusive education in the mainstream early years

classroom focussed on catering for children with special needs,
such as physical impairment or autism, and for children considered
‘at risk’ or ‘disadvantaged’ in relation to issues such as socio-
economic circumstances or geographical isolation (Petriwskyj,
2010). Petriwskyj’s (2010) research extends this notion of inclusive
education to include many more considerations, such as the social,
political, cultural, English as a second language, trauma-related and
economic backgrounds of educational stakeholders.
This chapter is designed to reveal how early childhood educators

could facilitate effective, inclusive pedagogies and programs in the
mainstream classroom. Generally, when children have a diagnosed
disability or a physical disability (such as needing a wheelchair or
hearing aid), the general classroom teacher has access to support
in the form of outside agencies or assisted technology (Forlin,
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Chambers, Loreman, Deppler & Sharma, 2013). However, when a

teacher may think a child is ‘odd’, their learning progress is slow,
or their behaviour is difficult to manage, then inclusive practices
become difficult to seek, plan for and implement (Petriwskyj, 2010).
The following information, ideas and activities are designed to be
a general ‘teaching toolkit’ for new teachers to implement in a
mainstream early childhood classroom to assist them to be more
responsive and inclusive to its diverse clientele of students and
families.
DIVERSITY
Diversity is a characteristic of early childhood education in

contemporary Australia. Children engaging with early childhood
contexts come from a range of social, economic, cultural and ability
groups, and bring with them a considerable variation in life’s
experiences. Diversity is defined by the Queensland Government
Department of Education (2018) as encompassing individual
differences such as culture, language, location, economics,
learning, abilities and gender. Broader diversity constructs
presented in the literature, such as diverse abilities (Ashman &
Elkins, 2005), diverse learners (Coyne, Kame’enui & Carnine, 2007),
diverse learning rights (Organisation for Economic Co-operation
and Development (OECD), 2006) and learners in diverse classrooms
(Dempsey & Arthur-Kelly, 2007), highlight the complex and multi-
dimensional nature of difference and the associated power
relations of inequality (Ng, 2003). The representation of these
constructs in the literature suggests a movement away from
categorising children through ideas of normativity, to supporting
learners with varied characteristics through differentiating
pedagogies (Graham, 2007).
Australian society has become increasingly diverse in terms of

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the cultural and ethnic backgrounds, composition and size of

families (Moore, 2008). Children’s developmental pathways are also
more diverse. Taken for granted approaches about parenting and
child development and traditional early childhood practices are
challenged by this changing diversity (Fleer, 2003).
Bronfenbrenner’s social ecology approach assists in the
conceptualisation of the developing child in this changing diverse
landscape because the model enables the recognition of “the broad
range of contextual factors that can affect human development
and education” (Odam et al., 2004, p. 18).
In the model, the child is situated at the centre of a number

of concentric layers. These surrounding layers move out from the
centre to reflect the varying contexts associated with the child at
any given time in their life’s journey. Relationships between the
child and surrounding layers are seen as dynamic.
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Figure 4.1: Bronfenbrenner’s social ecological model
Characteristics of the child such as age, health and personal

traits, are embodied with the child in the centre of the model. The
system closest to the child is called the microsystem and consists of
the components in the child’s immediate surrounds such as family,
extended family and early childhood setting. These components
are seen to influence the child physically, socially, emotionally and
cognitively. Emotional attachment with other people was viewed
by Bronfenbrenner as a significant element in this layer
(Bronfenbrenner, 1979). The next layer of the model is called the
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CHILDHOOD EDUCATION
mesosystem and refers to the alignment between contexts in the

microsystem (Grace, Hayes & Wise, 2017). It is desirable for the
child to experience high levels of alignment between the differing
contexts experienced within their microsystem. A child who
encounters a misalignment between the early childhood centre
they attend and their family life may not be able to experience the
best opportunities for learning. A strong match, however, between
the values of the centre and their home life is likely to lead to
improved learning outcomes.
The next adjacent layer, the exosystem, represents those

systems or contexts that the child is not directly involved in but
will still be impacted by. Parental employment, for example, can
impact the child through such things as lower levels of income,
higher working hours and increased stress levels. The final layer,
the macrosystem, refers to the broad cultural and societal attitudes
and ideologies that may influence components in all of the other
systems. This layer represents the overall values of the society in
which the child lives and is impacted by across all aspects life.
Grace, Hayes and Wise (2017) provide the example of a society
in which females are treated as being inferior to males by being
denied equal access to education and employment, which may
result in the female child possibly having reduced opportunities in
life.
A final important point the Bronfenbrenner model makes, is that

the child is not viewed as a static participant. The child is a dynamic
being and influences the environment in which they engage. For
example, parents of a child with vision impairment may make
decisions about support mechanisms that the child has access to
and bring these with them to the early childhood centre. Children,
according to Bronfenbrenner’s social ecological model, will be
influenced by, and will influence, their environment and the people
in them (Grace, Hayes & Wise, 2017). Considering the child in their
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social, ecological surrounds can therefore assist educators in

developing clearer understandings of children and their individual,
unique diverse contexts.
INCLUSION
Ideas around inclusion in the early childhood field have evolved

steadily over the past few decades, and are continuing to progress.
This has occurred in a context of ongoing social change, which
has been accompanied by similar changes across a range of social
values and ideas. Definitions of inclusion traditionally focussed on
readiness for assimilation into a general class (mainstreaming)
(Petriwskyj, 2010) and integration in general classes with English
language instruction and support for disability (Cook, Klein, &
Tessier, 2008). These views have shifted to those incorporating
curricular and pedagogic differentiation to support children’s
senses of belonging (Gillies & Carrington, 2004). Changing values
and ideas about diversity and difference, ability and disability, and
social inclusion and exclusion in early childhood have been
influential in this shift (Moore, Morcos & Robinson, 2009).
THINKING ABOUT DIVERSITY AND DIFFERENCE
Global populations are becoming more mobile, generating multi-

cultural societies and therefore ethnic and cultural diversity in
many world nations including Australia (Arber, 2005). Emerging
from this is a growing awareness that everyone has their own
cultural framework, which shapes perceptions, values and ideas
(Gonzalez-Mena, 2004). Over (2016) notes that to experience
personal growth and wellbeing, positive social interactions and
long lasting relationships are necessary. Current thinking
acknowledges the importance of incorporating children’s unique
identities and diversities to enable positive experiences for
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CHILDHOOD EDUCATION
personal growth and lifelong learning. Developing effective

contexts for inclusion that support children manage their own
needs in diverse and different multicultural group settings is
therefore an important goal in an inclusive approach to diversity in
early childhood settings.
THINKING ABOUT ABILITY AND DISABILITY
Diversity exists in the way children develop. Development in

children occurs at different rates across a population. However,
when children fail to comply with the developmental pathways
typically outlined and expected in the school culture, they are
sometimes labelled as having a developmental disability. Disability
is an overall term defined by the International Classification of
Functioning, Disability and Health (World Health Organisation
[WHO], 2002) and incorporates three components:
1. Impairment, which refers to body functions (for example,

sensory or cognitive functions) and body structures (for example,
organ or limb functions)
2. Activity limitations, which refers to the challenges of carrying
out daily activities such as self-care, mobility and learning.
3. Participation restrictions experienced as the child endeavours
to participate within the family and community settings.
Reframed notions of the continuum of what is ‘normal’ have

emerged in thinking around disability in recent years. . The impacts
of social and environmental factors have come to be seen as
additional components associated with disability and have led to
challenging what is interpreted as normal. For example, the
increased number of sites with wheel chair access has enabled
wheel chair users to engage with a greater variety of facilities and
therefore life experiences. Such inclusive actions works towards
incorporating Article 23 of the UN Convention on the Rights of
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the Child which specifies that children with disabilities have the
right to special care with assistance appropriate to their condition
in order to promote the child’s social integration and individual
development.
THINKING ABOUT SOCIAL INCLUSION AND EXCLUSION
Developed nations have experienced social changes, which have

not been beneficial for all members of society. Some people have
failed to benefit from the changed social and economic conditions
and instead have experienced social exclusion and therefore
poorer outcomes (Hertzman, 2002). ). A report released by the
Australian Early Development Census in 2015 revealed that one
in five children who enter school in Australia are developmentally
vulnerable in one or more domain, including cognitive skills and
communication (Shahaeian & Wang, 2018). Social changes have
resulted in the fragmentation of communities, greater demands on
parents, and systems that are ill-equipped to cope with the needs
of children and families (Moore & Fry, 2011). Social exclusion arises
when children suffer from multiple factors that make it difficult for
them to participate in society (Hertzman, 2002). These factors may
include growing up in jobless households, being a member of a
minority group or living with a sole parent. This may lead to the
child being at risk of living in poverty and being socially isolated
(Moore, Morcos & Robinson, 2009).
Whilst social inclusion may appear to be the opposite of social

exclusion it incorporates much more. Social inclusion infers a
proactive, mindful approach that requires action to facilitate
conditions of inclusion (Caruana, & McDonald, 2018). Current
understandings about child development and learning, as well as
social justice and social inclusion, indicates that relationships,
interactions and experiences in children’s early lives have a
profound influence on early brain development and future life
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CHILDHOOD EDUCATION
outcomes (Centre on the Developing Child, 2011; Shonkoff &

Phillips, 2000). Reducing boundaries, barriers and social and
economic distances between people are important when
promoting a more inclusive society (Hayes, Gray & Edwards, 2008).
To be inclusive it is vital that children and adults are able to
participate as valued, respected and contributing members of
society.
INCLUSION IN THE EARLY YEARS
According to Early Childhood Australia [ECA](2016), the peak

early childhood advocacy body in Australia, “inclusion means that
every child has access to, participates meaningfully in, and
experiences positive outcomes from early childhood education and
care programs” (p. 2). Inclusion is significant as: it incorporates
current thinking around child development; implements the
current mandated legal standards for early childhood education
and care [ECEC]; supports children’s rights; and reflects quality
professional practice (ECA, 2016). Additionally it needs to be
recognised that acts of inclusion facilitate acceptance of diversity
and the reduction of barriers that may preclude a child from
achieving their fullest potential in an ECEC setting.
Inclusivity occurs when all children, regardless of their diversity,

have equitable and genuine opportunities to participate in and
learn from the everyday routines, interactions, play and learning
experiences that occur in the early years (The State of Queensland
[Department of Education and Training], 2017). A policy statement
intended for all levels of schooling, including the early years,
developed by the Queensland Government Department of
Education (2018) states that:
Inclusive education means that students can access and fully

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participate in learning, alongside their similar-aged peers,

supported by reasonable adjustments and teaching strategies
tailored to meet their individual needs. Inclusion is embedded in
all aspects of school life, and is supported by culture, policies and
every day practices (p. 1).
Inclusive settings in the early years, according to the Queensland

Curriculum and Assessment Authority [QCAA] (2014) sees that
“educators strive to improve all learners’ participation and learning,
regardless of age, gender, religion, culture, socioeconomic status,
sexual preferences, ability or language. Inclusion encourages
everyone in the community to participate and achieve” (p. 1). KU
Children’s services who manage a range of inclusion support
services for the Australian Governments Inclusion Support
Programme created the following information sheet fact for
educators and services about what Inclusion Is:
POLICY AND LEGAL REQUIREMENTS FOR INCLUSION IN

THE EARLY YEARS
Early childhood contexts in prior to school settings in Australia

are governed by the National Law and National Regulations which
outline the legal obligations of approved providers and educators
and explain the powers and functions of the state and territory
regulatory authorities and the Australian Children’s Education and
Care Quality Authority [ACECQA]. The Education and Care Services
National Law (National Law) and the Education and Care Services
National Regulations (National Regulations) detail the operational
and legal requirements for an education and care service including
most long day care, family day care, kindergarten/preschool and
outside school hours care services in Australia.
The National Law and National Regulations are components of

the National Quality Framework for Early Childhood Education and
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CHILDHOOD EDUCATION
Care [NQF] which aligns with the United Nations Convention of

the Rights of the Child by aiming to ensure that all children have
the opportunity to thrive, to be engaged in civics and citizenship
and opportunities to take action and be accountable (ACECQA,
2017). The NQF also “recognises all children’s capacity and right to
succeed regardless of diverse circumstances, cultural background
and abilities” (ACECQA, 2017, p.10). Inclusion is acknowledged as an
approach in the NQF where educators recognise, respect and work
with each child’s unique abilities and learning pathways and where
diversity is celebrated (ACECQA, 2017). This approach of inclusive
service delivery and practice is embedded in the national approved
learning framework for early childhood settings; the Early Years
Learning Framework [EYLF].
Additionally, the rights of children with disability and from

diverse backgrounds to access and participate in ECEC services are
set out in national and state based legislation such as:
• Disability Discrimination Act 1992 (Commonwealth)

• Disability Standards for Education 2005 (Commonwealth)
• Anti-Discrimination Act 1991 (Queensland)
• Child protection Act 1999 (Queensland)
• Work Health and Safety Act 2011 (Queensland)
Additional information around the legal requirements associated

with diversity and inclusion is available by at the following link:
Inclusion of children with disability
School settings in the Queensland context are also required to

comply with legal requirements, in particular, the Education
(General Provisions) Act 2006 (Qld) and state and commonwealth
discrimination laws. To read further about these requirements click
on the following link: Inclusive education
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Additional Readings
To extend your understanding around policy and legal requirements in the early years
access the following articles online through the USQ Library webpage:
• Miller, M. & Petriwskyj, A. (2013). New directions in intercultural Early

Education in Australia. International Journal of Early Childhood, 45, 251-266. Doi:
10.1007/s13158-013-0091-4
• Petriwskyj, A., Thorpe, K., & Tayler, C. (2014). Towards inclusion: provision
for diversity in the transition to school. International Journal of Early Years
Education, 22(4), 359-379. doi: 10.1080/09669760.2014.911078
INCLUSION BARRIERS AND MYTHS
Despite significant changes in thinking around diversity and

inclusion, potential barriers to successful inclusion still exist.
Barriers may serve to reduce the opportunities educators are
prepared to take to design and create inclusive environments. The
barriers can emerge from a range of issues including personal,
attitudinal and organisational. From a personal perspective
educators may be unwilling to engage with inclusion because of
a perceived increase in workload or lack of confidence in their
own skills to work with children with diversity. Personal bias and
attitudes may impact upon the educator’s willingness to consider
making adjustments to their program or to support children
appropriately within their program.
Organisational systems and structures can create barriers for

educators through such things as lack of leadership supporting
inclusive practices, professional development for staff or finances
for resources. Early childhood is a unique period, which provides
the blueprint for all future development and learning. Where
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barriers exist, opportunities for children’s learning and

development can be greatly reduced.
Myths associated with inclusion may also serve to dissuade the

development of inclusive environments for all children. Dispelling
myths associated with implementing inclusive practices through
sound reflective practice, educator commitment and teamwork
have been identified as starting points for successful inclusion.
Livingston (2018) summarised myths under the following headings;
the view that inclusion is not about disability, the perceived effects
of including a disabled child in a classroom and the differences
between inclusion and early intervention. Following is a discussion
around these myths.
Inclusion is not just about disability
Ashman and Elkins (2005) note “inclusion enables access,

engagement and success for all learners” (p. 65). The NQF
promotes the valuing of diversity, including Aboriginal and Torres
Strait Islander peoples, people from culturally and linguistically
diverse backgrounds, people with a disability and people from
diverse family compositions. The definition of inclusion in the
approved learning frameworks for ECE is broader than simply
providing for children with a disability. Inclusion is about embracing
diversity, including every child holistically and providing
opportunities for all children to participate and benefit.
As indicated above when discussing relevant policy and legal

requirements, inclusion is a basic human right. The UN Convention
on the Rights of the Child states that all children have the right to
an education (Article 28) that develops their ability to their fullest
potential, prepares children for life and respects their family,
cultural and other identities and languages (Article 29). This is
reflected in Regulation 155 of the National Regulations where it
106 JILLIAN GUY
states that an approved provider must take reasonable steps to

ensure that the education and care service provides education and
care to children in a way that maintains at all times the dignity and
rights of each child.
Including a child with additional needs
There has been a perception by some that inclusion of diverse

children will be detrimental to other group or class members.
There is now sufficient evidence to suggest that peers are not
harmed or disadvantaged through inclusive classrooms; rather,
they grow and develop as a result of the relationships they cultivate
and sustain with their diverse counterparts (Odom et al., 2004).
Typically, developing children learn a great deal from their
classmates in inclusive settings. The inclusion of children with
disabilities prompts classmates to become more understanding of,
and to develop positive attitudes toward, their diverse counterparts
(Odom & Bailey, 2001).
Inclusive environments are characterised by repeated and

impromptu interactions, which support all children in social,
emotional and behavioural development (Odom et al., 2004). When
children with disabilities or differing abilities attempt to engage
their peers in social interaction, typically developing children with
experience in inclusive environments respond to these initiations
and progress relationships by initiating interactions, negotiating
sharing and developing an understanding of other children (Odom
et al., 2004). Additionally, children with experience of inclusive
environments have been found to approach play with a stronger
focus on fairness and equity and utilise more targeted ways to
include diverse counterparts in their play (Diamond & Hong, 2010).
Research has found that children are most receptive to actions of

inclusion at an early age. Evidence suggests that older children are
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CHILDHOOD EDUCATION
less likely to be receptive of children with disabilities being included

in academic settings (Siperstein, Parker, Bardon, & Widaman,
2007). Since inclusion is beneficial to all children, inclusion in early
childhood settings is considered to be highly important (Gupta,
Henninger & Vinh, 2014).
Inclusion and early intervention are not the same
Inclusion and early intervention for children with diversity are

interrelated concepts but are viewed differently and have separate
outcomes. As noted above the definition of inclusion in the EYLF
refers to all children holistically. Early intervention relates to
children who require additional support and involves the support
of early childhood intervention specialists. The outcome of early
intervention is to support children to develop the skills they need
to take part in everyday activities and to be included in family
and community life. This process is achieved in an inclusive
environment where the important adults in the child’s life provide
the experiences and opportunities necessary to help children
participate meaningfully in their everyday lives.
Reflection
• Critically reflect upon these three myths.
• What can you add to the discussion?
• Have you experienced a change in your thinking?

108 JILLIAN GUY
INCLUSIVE PRACTICE
The image of the child
The starting point for successful inclusive practices is reflecting

upon the image of the child. Loris Malaguzzi (1994) suggests that
the educators’ image of the child directs them in how they talk,
listen, observe and relate to children. The image of the child
influences how the educator views the child and influences their
expectations they have of them. Reflecting on the image of the
child shifts the focus back to the child as they are, not just the way
they are perceived or labelled.
The image of the child promoted by advocates of inclusive

practices, presents the child as being so engaged in experiencing
the world and developing a relationship with the world, that he
or she develops a complex system of abilities, learning strategies
and ways of organising relationships (Rinaldi, 2013). Children are
the “bearer and constructors of their own intelligences”, expressing
their leanings in a variety of ways; a process Reggio educators
refers to as ‘the hundred languages’ (Rinaldi, 2013). Underlying the
Early Years Learning Framework for Australia (2010) is the belief
that children are competent and capable of actively constructing
their own learning.
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Figure 4.2: Comic strip of a child. (2019). Australia, USQ.
Reflection
• What is your image of the child?
• Do you see the child’s competencies and complexities?
• Is this a child who shares their thinking, theories and wonderings with you or
do they censor themselves in adult child interactions?
Getting to know the children
It is important to get to know individual children so that the

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appropriate support can be offered to them. This is most

successfully achieved through discussion with the family and the
child and through observation and documentation. Discussions
with the family will provide educators with vital information about
the child. It is important to ask questions with sensitivity and
understanding in talks with parents and to set a tone of welcome
for the family that encourages communication and open discussion
built on trust and respect.
Conversing with the child
about their abilities, needs, and
interests empowers the child
and increases their sense of
agency. Conversations provide
the opportunity for the child to
verbalise their interests and
needs. Observations are a vital
tool for early childhood
Figure 4:3: Photograph of child with
educators to build an
guinea pig (2018), Australia, USQ
understanding of children’s
Photo Stock.
interests, abilities, learning,
development and wellbeing
(Colville, 2018). When observing an individual child, it is important
to focus on the child’s abilities. Looking beyond a textbook
definition of their possible diversity and noting their strengths and
what they can do is also helpful. Documenting observations of
children professionally and regularly, without labels or diagnoses is
also a useful step. Interpreting these observations and applying
this information when making decisions about programming and
planning that relate to individual children and groups of children is
also effective in building an inclusive culture.
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CHILDHOOD EDUCATION
Early childhood educators

are key in knowing and
understanding child
development. Understanding
that children learn skills in a
particular order will help the
early childhood educator set
realistic expectations for the
child’s skill development. As an
Figure 4.4 Photograph of a mother and
example a child needs to
a baby on Unsplash
practice standing before
practicing walking. A child with
special needs may need to have a skill divided into smaller steps
before the skill can be mastered.
The following e-Newsletter provides practical ideas for learning
about children’s knowledge, ideas, culture and interests through
observation. Click on the following link to access the information
sheet: NQS PLP e-Newsletter No. 39 2012 – Observing children
Inclusive environments
The importance of high quality early years education and care

has been well documented (Dahlberg, Moss, & Pence, 2007;
Dearing, McCartney & Taylor, 2009; Peisner-Feinberg et al., 2014;
Sylva, 2010, Torii, Fox & Cloney, 2017). Participation in inclusive
high-quality early childhood settings is fundamental to supporting
children to build positive identities, develop a sense of belonging
and realise their full potential. Supporting children’s positive
individual and group identity development in ECEC is fundamental
to realising children’s rights. Inclusive environments provide the
space for the recognition of gender, ability, culture, class, ethnicity,
language, religion, sexuality and family structure as integral to
society (Queensland Government Department of Education,
2018b).
112 JILLIAN GUY
Carefully planned environments engage and enable children to

co-construct learning and build deeper understandings
(Queensland Studies Authority, 2010). The educator’s image of a
child and the environment they create are strongly connected.
Creating an environment that supports the inclusion of every child
means each child can be supported to thrive and build a respect
and valuing of diversity. High quality education and care is
characterised by thoughtfully designed environments that support
intentional, structured interactions to scaffold children’s growth
and learning. Quality child-care contributes to the emotional, social,
and intellectual development of children.
A starting point in creating an inclusive environment is to pay

close attention to the physical environment. Does the physical
environment meet the needs of the children and support children
to engage naturally with things that interest them? Physically
inclusive spaces maximise each child’s opportunity to:
• access and explore indoor and outdoor areas as

independently as possible;
• make choices about the resources they access and the
experiences they participate in;
• interact meaningfully with other children and adults;
• care for themselves as independently as possible;
• experience challenge and take managed risks;
• engage with images, books and resources that reflect
people with disabilities as active participants in and
contributors to communities in a variety of ways (Owens,
2012, p. 2).
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When adapting the physical

environment to include a child
with a disability, it is important
to consider what needs to be
altered or added to enable the
child to manage daily routines
and experiences as
independently as possible.
How accessible are the
Figure 4.5: Photograph of child with
resources for the child? Do
cattle (n.d.). pxhere.
items need to be placed at a
different height or level so that
the child can reach them? Considering issues of fairness and equity
at the level of the individual child and the group and providing
appropriate adaptations that allow diverse children to participate
in the classroom curriculum is an effective strategy as well
(Diamond & Hong 2010). Attention to the physical demands of daily
classroom activities for example may support classroom wide
intervention (Brown, Odom, McConnell, & Rathel, 2008). For
example, moving a painting activity from an easel to a tabletop for
all children may offer support for those who find it difficult to stand
and paint for long periods (Sandall & Schwartz, 2008).
Adaptations to the indoor and outdoor environments that

increase children’s access to activities might be effective in
supporting peer interaction (Diamond & Hong 2010). For example,
a child with a communication difficulty may benefit from using
visual resources such as pictorial flow charts to help them
understand and participate in the day’s routines and activities
(Owens, 2012). Inviting all children to become familiar with the
visual resources and encouraging them to support those who are
unsure is another useful strategy. A child who experiences high
levels of anxiety or behavioural issues may need a safe, quiet area
to go to when they feel overwhelmed or want time away from
114 JILLIAN GUY
the group (Owens, 2012). Such additions to the environment often

benefit all children.
It is beneficial to include strategies that support children’s

independence as they access the class resources to undertake their
learning. Educators in classrooms make use of a large variety of
ideas and strategies to enable learner’s independence. Visit the
resource below and make a note of the different ideas one teacher
has used to create an inclusive prep classroom in a Queensland
primary school. Use these ideas to begin your own collection of
strategies and build upon the list as you continue to engage with
ideas around creating inclusive classrooms.
Cultural competence
In creating an inclusive physical environment, a shared culture

of inclusion can be modelled and supported. Children are naturally
curious about the people around them as they attempt to develop
a sense of their own identity. One way of achieving this is by
defining what makes them different from everyone else. A child
may ask questions about observable characteristics like skin colour,
accent, or manner of dress. “Children are around two or three
when they begin to notice physical differences among people”
(Kupetz, 2012, p. 1). Questions about characteristics such as “Why
is Kiah’s skin brown?” are not motivated by any intention to offend
or hurt. Educators can use these opportunities to send a fair and
accurate message about each diversity, so that children learn that
these differences make a person unique. The educator can utilise
these encounters with diversity to enrich all children’s learning.
In this podcast the educator took the opportunity to support

children to become familiar with, understand and experience being
different. Families NSW (2011) recommend simple examples to
embrace diversity within an early childhood setting:
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CHILDHOOD EDUCATION
• Make a point of acknowledging where all the children in

the group come from by simply hanging a map and tagging
locations with the child’s name and country of origin.
• Showcase a country each week or month and take the
opportunity to invite parents to share words or phrases
from their language, songs, music, food, traditional dance
and costumes.
• Celebrate culturally diverse calendar events throughout
the year.
• Display and make accessible multicultural and multilingual
resources.
However, it is not enough just to raise cultural awareness. It

is a requirement of the NQF for educators to become culturally
competent. Cultural competence is about thinking and actions that
lead to:
• Building understanding between people;

• Being respectful and open to different cultural
perspectives;
• Strengthening equality in opportunity (ACECQA
Newsletter, 2014).
Read more about developing cultural competence through the

We Hear You newsletter published by ACECQA.
Intentional teaching
In the Early Years Learning Framework, the term ‘intentional

teaching’ is used to describe teaching that is purposeful, thoughtful
and deliberate (Department of Education, Employment and
Workplace Relations. (2009). In this definition it is the word
116 JILLIAN GUY
intentional that is important since it assumes that an intentional

educator is someone whose actions stem from deep
thoughtfulness where the potential effects have been considered
(Epstein, 2007). Epstein goes on to point out that this means the
educator understands why they are doing what they are doing (the
intentional act) and what strategy is required for the teachable
moment.
A number of effective intentional environmental strategies to

support interactions among children with disabilities and their
classmates without disabilities include limiting the size of groups
and using materials that are familiar and likely to encourage social
interactions. Australian Children’s Education and Care Quality
Authority (ACECQA) 2017) have suggested the following strategies
for applying intentional teaching practices within inclusive
environments.
Model appropriate behaviours

Children learn through
observation and imitation
(Meltzoff, 1999) and modelling
by an educator becomes a
powerful tool in intentional
teaching. Children notice when
adults are working and
collaborating together and
Figure 4.6: Photograph of a teacher
modelling positive behaviours.
reading. (2011). Monkey business.
Children imitating this
modelled adult behaviour will
demonstrate considerate actions that support an understanding of
inter-dependence both within and outside of an early childhood
setting.
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CHILDHOOD EDUCATION
Using a range of communication strategies

strategies
Children cannot always find the appropriate words to use to
express how they feel especially when they are faced with
something outside of their normal experiences. Introduce and use
a wide range of communication strategies with all children to equip
them with a variety of approaches to use when they attempt to
organise their own feelings, explain events and resolve conflict. A
variety of communication strategies may include gestural, pictorial,
oral and written components. It may be necessary at times to “give”
the children the appropriate words to use. For example, in the
following scenario the educator helped Sam express his thinking,
using words:
Scenario
Sandpit play:
Sam is building a road in the sand using a spade and a trowel. He puts the spade down as
he picks up the trowel. Peter turns around and takes the spade. Sam immediately pushes
Peter over and takes the spade back. The educator checks that Peter is OK and then says
to Sam. “I can see that you are still using the spade but Peter did not see that. Could you
please say to Peter “I am still using the spade”? Sam repeated the words and Peter nodded
his head turning back to his own sand construction.
Using self-talk
Using self-talk can be a powerful form of guidance for children.
Educators can ‘self- talk’ through activities with which they are
engaged, so that they are giving children a commentary on their
actions. For example, ‘I am cutting around the picture. I am trying
to be careful and make the scissors stay on the line’. Educators can
also ‘parallel talk’ as they provide commentary on what the child
is doing. Both strategies can be very helpful for short periods but
should not be extended to the point where they become intrusive
or inhibiting.
118 JILLIAN GUY
Be firm when necessary

Children need the security that comes with knowing that there
are limits and that when they need help with their behaviour they
will get it. Children need adults to set reasonable boundaries and
help them to organise their feelings and responses. Educators can
support children to focus on the outcomes of being considerate
to others while searching for a fair and equitable resolution that
supports children’s learning.
Acknowledge considerate behaviour

behaviour
Let children know when they do things that you want to see more
of. Try to support children to manage their own behaviour in a way
that tells the child “I know this is hard for you, but I will help you”.
Modelling empathy provides children with a repertoire of examples
and strategies to use themselves.
The emphasis is on supporting children to manage their own
behaviour in a ways that teach and show respect. When responding
to a child’s behaviour it is important to make sure you are doing
so in ways that maintains their dignity and rights. In order to do
so, it is important to take a moment and reflect on the best way
to respond, rather than simply react, however in some situations
educators may need to respond quickly if safety is an issue.
High Expectations
Every child is unique. Children may share the same type of

disability, but be completely different from each other in every
other respect. While there are some exceptions many two year
olds with special needs have, for example, they will also face the
same challenges of being two that all children face. Setting high
expectations for each individual child is vital to their overall
success.
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CHILDHOOD EDUCATION
Promoting inclusion and the

participation of all children
across the entire program
involves working with each
child’s unique qualities and
abilities, strengths and interests,
so that each child can reach his
or her potential. Early childhood
professionals are key in knowing
that children with special needs
are more like all children than
different. Where and when
possible setting similar
expectations for children will
help them to be accepted. High
expectations of all children can
be delivered through flexible
Figure: 4.7: Photograph of child program approaches and
bouncing. (2018). Australia, USQ curriculum decision making,
Photo Stock. focused on inclusive practice.
Curriculum decision making for
inclusion of children with a
disability is about creating opportunities for all children to engage
in daily experiences, rather than planning alternative or separate
experiences for a particular child (Owens, 2012). Curriculum
considerations includes all planned and unplanned “interactions,
experiences, routines and events” that occur each day (ACECQA,
2011, p. 203). When undertaking inclusive curriculum decision
making, educators intentionally extend each child’s learning by
designing experiences that build on the child’s “strengths, interests
and abilities in both planned and spontaneous learning
experiences” (Owens. 2012, p. 2).
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Involving families
Families of children with diversity have the same needs for ECEC
as do other families. Inclusive ECEC environments offer all families
the opportunity to engage in regular life patterns (Jansson &
Olsson, 2006). Offering inclusive settings removes barriers and
provides the opportunity for all children to engage in high quality
ECEC that may enhance their learning and developmental success.
Be clear and transparent

At the outset inform all families about the setting’s philosophy
in regard to inclusion and diversity. When educators and families
have different views regarding this, the educator may need to seek
support from colleagues and draw on the centre policies for
guidance. A focus on the holistic, inclusive approach of the NQF will
be of assistance here.
Pay attention to settling-in

Every family can face challenges when settling into a new ECEC
setting, as each child must adjust from their home culture to the
culture of the service. Children from different backgrounds,
minority groups or a child with a disability may face an extra
challenge as they undergo this transition from their home to the
setting. The cultural and educational approach of the setting, which
is generally based on the values and perspectives of the majority
population, may be new to families. It is essential that such families
feel confident that the settling-in process will support, and be
appropriate to, their child’s needs.
Support families when asked

Educators play an important role in helping families support and
guide their child’s learning and development in positive and
effective ways. When families are well-supported by educators they
may be better equipped to nurture their child’s learning and
development (Hunter Institute of Mental Health, 2014). Families
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may need support, and educators need to respond in non-

judgemental ways. As with so many areas of communication and
relationships, it helps if the educator can put themselves in the
shoes of the family and think about how they (the educators) may
feel in the same situation. Developing collaborative partnerships
that involve respectful communication about all aspects of a child’s
learning and development helps both parties to adopt a holistic
and consistent approach. Taking a professional approach supports
educators in presenting a positive attitude to families, working
collaboratively to identify options to solve problems.
Providing the family with professional advice about their child’s

learning and development, including their strengths and their
psychological, social and emotional development is important.
Families do not always know where to go to for assistance to act
on the information provided. Recommending reliable sources of
information and support for families in their local community and
beyond is vital. The early childhood educator regularly serves as
the conduit between families in need and agencies structured to
assist. Educators with a sound knowledge of the variety of support
systems available for the community group associated with the
ECEC setting is best equipped to be of assistance here.
Communicate with families

It is important that educators identify children’s learning needs
and respond quickly to any concerns they may have.
Communicating concerns about a child to the parents is often a
difficult step. Success is more likely if this step is taken from an
already-existing relationship that is built on trust and respect. Even
when this relationship is in place, educators need to plan what they
will say about concerns for the child. A discussion of this nature
should take place in a private location, with adequate time allowed,
and, if applicable, both parents in attendance.
122 JILLIAN GUY
The first step is to ask the family members how they see the child
and then to share the positive qualities observed within the ECEC
setting. At the outset, it is helpful for educators to let the family
know that:
• They share concerns for the child.

• Their intent is to support the child’s development.
In order to do this, educators

need to get some ideas for how
to best meet the child’s needs.
If family members differ in
their view of the child, be open
to their perspective, ask
questions, gather information,
and invite them to be your
partner in meeting the needs
Figure 4.8: Photograph of a staff
of their child. When done
member and a parent and child.
respectfully, this
(2018). Australia, USQ Photo Stock.
communication can lead to a
fruitful exchange of ideas and
ultimately help for the child. The following document provides
practical ideas for communicating with parents effectively in ECEC
settings. Click on the following link to access the information sheet:
Kids Matter – Effective Communication between families and staff
members
Negotiate multiple agency involvement

While in an early childhood program, children with special needs
may receive additional therapy from specialists. Early childhood
professionals are key in partnering with the family and other
professionals in the provision of support services for the child.
Communication with those providing specialist support helps to
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CHILDHOOD EDUCATION
coordinate the activities of the child. Educators play an important

role in working with parents to support their children.
Successful engagement between educators, families,

professionals, agencies and community members enable the
sharing of information that ultimately support children’s learning
and development. Strong partnerships between these sites also
help vulnerable children feel more secure (Hunter Institute of
Mental Health, 2014). By working with families, professionals and
agencies, educators may have access to helpful information and
strategies to manage or guide children’s learning and development.
Empowering Children
Educators who enact thoughtful and informed curriculum

decisions and work in partnership with families and other
professionals provide children with the greatest opportunity for
success. Enabling child agency through considered curriculum and
program design empowers children to engage confidently with
their own learning and development. By purposefully planning
experiences and engaging in nurturing, non-directive interactions
with children, staff can optimise children’s learning. Supporting
children’s agency enables them to make choices and decisions,
and influence events and their world. Appropriate choices provide
children with an opportunity to implement their emerging skills
and develop a strong sense of identity. A practical strategy is to
implement strategies, practice and programs that support every
child to work with, learn from and help others through
collaborative learning opportunities.
It is important to acknowledge children as individuals with a

range of skills, emotions and experiences, both at home and at
the setting, that may impact on how they cope being part of a
group setting on any given day. Children’s learning is most effective
124 JILLIAN GUY
when staff members are responsive and make the most of the
spontaneous skill learning opportunities that arise in children’s
everyday experiences. For children to learn to guide their own
behaviour they need help to understand expectations and what
is acceptable. For example, they may not understand why they
have to wait to use the new equipment; why they cannot draw
on the walls; why it is not appropriate to pull someone’s hair to
get them to move. The answers to these questions are not always
obvious to children. Empower children by acknowledging their
understandings and supporting them as they develop new
knowledge.
Play-based Pedagogy as a Tool for Inclusive Education and

Diversity
ECEC settings serve a wide range of children with various needs,

backgrounds, abilities, genders, cultures, languages, and interests.
Play based learning experiences are at the heart of early education
(Booth, Ainscow & Kingston, 2006). Children make sense of their
world through their play and engage in the social world of their
peers when they are playing. They benefit from the opportunities
play offers to make decisions, predictions and solve problems.
Where children are supported in play, they actively interact with
others to create experiences to develop the skills and rewarding
relationships that are fundamental to their personal growth and
development across physical, social, emotional and cognitive
domains (KidsMatter, n.d.). They create valuable learning
opportunities for themselves through their interactions with their
world and the people in it (Siraj-Blatchford & Sylva, 2004). Children
learn to transfer their social and emotional skills and
understandings to new situations through play and interactions
with their peers.
Shipley (2013) suggests the following principles relating to

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learning through play. Children learn:

• when given plenty of opportunities for sensory involvement.
• through exploration and experimentation where they are free
to move and pursue self-paced activities at their individual
developmental level.
• by doing and interacting with real objects in a playful learning
environment.
• most effectively if they are interested in what they are learning
and free to choose to play in their own way.
• in an environment where they experience psychologically safety,
a place where risk taking and mistake making are acceptable and
where encouragement is offered in a timely manner that supports
a learning moment.
• by uncovering concepts through open-ended exploratory play.
• most effectively when they progress from concrete to abstract
concepts involving simple to more complex levels of knowledge,
skill, and understanding, and where they can make sense of
general concepts through to specific concepts.
• by revisiting prior knowledge, previously acquired skills, and
concepts in manner that reinforces the transference of knowledge
from a known context to application in a new context.
• most effectively when their experiences of play build on what they
already know, and can take one step further, what is known as a
zone of proximal development at a pace that is scaffolded to suit
the
individual.
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Play-based pedagogy is well

suited to supporting diversity
and inclusive education, as it
incorporates the interests,
insights and backgrounds of all
the children (Siraj-Blatchford &
Sylva, 2004). Educators who
embrace a play-based
pedagogy are responsive to the
Figure 4.9: Photograph of child with
individual strengths and needs
spiral book. (2018). Australia, by USQ
of children, which lead to a
Photo Stock.
naturally inclusive
environment (McLean, 2016).
Within a play-based learning environment, educators have the
opportunity to adapt the environment and resources routinely to
promote optimal learning experiences for all students based on
individual development, interests, strengths and needs. Educators
are key in encouraging children to be independent. Children like to
do things on their own and it is better for the development of
children, to encourage them to do whatever they can for
themselves. A play-based setting supports this approach.
The role of the educator is integral to supporting children’s

learning and development. Educators provide support (i.e.,
scaffold) to extend the duration and complexity of children’s play
as well as encourage children to incorporate language, literacy,
and numeracy within their play (McLean, 2016). When teachers
consider individual children’s abilities, interests and preferences,
they create an environment that is engaging for all.
To support all children to learn and develop through play, Wood

(2007) suggests educators:
• plan, resource and create challenging learning environments;
• support each child’s learning via intended play activity;
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CHILDHOOD EDUCATION
• extend and support play that is spontaneous;

• develop and extend each child’s communication in play;
• assess each child’s learning through play promoting continuity
and facilitating progression;
• combine child-initiated play with adult-directed activities;
• accentuate well-planned, purposeful play in both outdoor and
indoor settings;
• plan for connection between work and play activities;
• provide time for children to engage deeply in work activities; and
• scaffold opportunities for engagement connecting children and
adults.
When enacting play-based pedagogies educators are able to

recognise the discoveries being made by children as they construct
their own knowledge, in their own ways (McLean, 2016). Curriculum
objectives will be met in an integrated program, allowing for depth
as well as breadth as children make meaning from the world
around them. Play-based approaches open a setting to all learning
possibilities in a way that inclusion happens as part of every-day life
and diversity is welcomed and celebrated.
CONCLUSION
It is the right of every child to be provided with the opportunity

to learn and develop to the best of their ability. Early childhood
educators are required to facilitate effective, inclusive pedagogies
and programs in the both childcare and school settings to cater
for the diverse children and families who may attend their site.
Strategies and ideas for developing diverse classrooms have been
suggested in this chapter.
Conclusion Activity
128 JILLIAN GUY
Managing inclusivity within your classroom will require flexible and creative approaches.
Reflecting upon the information provided above prioritise 5 approaches you will utilise
to create a more inclusive environment. Use resources such as those provided via the
websites below to begin your list.
RESOURCES FOR EDUCATORS
Recommendations for best practice for early childhood

educators in Queensland state schools (Prep teachers) are as
follows:
1. Build relationships. The Early Years Learning Framework
Practice Based Resources – Connecting with families: Bringing the
Early Years Learning Framework to life in your community (for
more information, refer to https://docs.education.gov.au/system/
files/doc/other/connecting-with-families_0.pdf) offers practical
advice for early childhood practitioners. PACE attitude training,
offered in Queensland by Evolve Therapeutic Services, is a valuable
resource for teachers working with children who have experienced
trauma or neglect (for more information refer to
https://www.communities.qld.gov.au/childsafety/partners/our-
government-partners/evolve-interagency-services).
2. Connect with culture. Non-indigenous teachers should seek

access to safe, reliable cultural cues from other Aboriginal and
Torres Strait Islander staff within their school or wider community
(Dockett, Perry & Kearney, 2010; Lewig et al., 2010; Zon et al., 2004).
Professional practice should also reflect other minority cultures
represented in the school’s student population (Cortis et al., 2009;
Gilligan & Akhtar, 2005; Hundeide & Armstrong, 2011; Libesman,
2004; Ryan, 2011).
Refer to the Foundations for Success website for further
information https://det.qld.gov.au/earlychildhood/service/
Documents/pdf/foundations-for-
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CHILDHOOD EDUCATION
success.pdf#search=crossing%20cultures%20training%20teachers.
Also, Queensland state school teachers can access Crossing
Cultures and Hidden History training – for more information, refer
to http://indigenous.education.qld.gov.au/school/crossingcultures/
Pages/default.aspx
3. Manage behaviour effectively. Use real and life-like

examples to role-model socially-acceptable responses, reactions
and reflections to everyday situations (Doyle, 2012; Howe, 2005).
Establish and maintain routines, timetables and rewards systems
(Gross et al, 2006; Karr-Morse & Wiley, 1997). The Positive
Behaviour for Learning (PBL) behaviour management approach is
currently being implemented in Queensland state schools (refer to
http://behaviour.education.qld.gov.au/Pages/default.aspx) and is
recommended for children with challenging behaviours (DET,
2015; Umbreit & Ferro, 2015).
4. Access help and support at a school level. Queensland

state schools have access to specialists including speech/language
pathologists, behaviour coaches, occupational therapists,
guidance officers and learning support teachers (refer
to https://education.qld.gov.au/students/students-with-disability/
specialist-staff for more information). Contact the school’s
Principal if there are extended absences or a suspected case of
child abuse or neglect (refer to https://oneportal.deta.qld.gov.au/
Students/studentprotection/Pages/
Studentprotectionprocedureandguidelines.aspx for further
information). A wraparound approach to support is preferred
(Cortis et al., 2009). This could include the school’s collaboration
and cooperation with different community-based support
agencies (Cortis et al., 2009 The HIPPY (for more information, refer
to http://hippyaustralia.bsl.org.au/) and FAFT (Families as First
Teachers) programs (for more information refer to
http://www.earlyyearscount.earlychildhood.qld.gov.au/age-
130 JILLIAN GUY
spaces/families-first-teachers/) assist families with young children

to develop the language and interactions which best support
parent-child relationships and a child’s transition to school (Dean
& Leung, 2010). Working with families is viewed as best practice
for educators, parents and ‘at risk’ children (DiLauro, 2004; Karr-
Morse & Wiley, 1997).
5. Supporting children with additional needs. Early Years

Connect is a website developed by the Queensland Government
Early Childhood Education and Care section of the Department of
Education. The purpose of the site is to help educators support
children with complex additional needs to participate in early
childhood education and care (ECEC) settings. The resources
include information sheets, online modules and webinar
recordings.
6. Complex and additional needs. The Early Years Health and

Development website developed by the Queensland Government
Department of Education provides to a number of links for
supporting inclusive practice in early childhood settings along with
links to information around health and development issues.
REFERENCES
Arber, R. (2005). Speaking of race and ethnic identities: Exploring

multicultural curricula.Journal of Curriculum Studies 37(6), 33–652.
doi: 10.1080/00220270500038586
Ashman, A., & Elkins, J. (2005). Educating children with diverse
abilities(2nd ed.). Frenchs Forest, NSW: Pearson.
Australian Children’s Education and Care Quality Authority
(ACECQA). (2017). Guide to the National Quality Framework.
Sydney, NSW: ACECQA.
Booth, T., Ainscow, M., & Kingston, D. (2006). Index for inclusion:
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Developing play, learning and participation in early years and

childcare. Bristol: Centre for Studies in Inclusive Education.
Bronfenbrenner, U. (1979). The ecology of human development:
Experiments by nature and design.Cambridge, MA: Harvard
University Press.
Brown, W., Odom, S., McConnell, S., & Rathel, J. (2008). Peer
interactions for preschool children with developmental
difficulties. In W. B. Brown, S. L. Odom, & S. R. McConnell (Eds.),
Social Competence of Young Children with Disabilities: Risk,
Disability, and Intervention(pp. 141-164). Baltimore, MD: Paul H.
Brookes.
Centre on the Developing Child. (2011). Building the brain’s air traffic
control system: How early experiences shape the development of
executive function.Working Paper No. 11. Retrieved from
http://www.developingchild.harvard.edu
Caruana, C., & McDonald, M. (2018) Social inclusion in the family
support sector. (online) Canberra, ACT: Australian Institute of
Family Services. Retrieved from: https://aifs.gov.au/cfca/
publications/social-inclusion-family-support-sector/export
Colville, M. (2018). Observation-based planning. Chap 11 pg
319-354. In Estelle Irving & Carol Carter, The Child in focus:
Learning and teaching in early childhood education pp. 319-354).
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license
CHAPTER 5
Fostering first year nurses’

inclusive practice: A key building
block for patient centred care
PROFESSOR JILL LAWRENCE AND NATASHA REEDY
What can we do as university teachers to enable first year nurses

to embrace and honour diversity and to begin to develop their
inclusive professional practices?
Key Learnings
• Communication and critical theories can draw our attention to the complexity
of communication in Australian health care contexts
• Health care contexts are becoming increasingly diverse with differences in

cultural, group and gender identities now being voiced
• A professional nursing identity involving the overarching concept of patient

centred care encompasses inclusivity: the acceptance and capacity to cater for
the needs of each individual patient
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140 JILLIAN GUY
• Nursing students need to reflect on their self-awareness, as well as develop

their professional identity, so that they can more effectively demonstrate patient
centred care
COMMUNICATION AND CRITICAL THEORIES
Communication and critical perspectives can focus attention on the

complexities of communication in a diverse, changing and complex
context like health care. Understanding how communication
perspectives have evolved helps us appreciate the implications of
this diversity and complexity and may provide approaches to
developing more inclusive practice.
Models conceptualising
communication theory have
evolved from Shannon and
Weaver’s (1948) rudimentary
linear model. This model
reflected the idea that there
was a message as well as a
sender and receiver who had
little to do with the Figure 5.1: Photograph by
interpretation of the message NeONBRAND on Unsplash
so that the message was seen
to be essentially independent
from both the sender and receiver. While this model does not
reflect the two-way nature of communication, nor the role that the
sender and receiver both plays, we often communicate as if this
were the case. Have you been in a classroom where the teacher
transmits their lesson without acknowledgment of either verbal or
nonverbal feedback and assumes that students receive the
FOSTERING FIRST YEAR NURSES’ INCLUSIVE PRACTICE: A KEY
141
BUILDING BLOCK FOR PATIENT CENTRED CARE
message in the way it was communicated with 100% accuracy?

While the linear model did concede that sometimes the message
was not effective, it only recognised one form of communication
barrier, that related to physical noise [such as a computer falling].
A more sophisticated model of communication, the ‘interactive’

model of communication, updated the linear model by
incorporating the sender’s and receiver’s perceptions into the
model. Within this model, a communicator’s perceptions or fields
of experience are identified as playing a decisive role in the
effectiveness of communication. In addition, the concept of two-
way feedback was also identified as being integral to effective
communication processes.
Without two-way feedback , communication could be interrupted

or disrupted by barriers that can impede the process of
communication. For example, semantic or language and word
barriers can occur along with psychological or intrapersonal
barriers. Intrapersonal barriers stem largely from our perceptions
of ‘difference’ or diversity. They include the assumptions that we
make about others and the differences between us. They also
encompass our expectations, our fears and anxieties and prompt
us to stereotype people which in turn can lead to bias, prejudice
and labelling. Likewise, our cultural understandings /
misunderstandings can also lead us to experience interpersonal
barriers which can emerge largely from cultural or gender
difference[s].
A third, more advanced ‘transactional’ model of communication

also appreciates the simultaneous and continuous nature of
communication, as well as the fact that communication occurs
within a context (a time, place, situation or relationship). The
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transactional model also identifies communication strategies that

can be employed to alleviate barriers: self-awareness, motivation,
audience analysis, listening, empathy (Engleberg & Winn, 2015),
assertiveness and feedback. Figure 5.2 demonstrates these ideas.
Figure 5.2: Transaction Model of Communication, adapted from Kossen,

Kiernan & Lawrence, (2017).
This chapter will explore how these communication barriers, and

the strategies to overcome them, underpin the themes of diversity
and inclusion in the specific context of healthcare and as enacted
by students learning to construct or develop their identities as
professional nurses.
Critical theory adds to communication perspectives by considering

the ways in which perception shapes communication as a way of
maintaining existing regimes of privilege and social control. Its role
is so critical that it is defined as a threshold concept in a number of
disciplines. In anthropology or ethnography it is defined as culture,
and in critical theory as world view, way of knowing or discourses.
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In this chapter we define perception as culture and appreciate that

all human beings, including ourselves, have and make culture and
that culture is reflected in our everyday activities, relationships,
social processes, our values, beliefs, norms, customs, possessions,
rules, codes, and assumptions about life. Shor (1993) (as cited in
Lankshear et al., 1997) argues that “culture is what ordinary people
do every day, how they behave, speak, relate and make things.
Everyone has and makes culture … culture is the speech and
behaviour of everyday life”(p. 30).
Our often taken-for-granted cultural understandings instil

ideologies and power structures with the purpose of reproducing
conditions in ways which benefit the already-powerful (Giroux,
2007). Advocates of critical pedagogy view communication as
inherently political and reject the neutrality of knowledge (Giroux,
2007). In this way, differences from the norm, or the understood,
accepted or taken for granted ways of knowing or mainstream
culture, are seen to be deficit. Many of us live in a homogenous or
common culture that we take for granted and accept as ‘natural’ or
‘normal’. Some of us do not question this cultural understanding.
We might not have been exposed to individuals with different
perspectives, perceptions of backgrounds, to different groups or
cultures or to different ways of understanding and knowing.
Previous chapters have explored how we communicate using

specific verbal practices and nonverbal behaviours. This helps us
to understand that the same act can have different meanings in
different cultures. This includes differences in the cultural
understandings of individually and collectively orientated cultures,
and the cultural differences in the way females and males and
gender neutral or transgender individuals communicate.
144 JILLIAN GUY
If these understandings from communication and critical theories

are merged, then elements of the communication process, for
example the context of the communication, the role of culture
and the barriers to communication, can be acknowledged as the
means by which those in power, whether individuals, organisations
or communities, can make judgements that can disempower or
marginalise those who are assumed, labelled or stereotyped as
being ‘different’. Alternatively, if other elements are prioritised or
reimagined, then these communication elements can become
agencies of empowerment and transformation. For example,
empowering elements can encompass self-awareness and an
understanding that our own perceptions, culture, world view or
way of knowing is just one of many, and that other world views are
as equally legitimate as our own.
The chapter will explore these understandings by applying them

to the diversity present in the health care context – differences
displayed by both patients and staff in the context – as well as to
the ways in which student nurses can learn to be more inclusive of
the differences they encounter in a health care context.
DIVERSITY IN NURSING
Diversity is ever-present in the health care context. Australia is

a multicultural country. In addition, Aboriginal and Torres Strait
Islander peoples have been in Australia continuously for 60,000
years (Hazelwood & Shakespeare-Finch, 2010). Everyone else is an
immigrant of less than 250 years. Australia also has a high level
of first-and second-generation immigrants. In 2016 the Australian
National Census demonstrated that 33.3 % of Australians were
born overseas, and a further 34.4% of people had both parents
born overseas. However, numbers of migrants and Aboriginal and
Torres Strait Islander people vary across Australia. For example,
145
only 1.6 per cent of the South Australian population identify as

Aboriginal and Torres Strait Islander people compared to 27.8 per
cent of people in the Northern Territory (Australian Bureau of
Statistics [ABS], 2006).
Despite this diversity in the population, Western ideas of

communication are the taken-for-granted way of communication in
Australia. For example, English is used as the standard language,
written communication is valued (in legal matters) and the
accessibility of ideas (through the internet), is a taken-for-granted
notion reflecting the individualised Western way of communicating.
Figure 5.3: Photograph by rawpixel on Unsplash
With increases in the numbers of graduating nurses born outside

Australia, being part of a multicultural healthcare team is now
standard in most workplaces. In 2011, 33 per cent of nurses, 56
per cent of General Practioners [GPs] and 47 per cent of specialists
in Australian were born overseas (ABS, 2013). This is significant,
as the continuing increase of medical professionals from other
146 JILLIAN GUY
countries enriches the workplace. However, it can also present

many communication challenges in the healthcare environment.
The increase in English language proficiency requirements for a
registered nurse in Australia (Australian Health Practitioner
Regulation Agency [AHPRA], 2014) has reduced spoken-language
errors in healthcare environments. However, given that less than
7–10 per cent of the meaning of communication is from verbal
communication (or the words alone), there is still a high potential
for miscommunication when there are cultural differences in team
membership in healthcare settings.
Nurses work in these diverse contexts, with diverse groups and

individuals and care for diverse patients or clients. Like educational
institutions, health care is at the forefront of diversity. As Crawford,
Candlin and Roger (2017) contend, with increasing cultural diversity
among nurses and their clients in Australia, there are growing
concerns relating to the potential for miscommunication, as
differences in language and culture can cause misunderstandings
which can have serious impacts on health outcomes and patient
safety (Hamilton & Woodward-Kron, 2010). Grant and Luxford
(2011) add that there is little research into the way health
professionals approach working with difference or how these
impact on their everyday practice. Furthermore, there has been
minimal examination of intercultural nurse–patient
communication from a linguistic perspective.
Applying communication and critical models and strategies to

nursing practice can help nurses understand what is happening
in their communication with patients, particularly where people
from different groups or cultures are interacting. Applying these
approaches can help to raise awareness of underlying causes and
potentially lead to more effective communication skills and
147
therapeutic relationships, and therefore enhanced patient

satisfaction and safety.
APPLYING COMMUNICATION PERSPECTIVES TO

DIVERSITY IN THE HEALTHCARE CONTEXT
Semantic, language and words are barriers that emerge in health

care contexts (Graham & Lawrence, 2015). When first entering any
unfamiliar healthcare context or workplace, it is important to
recognise there will be a new or unfamiliar language. Out of
necessity, healthcare environments use healthcare jargon terms,
which confuse not only new healthcare professionals but patients
as well. This language use can lead to semantic barriers and
generate difficulties in interactions with healthcare professionals
(Graham & Lawrence, 2015). To complicate matters, there are many
commonly used healthcare acronyms related to medication and
treatment that are specific to specialised areas. Many are Latin, and
their full meanings not intuitive – particularly for students whose
first language is not Latin-based like English. Examples include
mane (morning), nocté (night), prn (when required), stat
(immediately), tds (three time a day) – there are many others.
The Australian Commission on Safety and Quality in Health Care

(ACSQHC, 2011) has published a list of acceptable commonly used
abbreviations /acronyms and identified abbreviations that have
caused adverse patient events due to the acronym being mistaken
for something different. For example, the abbreviation/acronym CA
can be written to represent carbohydrate, (cancer) antigen, cancer,
cardiac arrest or community-acquired. ACSQHC recommends
writing the full medical term in patient charts, followed by its
acronym, in the first instance to ensure patient safety. Despite
these recommendations, it is common in healthcare settings to
148 JILLIAN GUY
hear sentences constructed almost entirely of healthcare jargon

and acronyms.
Intrapersonal and interpersonal communication barriers can be

endemic in the health care context. From a cultural perspective, the
power distance or hierarchical structure within healthcare settings
are much more structured and more clearly defined than in the
wider Australian communities. Similarly, the need for clear lines of
authority and the call to minimise ambiguity in all communication
to safeguard patient safety, mean communication within
healthcare settings tends to be much more direct than it is in the
broader population. Outside health care, such power differences
are less clearly defined, and might even be able to be avoided
completely. In a case such as this, where patient needs are
paramount, healthcare staff need to develop strategies for
communicating and effectively advocating for their patients.
Patients and healthcare staff who have grown up in a collectivist

culture are likely to have a stronger sense of family commitment
than is typical in the broader Australian community. Although
Australian healthcare staff, patients and family members care
deeply about family members, they are more likely to negotiate
caring responsibilities with others. Being from a collective culture
may mean healthcare staff are unavailable to work due to family
commitments, or patients’ relatives may insist on staying with an
ill family member in hospital during treatment. This strong sense
of family duty, and the resulting obligations are amplified when
accompanied by strong loyalty. It is important that this deep sense
of duty is recognised and accommodated where possible.
The non-verbal element of personal space is another area of

significant difference between broader Australian culture and
149
healthcare culture. For example, when providing treatment, nurses

need to be physically closer to patients than is usual outside a
healthcare setting. Although healthcare professionals are
accustomed to close physical and often intimate personal
interactions, they still need to gain consent from patients and
explain what is being undertaken and why it is important. The
need for this consideration is even greater in cultural groups where
higher levels of personal modesty are the cultural norm.
With such diversity and difference present in health care contexts,

how do nursing students begin to develop an approach that assists
them to understand the depth of diversity and its impact on their
professional nursing practice? How do they develop an approach
that is inclusive of the diversity they encounter in the health care
context? In nursing an inclusive approach is synonymous with the
concept of Patient Centred Care. The next section explains how
student nurses can be encouraged to think about who they are and
why they need to focus on developing their patient centred care, or
an inclusive approach to their nursing practice.
PATIENT CENTRED CARE
Patient (person) Centred Care [PCC] is a care approach that

considers the whole person and is important for nurses to be
aware of in order to inform and foster inclusive care practice and
‘become ‘ a Registered Nurse. A PCC approach improves health
outcomes of individuals and their families (Arbuthnott & Sharpe,
2009; Arnetz et al., 2010; Beach, et al., 2005; Boulding, Glickman,
Manary, Schulman, & Staelin, 2011). It is a concept that consists
of several constructs and as a consequence, a globally accepted
definition of PCC is yet to be formed. The main widely accepted
constructs of PCC include person, ‘personhood’ and effective
communication.
150 JILLIAN GUY
The term ‘person’ acknowledges a human being has rights,

especially in relation to decisions and choice (including being
sensitive to nonmedical/spiritual aspects of care, patient needs and
preferences), and being respected (Australian Commission on
Safety and Quality in Health Care, 2012; International Council of
Nurses, 2012; United Nations Human Rights Office of the High
Commissioner, 1948; 1976). The term ‘person’ reflects that a person
is a human being, who is made of several human dimensions.
These dimensions include intellectual, environment, spiritual,
socio-cultural, emotional, and physical, all of which operate
together to form the whole person (Smith, 2014).
Personhood is the expression of being human, that is one’s

humanity. A nurse can seek out an individual’s personhood by
spending time communicating with them (the patient). In
particular, communicating with them in order to find out what
interests them, what is important to them, what concerns them
and what threatens them (Dempsey, 2014). Importantly though,
the element of PCC vital to improving health outcomes is presence
of effective communication between the nurse and the patient
and the patient’s family in order to facilitate information sharing
(Dempsey, 2014; Kitson, Marshall, Bassett, & Zeitz, 2012).
For communication to be effective, it needs to be based on mutual

trust and respect. Trust and respect are key enablers in the
establishment of a therapeutic relationship with patients
(Dempsey, 2014; Kitson, et al., 2012). Other core dimensions of
PCC include: education, emotional and physical support, continuity,
transition and coordination of care, involvement of family and
friends and access to care (ACSQHC, 2011). When delivering PCC, it
is important to consider all these constructs and dimensions as a
whole unit, and how they work in unison to improve the health and
151
wellbeing outcomes of a patient and their family. Therefore, as first

year nurses, awareness of these PCC constructs and their benefits
are essential in order to foster inclusive care practice.
The next step is to provide student nurses with several building

block activities, designed to:
• Raise their self-awareness of the values they hold as ‘being’

human’ and their associated behaviours in a everyday way
of being.
• Raise their awareness of the values the nursing profession
holds.
• Identify ‘ways of being in every day practice’ in order to
develop the values and behaviours that the nursing
profession holds in promoting inclusive care practice.
Reflection
The following activity can help us to understand the implications of this way of thinking
in our approach to the values we hold.
What do we value in ‘being’ human?
• Reflect on the values you place on being human. Write down your thoughts in
the first column.
• What behaviours shows these values in action? Write down these behaviours
in the second column.
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Behaviours that reflect my values in

Values I place on being human
being human
The nursing profession holds specfic values in relation to ‘being’ human. There are,
for example, multiple Codes of Practice that designate these values. These include the
International Council of Nurses (2012) with the ICN Code of Ethics for Nurses, the Nursing
and Midwifery Board of Australia’s (2018) Registered Nurse Standards for Practice and
the Nursing and Midwifery Board of Australia, and the Nursing and Midwifery Board of
Australia’s (2018) Code of Professional Conduct for Nurses in Australia. Today’s rapid
changes in value systems in society are causing health care to encounter more ethical
and philosophical challenges at providing care to its clients. These changes have created
diverse and changing nursing environments that require professional nursing.
• What behaviours would you show to reflect these values in your inclusive
professional practice?
• Write down these behaviours in the second column.
Behaviours that reflect our profession’s

Values we placed on being human
values in being human
Now we compare our personal values to the professional values towards ‘being’ human to
help us develop inclusive practice?
1. Circle the values and corresponding behaviours that are a match.

153
2. Identify the values and the corresponding behaviours that do not match by
highlighting these with a highlighter pen.
3. Write down three strategies you could begin to implement in your everyday ‘way
of being’ (behaviour) towards other people, to address areas that were a mismatch
to your professional codes of practice.
Strategies to implement to improve my way of being with others to ensure my behaviour

reflects the nursing standards and codes of practice
1.
2.
3.
We can see how developing the concept of professional

behaviours, or in the context of health care, Patient (person)-
centred care, is a professional approach that considers the whole
person and is important for first year nurses to be aware of in order
to inform and foster their inclusive care practice in ‘becoming’ a
Registered Nurse. By considering the patient as a person with their
own values, beliefs, assumptions, expectations, student nurses
are beginning to overcome some of the barriers that can arise
when they communicate across difference. The following case
study shows how one student is developing her person-centred
care.
154 JILLIAN GUY
Case Study
I would like to show I care as a student nurse on my first clinical placement firstly by getting
to know the people I will be working with, by understanding my scope of practice through a
thorough orientation, not being too nervous and hopefully feeling relaxed and confident, this
will certainly put me in better stead to show my caring nature. I will ask many questions (at
appropriate times) to help me to understand conditions and diagnosis and this will assist me to
understand about the people in my care. Building a rapport with patients and taking the time
to get to know them will be top of the list for showing I care for patients, I would also build
rapport with their families to help ease their worry, as I know it is awfully difficult leaving a
loved one in hospital and uncertainty of the unknown and wishing there was more they could
do. Through a transactional communication model, congruent body language, displaying
genuine interest, being empathetic, positive, encouraging, honest and respectful and culturally
aware, I will hopefully be off to a good start in showing my caring nature on my first student
placement.
In this next section we link ideas derived from communication

and critical perspectives and those of Patient Centred Care to the
strategies or skills and competencies to enhance an inclusive
approach in a health care context.
A CONCEPTUAL MODEL TO DEVELOP AN

INCLUSIVE APPROACH
A conceptual model to develop an inclusive approach presents

three practices that emerge from integrating communication and
critical theories with Patient Centred Care (Lawrence,2015). The
three practices include self-awareness and reflective practice,
communicative practice and critical awareness of context (or
critical practice). The practices underpin a conceptual model
depicted below in Figure 5.4.
155
Figure 5.4: Model for Inclusive Practices, Lawrence, (2015).
SELF-AWARENESS AND REFLECTIVE PRACTICE
Developing self-awareness is more complex than most people

imagine. It is difficult to change or shift our taken-for-granted
assumptions and expectations and to accept others’ differences
without judging them. Listen to this TED talk about cultural identity,
how our lives, our cultures, are composed of many overlapping
stories. Novelist Chimamanda Adichie tells the story of how she
found her authentic cultural voice — and warns that if we hear only
a single story about another person or country, we risk a critical
misunderstanding.
To encourage nursing students to make this shift they are asked

to reflect on their self-awareness by using the Johari window. The
activity below assists them to accomplish this.
156 JILLIAN GUY
Activity 1
Develop your self-awareness with the Johari Window
• Watch: The Johari Window in Model
• Complete the quadrants of the Johari window reflecting about your nonverbal
communication as an example. Then, ask a peer, class or work colleague or
friend, family member, etc. to add their reflections about your nonverbal
communication.
• Reflect about what you might have discovered about your own self-
awareness. How could you learn more about how others perceive you?
•
Figure 5.5 Johari Window, Public Domain image, Retrieved from

https://en.wikipedia.org/wiki/Johari_window#/media/File:Johari_Window.PNG
157
• Culturally safe and respectful practice requires having knowledge of how a

nurse’s own culture, values, attitudes, assumptions and belief’s influence their
interaction with people and families, community and colleagues.
• Refer to the Code of Conduct for nurses (NMBA, 2018). Which principle/s do
you think aligns with this activity?
Activity 2
Interview someone who has worked in a health care context and ask them about their
experiences and what helped them to be confident in the new context.
• Your task is to ask your interviewee about their nursing experiences / problem
solving strategies they have developed; what worked for them; did they become
more comfortable in a clinical situation; how did they balance life, study, children
and work; something they found unexpected; one thing they wished they had
known at the start.
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Figure 5.6: Gibbs Reflective Cycle (1988)
Activity 3
Build your reflection skills by practicing Gibb’s reflective cycle (1988).
• Reflective practice is another important strategy you can engage in to develop

your self-awareness, understanding of situations and interactions encountered
in practice and your own responses to these. There are quite a few frameworks
for reflective practice.
• Apply the stages of Gibbs Reflective Cycle to the interview you conducted in
Activity 2. In the feelings stage outline one surprising thing that you discovered
about nursing and patient-centred care that differed from the expectations you
had about nursing and in the action plan stage put forward a strategy that
we can use to become comfortable with an unfamiliar group or individual in a
context is our ability to reflect on the behaviours, languages or jargon in the
context.
159
In a practical sense this means that we need to observe, monitor, to

watch, listen to and reflect on other’s or the group’s behaviours and
practices and to learn from our observations. In a health care or
clinical context for example, how do you address clients, colleagues
and supervisors? What happens if you don’t do this well? Where
do you need to go to find out about the accepted requirements
for interaction? Is there a source of help and assistance? Lawrence
(2015) suggests that one way to learn how to understand this is
to watch how our colleagues and clinical supervisors communicate
with us, analyse their practices, the kinds of information that are
valued and begin to develop evidence-based practice. What do
our studies inform us about? What does the research literature
say? What exactly does this mean for our practice and our
communication in that context? Good observation techniques can
save us a lot of time as well as help to identify the group and/or
individuals we need to communicate with in the new context. It is
important to recognise too that if we do not know the practices in
the new context, we are not deficient, we are unfamiliar.
COMMUNICATIVE PRACTICE
The second practice relates to communication. Communicating

effectively helps gain and develop an understanding of an
unfamiliar culture, group or person being engaged with as well as
their specific behaviours and practices. The specific communication
strategies discussed here include seeking help and information,
participating in a group or team, and making social contact and
conversation. In terms of communication theory, these practices
signify ‘feedback’ and facilitate more effective communication
between communicators.
Seeking help and information is an important communication

strategy which cannot be underestimated. It is critical in
understanding another’s’ beliefs, values and cultural practices. We
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cannot assume that we can understand another person or patient

because they are a certain age, nationality or have a certain sexual
preference. We have to seek their help in developing our
understanding of them, and in a health care context our
understanding of their needs and requirements.
In daily life the evidence is overwhelming. Kids Help Lines assist

younger people cope with changes in their lives. Cancer Support
groups are set up to help people diagnosed with cancer to develop
sources of support and information. The following case study
documents students’ clinical experiences of seeking help and
information.
Case Study
I would admit it has been difficult to understand some of the strong ethnic accents when they
talk. I don’t want to appear rude but I have to ask them to repeat what they have said.
One of our Indian CNs wasn’t able to communicate with an old digger who was being quite
rude and abusive to her. She asked me if I would assist him as there was not going to be the
opportunity for her to do so as he was not going to change his mind. She wasn’t upset or angry,
she tried, she handed over and all was good, because I was able to culturally communicate
with him, as I am Australian, from the bush with a military background. Nurses need to work
with the understanding that no two persons are the same and communication and respect are
important.
I found that working for Blue Care and in the hospital the problem with communication is
either with the patient or client (most elderly) who is hard to understand as they are unable to
speak clearly and unable to voice their concerns. Or that information was not handed over
properly, as staff are usually flat out and understaffed. I find it’s better to go to the patient’s
care plan or file and look at progress notes thus getting a basic detail of the history of the
person. I feel if we just take a little bit of time and to listen to others we might hear something,
others can’t hear.
161
It is important to reflect on
our own attitudes to asking for
help. Some people don’t find it
easy to ask for help. Kossen,
Kiernan and Lawrence (2017)
suggest that some may believe
asking for help is a sign of
‘weakness’ while others may
feel that they lack the
confidence to ask. Still others
might be reluctant to ask
because they are
overconfident about their own
abilities. Others may feel they
do not have the ‘right’, or
believe that they could be
considered ‘stupid’, or they Figure 5.6: Photograph by youssef
may equate help as ‘remedial’. naddam on Unsplash
Other groups’ cultural belief
systems may not value asking
for help or do not prioritise it.
Case Study
Again students reflect about why they felt unwillingness to ask for help and support.
Sometimes, my fear of conflict prevents me from communicating effectively because I tend to
keep quiet rather than express my own point of view or speak up if I feel something is incorrect.
Sometimes I cannot understand the supervisor what he means, so I must ask again. This is really
uncomfortable for me. The biggest part of communication is to have to ask for help. Recently I
asked for help from one of my colleagues and was nervous to see them as I may appear stupid
for just not getting it.
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Reflection
• Reflect about your approach to asking for help. For example, do you hesitate
to ask because it is difficult for you?
• I sometimes hesitate because I sometimes feel that I do not like to bother

people with my problems?
Asking for help is critical in building our learning capacities, so it is

vital not to minimise the value of this skill. However it must be done
appropriately and professionally. We need to prepare ourselves,
for example asking ‘who to ask’ and ‘how to ask’. The question
about ‘who to ask’ often requires research. The most appropriate
one to use may need prior investigation, where we use sources of
information gained by making social contact and conversation. It
is also useful to reflect on how to seek help and information. This
is because the way that we ask needs to be socially and culturally
fine-tuned to the particular context. In relation to verbal
communication, we may need to consider the actual words we will
use. Will we use colloquial language or jargon, long sentences or
short sentences? Will we prepare and practice how to ask? Will we
ask directly or indirectly? How close will we stand?
Physically, how and where we will ask for help (in consultation
times, on a forum, using email, through an appeal if it is about
a grade)? In terms of nonverbal communication we would need
to think about our gestures, facial expression, body language and
whether we use direct or indirect eye contact. In terms of
paralinguistics what tone of voice, what pace, volume and pitch will
we use? We need to ensure our choices are appropriate to our
context. The verbal and non-verbal ways we would seek help and
information from a lecturer would, for example, differ from the
163
ways we would ask our friends or our employer or a client in an

aged care institution.
Participating in a group or team
The communication strategy used when participating in a group or

team can help us develop our confidence as well as contribute to
critical thinking and questioning. This is essential in both learning
and professional contexts and is crucial in team-centred
workplaces like nursing or healthcare contexts.
Case Study
Students reflect about their use of this strategy or practice using online tools:
Having things like blackboard collaborate was extremely beneficial. The feedback, the advice
I received, and the fact that I saw that people were in a similar boat with study helped me stay
focused and determined.
I had what I thought was a lot of experience when it came to acquiring information from
digital resources. When it comes to developing my skills I realised I am not as knowledgeable as
I thought. There are more ways to access information that I had no knowledge of or had access
to. I found that participating in online forums was very helpful in learning due to giving and
receiving advice from and to other students. I am gaining a lot of confidence and more digital
literacy skills.
Reflection
• Observe your colleagues’ and peers’ use of team work.
• Write down one example of a strategy that contributes to effective teamwork

and one strategy that negatively affects the team’s productivity.
164 JILLIAN GUY
Building team and group capacities not only helps gain confidence
in performing in health care contexts, they can also help gain
employment and/or promotion. Team and group capacities assist
with accomplishing professional tasks more effectively and
productively. However, the verbal and nonverbal behaviours and
cultural beliefs underlying this skill also change from person to
person, culture to culture, place to place, context to context. Some
individuals may feel more comfortable with team work while others
prefer to work independently. Some groups enjoy early getting-
to-know-you humour before they progress to the actual work of
the meeting, hand over or consultation? Some groups are more
collectively orientated while others more individually orientated.
Cross-cultural theory sees these differences in behaviours as
cultural practices or cultural literacy. But the fact is that we often
take our own behaviours and practices for granted while perceiving
others’ ways as different or deficit. It is important to stress that one
way is not better than the other – just different.
Making social contact and conversation
This practice not only increases our sources of support it also

assists in brainstorming solutions or solving problems. Confidence
in employing this practice will increase our capacity to develop
networks, learning circles, mentors, friends and partners.
Case Study
Again students reflect on their capacities to make social contact.
When I came here in Australia five years ago, my communication skills were very limited.
High school helped me a lot and talking to different people in English really built up my
communication skills. I have a great support system around me including two great girls who
I have met on clinical. It is great to have them to talk to and ask questions we also keep each
other on track. I also have a friend who graduated last year so this is also a great avenue
165
to receive information and get help. I will be working in the industry during my studies so I
believe I will have plenty of help from experienced nurses when I need it.
I didn’t know anyone when I started, but I met a 2nd year undergraduate in the library
who took me under her wing and showed me how to use the library, photocopier, Study Desk
online and forums. She also added me to her study group on Facebook. I was very thankful
that she took her time to show me these vital things.
Reflection
• Observe your colleagues and peers’ use of this strategy.
• Write down three approaches that you would feel comfortable in using to
make social contact.
Again there can be differences in the ways that individuals and

groups approach this strategy as its use needs to be socially and
culturally fine-tuned to the specific context or situation. Its use
depends on a very complex social and cultural interplay of factors.
For example, do you need to be introduced before you are able to
meet someone? Do you need to think of a suitable topic with which
to start a conversation (for example the weather, a significant
cultural event)? Are there ‘taboo’ subjects which could lead to a
communication barrier or even offense? What kinds of personal
information can you use to help authenticate your status and
position which may be necessary for establishing relationships in
particular cultural groups? Are there any unwritten social mores
regarding this skill which would mean that if you were to ignore or
overlook them would there be a risk offending someone?
Critical awareness of context

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The third practice is the most difficult. Critical practice moves

beyond our self-awareness of our own belief systems and cultural
practices to include an awareness of the relationships in operation
around us. This is called critical self-awareness or more generally
critical practice. Critical practice involves a) the ability to seek and
give feedback about specific practices and belief systems and b) an
awareness of the power relationships operating in the context or
culture.
Seeking and giving feedback is critical. For example, teachers give

feedback all the time in assignments, in class and on forums.
Students want feedback as feedback assists students to improve
their skills and knowledge. In a nursing workplace there will be
performance reviews and case conferences and seeking feedback
allows you to learn more about your own practices and beliefs
as well as those of your colleagues and peers. It also allows you
to check whether your understandings and interpretations about
these are accurate. Asking for and giving feedback is also an
empowering strategy. When it is positive it can facilitate teamwork,
improve interpersonal relationships and lead to greater
productivity.
Providing constructive feedback or negative feedback, in socially

and culturally appropriate ways, can be a difficult and risky
strategy. It can be vital in being assertive, in putting forward your
point of view, in developing flexibility, in time management, in
preventing stress and in minimising conflict. For example, in
keeping patients safe, sometimes nurses have to take their
colleagues to one side and tell them that they are not doing
something correctly or the way they communicate with others is
not being well received. If you are inadvertently offending someone
then it is much better if that person were to let you know.
167
Case Study
Student nurses reflect about situations where feedback became an important strategy
in avoiding communication barriers and in enabling them to fulfil their study goals.
The communication error I witnessed was in my class. We were learning about long bones,
and our practical involved dissecting a bone from a cow. Our lecturer completely forgot to
mention that the bone was from a cow. We cut the bone, and one lady was standing back. It was
lucky that she realised herself that it was a cow’s bone, as she followed a religion which meant
that the cow was a sacred animal to her religion. It was an honest communication error in which
the lecturer apologised profusely.
If someone is offending you then it is important for you, in a socially

and culturally acceptable manner, to provide them with some
constructive and careful feedback that would help to overcome this
potential barrier between you and the other person. You could, for
example, use the the following strategy:
• Prepare what you want to say, as well as when, where and

how, beforehand.
• Start with something positive and/ or place yourself in
their situation (be empathetic).
• Give your reasons and/or explanations for why you feel
offended/disagree.
• Provide an alternative or state what specific action you
would like them to do.
Reflection
Provide some examples of where you either sought or gave feedback about specific
practices whether or not they achieved the solution you were aiming for.
168 JILLIAN GUY
• For example, you might want to give a lecturer feedback about how marks
were distributed in an assignment.
• Your outcome might be to have your marks increased.
Power relationships
Power relationships operating in the culture or context can affect

our effectiveness. If you were studying social science or politics
you would be studying power relationships for the entire degree.
Power is the ability to influence or control the behaviour of people.
Sometimes power is seen as authority which is the power which
is perceived as legitimate by the social structure surrounding the
context. Examples would encompass a Federal or State or Local
Government, a Hospital Board, the University Council. Sometimes
power can be seen as evil or unjust and you might agree or
disagree with the decisions made.
However the exercise of power is accepted as pervasive to humans

as social beings. In the business environment, power can be
upward or downward. With downward power, a company’s
superior influences subordinates. When an organisation exerts
upward power, it is the subordinates who influence the decisions
of the leader. In higher education academic staff can be seen as
having more power than you as first year students? Health care
workers or nurses will be witnesses to power relationships both in
their studies and clinical experiences. Domestic violence, whether
physical or verbal, is an expression of power.
Case Study
169
In thinking about my conversations about caring I engaged with the concept of putting on
a new face for the next patient you see, I find this particularly difficult as I can be emotive at
times and this is something that I will be working on for my future practice. I am also aware
that body language has an important role in this interaction and my facial expressions can
give me away at times also. Other strategies that I use to communication towards others is
talking at the eye level of the person instead of standing over them, sitting beside their bed so
there is no power play happening as I believe we already display a power imbalance through
our knowledge, practice and skills we have developed so the patient who is unwell and in a
vulnerable position, whether they are laying down, sitting, or with people standing over them
can be at eye level. Ways in which I have shown care is by building a rapport with people and
their families, asking about their interests, their concerns by actively listening, acknowledging,
paraphrasing to understand and responding appropriately also giving space or silence when
needed. I also like to follow up any with any questions that the person has that I may not have
the answer to and respond back in a timely manner or refer the person to someone who may
be able to explain, I like to be authentic and honest. In times that I have shown care towards
others it has mostly been positive although there were times when the person was in pain or just
fed up with their situation and they were short with me or just plain rude and abrupt and this
was understandable considering their situation, so not taking everything on board is important
when caring for people and usually an apology slips in down the track when they are feeling
better, although I have explained sometimes to people I care for that “I am doing my very best
and I understand you are not well, but let’s try and get through this together” that usually puts a
different spin on the outcome of care and a genuine, honest understanding of each other.
I am of Aboriginal decent but due to my appearance am not recognised as such by the public.
An example of discrimination was in a meeting group when one lady very openly pronounced
some offensive things not only in front of me but also in front of another fellow Aboriginal
student. We were all offended by the comments but chose to only discuss our feelings amongst
ourselves afterwards. This was very unprofessional and in a patient/professional environment
very inappropriate.
Reflection
170 JILLIAN GUY
• Reflect about when you may have experienced or witnessed discrimination
The three practices are lifelong learning skills that can assist us to
be more inclusive and help nurses practice patient centred care.
For example each will have particular ways of communicating and
operating. The practices can instil in us a resilience that enables us
to apply and re-apply these practices so that we are empowered to
practice inclusivity whenever diversity emerges in the fast moving
and complex world in which we live.
CONCLUSION
This chapter explored how our awareness of self shapes our

capacities to adapt to develop a more inclusive approach to
diversity by integrating the concept of Patient Cantered Care.
Patient Centred Care was described as an inclusive practice that
new student nurses need to understand and practice as they
progress through their degrees. The twin concepts of awareness
of self and awareness of context were used to inform a model of
inclusion. The model emphasises the use of self-awareness and
reflective practice, communicative practice and critical awareness
of context. These practices can assist nurses to develop patient
centred care, at its heart an approach that by its nature, is inclusive.
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Media Attributions
• Figure 5.1 Photograph by NeONBRAND on Unsplash ©

NeONBRAND is licensed under a Public Domain license
• Figure 5.2 Transaction Model of Communication ©
Kossen, Kiernan & Lawrence, (2017), for the University of
Southern Queensland. is licensed under a All Rights
Reserved license
• Figure 5: 3 Photograph by rawpixel on Unsplash ©
rawpixel is licensed under a CC0 (Creative Commons
Zero) license
• Figure 5.4 Model for Inclusive Practices © J. Lawrence,
(2017), for the University of Southern Queensland. is
• Figure 5.5 Johari Window © Simon Shek (Wiipedia Author)
is licensed under a Public Domain license
• Figure 5.5: Gibbs Reflective Cycle © GSE843 is licensed
under a Public Domain license
• Figure 5.6 Photograph by youssef naddam on Unsplash ©
Youseff Naddam is licensed under a Public Domain
license
CHAPTER 6
Positioning ourselves in
multicultural education: Opening
our eyes to culture
RENEE DESMARCHELIER AND JON AUSTIN
How do we, as teachers, position ourselves in relation to

multiculturalism, multicultural policies and education system
requirements and expectations?
Key Learnings
• Australian schools are increasingly catering for ethnically and culturally

diverse student populations.
• Through recognising that culture is something everyone has, we start to

unpack our own attitudes to culture and multicultural education.
• A physical cultural audit collects data in the form of observations and/or

photographs of the physical spaces around us and analyses them for the
messages they give about the culture/s present in a particular environment.
176
POSITIONING OURSELVES IN MULTICULTURAL EDUCATION:
177
OPENING OUR EYES TO CULTURE
• Recognising our own cultural postions assists unpacking our own and the
education systems expectations and requirements of culturally diverse
students.
UNDERSTANDING ‘CULTURE’ IN
‘MULTICULTURAL’
CULTURE AS A SLIPPERY CONCEPT
In coming to a chapter considering multicultural education,

participants may consider that they have a good understanding of
the idea of what multicultural means. However, it is a term that
is used extensively within the Australian context, across multiple
formal educational settings and quite often in an unproblematic
way. There are many policies connecting to the idea of
multicultural, such as Queensland’s Multicultural Recognition Act
2016 (Figure 1).
Interestingly, the definitions section of this act does not contain

a definition of multicultural. Instead it seems to assume that a
reader would understand what is implied by this term. It is worth
noting that the term diversity in relation to the idea of being
multicultural is defined as “cultural, linguistic and religious
diversity” (Queensland Multicultural Recognition Act , 2016, p. 5).
This chapter contends that in order to understand what is meant
by a term such as multicultural, it is first necessary to consider what
could be meant by the term culture. As you can see from Figure 6.1,
official considerations of the idea of multiculturalism depend upon
something termed cultural diversity.
178 JILLIAN GUY
Figure 6.1: Queensland Multicultural Recognition Act (2016). Retrieved from

https://www.communities.qld.gov.au/multicultural/policy-governance/
multicultural-recognition-act-2016
While both the terms culture and multicultural are often presented
as simple in their meaning, upon closer investigation, they are
complex, slippery and hard to pin down. While ‘common sense’
understandings exist in the public consciousness, to critically
engage with multicultural education we need to interrogate these
ideas a little further.
Often, particularly within the
context of policy documents
and ideas around multicultural
education, the idea of culture
depends on the original
nationality or country of origin
of a group of people. This
might extend not only to where
Figure 6.2: Photograph by ACME
Squares. (2011).
a person was born but also to
where their parents and/or
grandparents were born. It
might refer to a whole national context or a regional area within a
particular nation. The tie here is to ethnicity as a way of defining
cultural diversity.
179
Linguistic diversity is also

often considered to be part of
multicultural considerations
(as seen in the Queensland
Multicultural Recognition Act,
2016). Language and culture
exist in a complex relationship
where they are both Figure 6.3: Photograph by Adiputra, M.,
expressions of each other. If (2010).
we consider culture to be
related to shared values and
beliefs of a given group, one way in which these are expressed and
communicated is through language. Language development is
influenced by culture, and while two individuals from different
communities may share a language, they may not necessarily share
the same understanding of the use of particular word/phrases.
Sometimes, culture is
represented through physical
artefacts, clothing or symbols,
as well as artistic
representations such as
painting (e.g., on the
didgeridoo on the left) and
music. Often these are linked
to certain traditions,
Figure 6.4: Photograph by Fæ, (2013).
ceremonies or cultural
https://commons.wikimedia.org/wiki/
activities with embedded
File:Didgeridoo_(Imagicity_1070).jpg
implicit, as well as explicit,
meanings. Superficial
consideration of a particular culture through its physical
representations can result if the intricacies of a particular tradition/
representation are not well understood. There is danger in physical
180 JILLIAN GUY
representations being misunderstood and feeding into

stereotypical ideas/ideals of what a particular culture might be like,
particularly if considered in isolation.
In many celebrations of
diversity, food is central to
displaying and sharing groups’
differing cultural backgrounds.
Diverse communities come
together to experience each
other’s cultures through
consuming dishes that are
considered to be
representative of traditional
Figure 6.5: Photograph by S2art,
ways of eating. Food is related
(2005).
to the natural environment,
local knowledges about
cultivation and gathering, religious beliefs, methods of preparation,
norms of how meals are shared and how/when specific foods
might be able to be consumed. Again, the interconnectedness of
food and culture is more complex than it may seem on the surface
and perhaps difficult to grasp through one-off or limited
experiences (particularly if isolated from a cultural context).
Underlying the markers of culture are less tangible aspects of

culture that relate to how cultural groups relate to each other,
develop societal expectations and norms. While food, flags,
festivals, language and art might provide visible markers, they do
not of themselves constitute a particular culture. Concepts such as
peoples’ roles related to their age, notions of family and notions of
self are influenced by culture as are approaches to social situations
such as treatment of elders, raising of children and the importance
of individuals and community.
181
SO, WHAT DOES ‘MULTICULTURAL’ MEAN?
In the public consciousness,

the meaning of being
multicultural most often
relates to peoples’ cultural
backgrounds, largely defined
by ethnicity (particularly in
relation to being non-Anglo-
Australian) and living together
in a particular society. What
Figure 6.6: Photograph by DIAC
this ‘looks like’ and how (or if) it
images, (2010).
is best achieved can differ
substantially according to an
individual’s position on issues such as who should/has the position
of privilege; what is acceptable and not acceptable in terms of
cultural expression; should sameness be the goal or should
difference be celebrated; and do particular groups have the right
to make decisions in their own best interests?
Steinberg and Kincheloe (2009, pp. 4-5) describe different

manifestations of multiculturalism:
a) Conservative diversity practice and multiculturalism or
monoculturalism:
• privileges Western patriarchal culture;

• promotes the Western canon as a universally civilising
influence;
• has often targeted multiculturalism as an enemy of
Western progress;
• sees the children of the poor and non-white as culturally
deprived; and
182 JILLIAN GUY
• attempts to assimilate everyone capable of assimilation to

a Western, middle-/upper-middle-class standard.
b) Liberal diversity practice and multiculturalism:
• emphasises the natural equality and common humanity of

individuals from diverse race, class, and gender groups;
• focuses attention on the sameness of individuals from
diverse groups;
• argues that inequality results from a lack of opportunity;
• maintains that the problems individuals from divergent
backgrounds face are individual difficulties, not socially
structured adversities;
• claims ideological neutrality on the basis that politics
should be separated from education; and
• accepts the assimilationist goals of conservative
multiculturalism.
c) Pluralist diversity practice and multiculturalism:
• shares many values of liberal multiculturalism but focuses

more on race, class, and gender differences than
similarities;
• exoticises difference and positions it as necessary
knowledge for those who would compete in a globalised
economy;
• contends that school curriculum should consist of studies
of various divergent groups;
• promotes pride in group heritage; and
• avoids the use of the concept of oppression.
d) Left-essentialist diversity practice and multiculturalism:

183
• maintains that race, class and gender categories consist of

a set of unchanging priorities (essences);
• defines groups and membership in groups around the
barometer of authenticity (fidelity to the unchanging
priorities of the historical group in question);
• romanticises the group, in the process erasing the
complexity and diversity of its history;
• assumes that only authentically oppressed people can
speak about particular issues concerning a specific group;
and
• often is involved in struggles with other subjugated groups
over whose oppression is most elemental (takes
precedence over all other forms).
e) Critical diversity and multiculturalism:
• focuses on contextual issues of power and domination;

• promotes critical pedagogy as a way of understanding how
educational institutions work in terms of power;
• makes no pretense of neutrality, as it honours the notion
of egalitarianism and the elimination of human suffering;
• rejects the assumption that education provides consistent
socioeconomic mobility for working-class and non-white
students;
• identifies what gives rise to race, class and gender
inequalities;
• formulates modes of resistance that help marginalised
groups and individuals assert their self-determination and
self-direction;
• is committed to social justice and the egalitarian
democracy that accompanies it; and
184 JILLIAN GUY
• examines issues of privilege and how they shape social

and educational reality.
UNDERSTANDING OUR OWN CULTURE TO UNDERSTAND

‘OTHERS’
One of the aspects of culture that has become increasingly

important, and therefore far more intensely researched or
investigated, is that of dominant and subordinate relationships
between cultures. It is important to realise that whilst this material
talks about cultures, as if it is possible to clearly identify and contain
specific cultures, as if there are certain homogeneities or
commonalities that allow distinctive cultures to be identified and
named, each person experiences culture in their own idiosyncratic
way. That is, despite the need for the purposes of this chapter to
talk about cultures as if they are internally consistent, by no means
is this the case in the lived experience of people. For example, to
talk about Greek culture or Indigenous culture is to perpetuate a
very serious error in understanding the fluid and relational aspect
of what constitutes culture. However, for the purposes of this
chapter, we will work with this sense of broadly monolithic or
homogenous cultures.
To say that every person has ‘culture’ potentially casts the

individual and their communities as passive recipients and carriers
of culture. This perspective ignores the very important fact that
we all also create (and re-create) or construct (and re-construct)
culture through the very practices of everyday living. As Paulo
Freire (2009) pointed out, culture is made by people, and can
therefore be remade by people to better serve their emerging
needs and purposes. In other words, being ‘cultured’ is a
continuously active process, and forms the basis for what we might
see as the ongoing development of identity, as well as social
change.
185
Once we understand that everyone has ‘culture’ and that this is

not just the province of those who would seem to be culturally
different or Other to us, then the focus of areas of study such
as anthropology, history, sociology and education in particular
broaden considerably to include the culture of those undertaking
the enquiry. This has not always been the case. By way of example,
anthropology grew as a discipline that had, as its core purpose,
to make the seemingly strange cultures of Others understandable
to those of Western European backgrounds. In its early days,
anthropologists undertook extensive fieldwork in ‘exotic’ locations,
attempting to understand the strangeness that they found (or
created) there.
THE GAZE
Because we live the large part of our lives within our own primary
or home culture, because that culture is the one that we have been
born into, educated regarding, and live on a daily basis, each of
our own ways of living or being or knowing seem to us to be ‘the
way things are’. That is, our own cultural perspective seems to be
right or proper, and the way people should aspire and be helped to
live. This is because we have grown up and been acculturated into
a way of living that we see almost daily as universal or applicable
to everyone. Our way is the best way. Those for whom a different
cultural context is the norm similarly see the world from that
different cultural perspective. The end result is that each of us sees,
interprets, and labels cultures other than ours in a particular way
whilst at the same time reinforcing views of the acceptability of our
own culture. Figure 6.7 represents this:
186 JILLIAN GUY
Figure 6.7: The Gaze
This diagram attempts to represent a complex process in a

graphical way. In it there are two cultures – blue and pink – that are
in some relationship with each other. That is, each is aware of the
other’s existence, has had some limited experience with that other
culture, and each tries to make sense of the other relative to its own
standards of right and wrong, normal and deviant, acceptable and
unacceptable. The process whereby members of one culture come
to observe or in some way try to determine the features of another
culture is sometimes called the Gaze. Whilst this term suggests a
purely visual process, clearly there are many other sense-based
ways in which we come to know about or experience the culture
of others – think music and speech (hearing and movement), food
(taste and smell) and clothing (touch and sight).
In this diagram, neither of the cultures is clearly bounded or

impenetrable. The dotted line boundary around each of the main
cultural circles is meant to suggest the fact that no culture is
unchanging or impenetrable. The location of the gazing arrows is
187
also important to notice. Both the right-looking and the left-looking

arrows start from deep within the blue and the pink circle, that
is from deep within the culture doing the looking. However, each
arrow only marginally pierces the current boundaries of the other
culture, the culture being looked at. This is meant to suggest that
the initial Gaze is often largely purely superficial or a first encounter
with the other culture and thereby not a deeply experienced and
understood encounter with that culture.
What is the impact of ‘the Gaze’? Not only do the formal and
informal processes that constitute ‘gazing’ lead to the collection
of knowledge about another culture, they also have important
impacts upon the culture doing the looking. In the diagram, those
cultural workers from within Pink culture will contribute to the
ongoing process of developing ‘knowledge’ or ‘the truth’ (and this
is a very contested term in this sense) about Blue culture. The
promulgation of such information and purported understandings
need to be made available to the broader membership of Pink
culture. This was the role of the early anthropologists, as
mentioned above, and remains a core purpose of ethnographic
research today. This continual addition to knowledge about Blue
culture is represented by the small blue circle flowing out of the
Pink culture circle. In other words, as Pink culture’s understanding
of Blue culture spreads through Pink culture, broader community
understandings and perspectives on Blue culture become
embedded and seen as ‘the truth’ about Blue culture.
At the same time, as members of Pink culture come to understand

and ‘know’ other cultures in the world, Pink culture’s view of itself is
also impacted upon. Comparisons between what is seen to be the
essence of Pink culture are formally and subconsciously culturally
compared with those of Blue culture, and typically those
188 JILLIAN GUY
comparisons will favour the culture doing the comparison – in this

case, Pink culture.
Such a constant comparative process, we would argue, is a

continuous one engaged in by all cultural groups at all times. In
many ways, this is what the so-called culture industry has as its
central educative or public pedagogical purpose: to reflect back to
the home culture images of its own essence and worth whilst at the
same time presenting comparative ideas and images about those
who are different.
In summary, the process of coming to understand Others is one

that involves two very distinctly connected developmental
characteristics – one, coming to know something about the Other
and the second, a process of maintaining or challenging what the
gazing culture understands of itself.
As you might imagine, this is also clearly the basis for a fairly
universal facet of all cultures, racism (perhaps this term should be
more appropriately called culturism). All cultures utilise forms of
intellectual abstractions and cultural shorthand to try to capture
the infinitely complex aspects of cultures other than their own.
Invariably, such reductionisms lead to overly-simplistic,
stereotypical attitudes and practices regarding other cultures that
are frequently discriminatory and detrimental.
TURNING THE GAZE BACK ONTO OURSELVES
For those from a White cultural background, this means looking

at how that position privileges us – that is, turning the Gaze this
time back upon ourselves (Figure 6.8) in order to try to understand
how our cultural location(s) set us up for benefit or advantage, and
189
how our particular ways of seeing and making sense of the world
influences the way we see, position and treat Others.
Figure 6.8: Turning the Gaze on our own culture
The whole question of belonging to a particular cultural group

revolves around two important aspects of identity. One of these
is the identity and identification we claim for ourselves: we self-
identify as white Australian, Anglo-Australian, Aboriginal Australian,
and so forth. But, as the discussion about the operation of the
Gaze above exposes, we are also identified BY others as well. Whilst
we see ourselves in particular ways, others see us in ways that
might sometimes fit with those ways or, at least as frequently, differ
considerably from how we see ourselves.
What is important here is that it is the power of the dominant

group, through its direction of views of community members, to be
able to formulate a view of Self and Others that is so powerful and
embedded so deeply within the dominant culture that these views
190 JILLIAN GUY
become universalised – they become ‘commonsensical’ ‘natural’

statements about the way people are.
Reflection
• Make a list of five words you would associate with the word ‘white’.
• Write a parallel list of words you associate with ‘black’.
• Compare your lists. Can you suggest the ways in which colours convey
something about cultural preferences and senses of inadequacy or deficit?
SO, WHAT DOES THIS ALL MEAN FOR MULTICULTURAL

EDUCATION?
In order to be able to approach the question of the appropriate

ways to work with multiple cultures through education, we need
to be genuinely determined to include the dominant culture as
one of those cultures being investigated. In other words, a genuine
multicultural education in contemporary Australian society must,
of necessity, focus on white culture and its impact, as well as on
non-white or marginalised cultures. Examples of the types of things
such a focus might include in an education sense would be to look
at the ways in which whiteness is normalised. This can be achieved
through the interrogation of the everyday, such as asking why the
tuckshop serves certain food, or where the knowledge base for a
certain subject comes from.
How whiteness is conflated with ‘human nature’ – and how this

renders those who don’t share the characteristics of white culture
as being deviant from a norm is unfortunately the most common
outcome of much that passes as multicultural or cultural diversity
191
education at present – the view of cultural difference as cultural

deficit or cultural deviance (deviance here meaning deviating from
the White norm). An interrogation of the ways in which white
culture re-embeds and reasserts its superiority over other cultures
and similarly the implied inferiority or subordination of other
cultures to such superiority can be seen as a necessary starting
point in the development of any genuinely culturally aware and
respectful person. In other words, it is essential to understand Self
in order to understand others.
Watch
The Physical Cultural Audit Process (4.57 minutes)
THE PHYSICAL CULTURAL AUDIT PROCESS
As Brazilian educator, Paulo Freire (2009), pointed out, culture is

something that is made by people. He contrasted the cultural with
the natural. The natural, he said, is virtually a given, with natural
objects being largely unable to be modified in a significant way by
people (clearly, his thoughts about this, written in the late 1960s
and early 1970s, weren’t able to foresee the impact of human
technologies such as genetic modification and the like). When we
go looking for evidence of the ‘type’ of people living in a particular
area or community or the dominant culture of that particular place,
there are several sorts of evidence we draw upon to hazard some
guesses about the nature of that community and those people
within it. We could look at the ways in which people interact with
each other in that community, or at particular images of that
community that people create and display through more
permanent recording methods (books, movies, music, and various
things that would be generally accepted as cultural products or
artefacts).
192 JILLIAN GUY
A starting point in trying to come to terms with what sort of

community we are looking at could well be the physical or built
environment, that is, the non-natural aspects of a landscape that
are clearly the result of human activity. It is this approach to
developing an initial feel for or understanding of a particular
community that we investigate here.
What does the Physical Cultural Audit process involve?
Imagine coming across a landscape where you seem to be the

only human being around, something like a Twilight Zone scenario
where you’re the only human left in a place, or a Star Trek episode
where you’ve been stranded in a place where you seem to be the
only form of life similar to that of the human. What you see around
you is all you have to work on in coming to understand and perhaps
trying to predict what sort of community this was, and maybe
still is. This is the essential mindset that needs to be taken into
a physical cultural audit: whilst it would be largely impossible to
empty space of all visible human presence, in conducting an audit
of this type, we have to imagine the space and the place devoid or
emptied of human beings. In other words, the audit – like a stock-
take – is an attempt to look at what is present in the environment
and try to then construct some possible ideas about the type of
people who use this place or space.
The audit process involves you in the role of a researcher, trying to

piece together various ideas about the place so that you might then
move into something of a science-fiction or fantasy writer mode
by trying to create a possible, though imagined, understanding of
what this particular place might be like were one to be living in it.
There is no one set way to conduct a physical cultural audit, but the
following steps seem to cover everything for such a process.
193
Step 1: Work out the boundaries of your space
For many purposes of conducting a physical cultural audit, the

place to be investigated is clearly bounded. For the purposes of
this particular exercise, that space could be a school where the
boundaries of that space will be clearly defined by fences, or your
office space, or your living room. However, in a broader sense,
places such as shopping centres, city blocks, and the like also
present as sites for an audit.
Figure 6.9: Photograph by Google Earth. (2017). Ruthven Street, Toowoomba,

Australia.
Step 2: Decide on who
Will you conduct the audit by yourself, or with others? There are
benefits to both of these options, most of which are connected
to the ideas of outsider and insider research. An insider, in this
context, would be someone who is very familiar with the space
or place to be audited. Consequently, an outsider is somebody
for whom the space is new or very unfamiliar. This type of work
conducted by insiders brings the benefit of being able to draw on
local knowledge of the space such that the insider researcher or
auditor will be in a good position to know where to find certain
hidden aspects or at least less visible aspects of the environment
that may have relevance to the project.
194 JILLIAN GUY
The downside of insider research in this type of project is that

sometimes being so familiar with the area or the space means that
unnoticed or ‘taken-for-granted’ examples are potentially missed
or overlooked. This is where the fresh eyes of an outsider bring
a benefit – an outsider, whilst not being overly familiar with the
hidden or less obvious parts of the site, will probably look at
everything as new or novel, thereby picking up some aspects that a
more familiar eye might miss.
An advantage of having more

than one person in the audit
team is that of being able to
engage with each other in on-
site discussions about what the
particular environment offers
or the audit process. The
shared experience of having
moved around the site while
discussing the value of certain
Figure 6.10: Photograph by Jon Austin.
parts of that site for the audit
( 2017). Australia.
process will often lead to a
stronger analysis of the
particular evidence collected. Overall – how you choose to conduct
this type of audit is a decision you make. In some ways, the ‘ideal’
team might consist of two people, one an insider and one an
outsider.
Step 3: Decide on how you will conduct your audit
There are a couple of things to consider here:
• If you’re conducting the audit as a team, will you all walk

around the site together or individually at first and then
collate your individual notes and impressions later?
195
• Will you use digital photographs to help record aspects of

the site that you find of interest?
• Will you audio record any conversations you might have in
your team regarding the initial impressions of the site?
• How many circuits of the site will you make? A useful
design here is to make an initial walk around to get a feel
for the site followed by a more focused investigation of
the site (including photographic recording, etc.) and then a
final circuit to confirm the ideas or interpretations you’ve
made of the evidence you’ve collected on your second
circuit.
Step 4: Conduct the walk-around and recording processes
Some things to perhaps consider regarding this stage:
• Is there a particular
day of the week and/
or time of day that
might provide the best
opportunity to collect
the type of
material you need?
• It is important to bear
in mind that you’re
Figure 6:11: Photograph by Jon Austin.
looking in this physical
(2017). Australia.
cultural audit to
capture the physical
environment, not the social or human environment.
In your recording process, are you able to minimise the
presence of people in order to focus on the physical?
• Will you have to arrange permission to enter and/or
photograph some parts of the site?
196 JILLIAN GUY
• Will you need an acceptably accurate map of the site? If so,

how will this be acquired or developed?
Step 5: Analyse the evidence or data you have collected
In this stage, the auditor or auditors try to draw out the impressions
that aspects of the environment captured have made on them with
regard to the type of community this site is a part of. The ways in
which this type of analysis might be conducted vary, but essentially
come down to arriving at answers to the question “What does this
image tell me/us about this community?” It should be emphasised
here that there are no right or wrong answers with regard to this
question, you are looking to draw out a team consensus about the
sorts of messages conveyed by each particular image of the site. It
would be important to record – either in writing or in audio – the
conclusions you or your team arrive at for each of the images, and
then for an overall summation of what this site seems to reflect
with regard to ‘culture’.
With regard to the physical cultural audit that has been developed
as a part of the materials for this chapter, the auditing process
was conducted by two insider auditors (we were both familiar with
this particular street block), and consisted of an initial and a more
focused team walk around the city block involved. The second walk
also involved a more professional photographer who was able to
make the most of what were sometimes poor lighting conditions.
What the team considered to be illustrative examples of ‘culture’ in
this area were initially discussed, selected and then photographed,
with notes regarding the reasons for selecting the particular images
recorded in writing. The team then selected from the total
photographic collection a smaller number of images for use with
the interactive map. The team analysed, through discussion, each
of these images and arrived at a number of points regarding these.
197
A spoken commentary was recorded for each of the images and

mounted on the interactive map.
Cultural audit map = https://lor.usq.edu.au/usq/file/
0669532e-75e9-4145-a327-2d7b5e5ccbff/2/
Cultural_Audit_OpnStreetMap.zip/index.html
Once we recognise the multiple and nuanced ways in which culture

manifests in society, we can start considering the assumptions and
norms that underlay institutions such as schools and universities as
well as the public spaces within our communities. Questions such
as, what are the expectations of behaviour in this place? who do
I expect to see here? and, what function does this place have? all
have answers based in the assumed and sometimes unchallenged
norms of a society.
To help us consider the ways in which dominant cultural norms

inform actions, activities and identities, Dr Ann Milne suggests the
analogy of a child’s colouring-in book:
If we look at a child’s colouring book, before it has any colour added to

it, we think of the page as blank. It’s actually not blank, it’s white. That
white background is just “there” and we don’t think much about it. Not
only is the background uniformly white, the lines are already in place
and they dictate where the colour is allowed to go. When children are
young, they don’t care where they put the colours, but as they get older
they colour in more and more cautiously. They learn about the place
of colour and the importance of staying within the pre-determined
boundaries and expectations. (Milne, 2013, p.v )
198 JILLIAN GUY
As Milne explains, our

educational institutions (and
other places in society as well)
usually work from this
unthinking background of
white dominant culture.
Recognising this background
assists us to understand how
the written and unwritten Figure 6:12: Photograph of Paint
‘rules’ of institutions and Kindergaten Tinker Coloring Pages
society might impact on people Pens, CC0 1.0 by Max Pixel.
whose backgrounds do not
align with this cultural norm. As
Milne points out, this background is not neutral and this impacts
upon the daily existence of people from culturally non-dominant
backgrounds.
WAYS OF CONSIDERING INTERSECTING

CULTURES
There are several ways of considering how cultures intersect in

order to be more culturally inclusive. The first we will explore
comes from a Torres Strait Islander perspective through Martin
Nakata’s idea of the cultural interface (Nakata, 2008b). Nakata’s
work, being from his particular standpoint, can assist us to consider
a very Australian context for intersecting cultures and speaks to
the relationships between Indigenous and settler peoples and
knowledges. Secondly, we can look at how people from dominant
cultures might refocus their thinking in order to better consider
perspectives from non-dominant cultures through the idea of
multilogicality (Kincheloe & Steinberg, 2008).
199
NAKATA’S CULTURAL INTERFACE
As introduced in Chapter 3, the cultural interface, as the space

where Western and Indigenous ways of knowing meet, can be
a place of tension as well as of immense opportunity (Nakata,
2002, 2008a, 2010). From his standpoint as a Torres Strait Islander
man, Nakata (2011) conceptualises the cultural interface as the
contested space between Indigenous and non-Indigenous peoples,
knowledges and cultures. He describes the ways in which
Indigenous peoples have not capitulated to the order of Western
knowledge, but have taken up what has been necessary to meet
practical needs in people’s life worlds (Nakata, 2010). Working from
a cultural interface perspective accepts that knowledge systems
are dynamic, evolving constantly in response to change, and
embedded within culture. It involves a balance of ensuring
continuity while simultaneously harnessing change and using the
interaction in a way of working that assists Indigenous interests,
upholding the unique distinctiveness as First Peoples (Nakata,
2002).
Nakata’s (2002) notion of the cultural interface becomes a useful

way of conceptualising the interactions between Indigenous and
Western ways of knowing. Clearly the cultural interface is a place
where there is both constant tension and negotiation. To explore
this space requires an understanding of different discourses and
acknowledgment that conflicts that may arise when discourses
compete with traditional ones. A cultural interface perspective
requires examining and interrogating all knowledge and practices,
reflecting upon conditions for convergence of all these and
exploration of issues. The challenge is for people to assume a
responsible course in relation to future practice where an
Indigenous standpoint is embedded (Nakata, 2002).
Presenting differing ways of knowing and naming the world

200 JILLIAN GUY
recognises the discontinuities and convergences of the cultural

interface while showing an appreciation and acknowledgement of
the presence of Indigenous and non-Indigenous standpoints
(Nakata, 2011). Allowing the two knowledge systems to sit side
by side without competition also connects with the multilogical
epistemic stance described by Kincheloe and Steinberg (2008) as
being necessary to non-Indigenous peoples’ understanding of
Indigenous knowledges.
MULTILOGICALITY
The idea of multilogicality encourages people, particularly those

of dominant cultural backgrounds, to look at issues, knowledges,
concepts and situations from multiple logics in order to increase
the complexity of their understandings. When we access a wide
range of perspectives from different cultural backgrounds, there is
potential to layer and nuance understanding to develop a critical
and complex perceptions that takes into account ways of knowing
that may not be our own. In effect, multilogicality offers the
opportunity to move from a one-dimensional image like a single
photograph to being able to see multiple perspectives like a
holographic image (Kincheloe & Steinberg, 2008) adding richness
and complexity to our cultural awareness.
201
Figure 6:13: Photographs by Open Clipart-Vector/27448 images, World Map,

CC0 1.0 and Kevin Gill (2014), Holographic earth, CC BY 2.0 AU.
In order to work with diverse ways of understanding the world, it

is first necessary to see the boundedness of culturally dominant
knowledge systems and then embrace multiple cultural viewpoints
(Austin, 2011). Here we see the necessity of understanding Milne’s
colouring book analogy, without considering the background and
lines as actively constructing our perceptions, actions and ideas,
it is difficult to consider how different perspectives might come
together to form new, multilogical spaces.
CONCLUSION
So, what does a cultural interface or multilogical approach mean

for educators in Australia? How might a more culturally nuanced
reading of our spaces contribute to better positioning ourselves as
educators?
Reflection
202 JILLIAN GUY
• How can understanding your own cultural position help with how you engage
with multiculturalism in the classroom?
• What could the concepts of cultural interface and multilogicality mean for
implementing curriculum?
• How can you promote similar understandings of cultural contexts in your

students?
In everyday classroom practice, multiple opportunities exist to

promote a version of multiculturalism that is not exocitising,
marginalising or oppressive. Recognising our own cultural position
allows us to see/feel/experience from a more informed perspective
opening the possibility for expanding our own and our students’
worldviews. Educators can start by asking questions such as, ‘How
might my teaching material be experienced by those who are not
from the same culture as me?’ Or, ‘What other cultural perspectives
might assist me to provoke curiosity about this topic?’ or ‘How am
I making this classroom an inclusive cultural experience for my
students?’
The first step in enacting culturally appropriate pedagogies and

practices is to recognise your own cultural position in order to
not further perpetuate marginalising practices. This can be an
incremental and continuing process. It can be a case of once we
start opening our eyes with a different outlook, we never see the
‘everyday’ in the same way again. Likewise, bringing this new
perspective into our practice can be an ongoing process. Critical
reflection on our teaching is essential to continued improvement
in practice. We may not get it ‘right’ or perfect every time but this
is not a reason to stop reflecting and trying new approaches. To
be committed to enabling all students to flourish means knowing
203
yourself, knowing your students and being committed to making a

difference.
REFERENCES
Austin, J. (2011). Decentering the WWW (White Western Ways):

enacting a pedagogy of multilogicality. In R. Brock, C. S. Malott, &
L. E. Villaverde (Eds.), Teaching Joe L. Kincheloe (pp. 167-184). New
York: NY: Peter Lang.
Freire, P. (2009). Pedagogy of the oppressed (30th Anniversary ed.).
New York, NY: Continuum.
Kincheloe, J. L., & Steinberg, S. R. (2008). Indigenous knowledges in
education complexities, dangers, and profound benefits. In N. K.
Denzin, Y. S. Lincoln, & L. T. Smith (Eds.), Handbook of critical and
indigenous methodologies (pp. 135-156). Los Angeles, CA: SAGE
Publications.
Milne, B. A. (2013). Colouring in the white spaces: Reclaiming cultural
identity in whitestream schools.(Doctoral dissertation, University
of Waikato, Hamilton, New Zealand. Retrieved from
https://researchcommons.waikato.ac.nz/handle/10289/7868
Nakata, M. (2002). Indigenous knowledge and the cultural interface:
Underlying issues at the intersection of knowledge and
information systems. IFLA Journal, 28(5-6), 281-291. doi:10.1177/
034003520202800513.
Nakata, M. (2008a). Disciplining the savages, savaging the disciplines.
Canberra, Australia: Aboriginal Studies Press.
Nakata, M. (2008b). Introduction. The Australian Journal of
Indigenous Education, 37(Supplement), 1-4.
Nakata, M. (2010). The cultural interface of Islander and scientific
knowledge. The Australian Journal of Indigenous Education, 39,
53-57.
Nakata, M. (2011). Pathways for Indigenous education in the
204 JILLIAN GUY
Australian Curriculum framework. The Australian Journal of

Indigenous Education, 40, 1-8. doi:10.1375/ajie.40.1.
Steinberg, S. R., & Kincheloe, J. L. (2009). Smoke and Mirrors: More
than one way to be multicultural. In S. R. Steinberg (Ed.), Diversity
and multiculturalism: A reader(pp. 3-22). New York: NY: Peter Lang.
Media Attributions
• Figure 6.1 Queensland Multicultural Recognition Act

(2016). © Department of Local Government, Racing, and
Multicultural Affairs is licensed under a CC BY (Attribution)
license
• Figure 6.2: Photograph by ACME Squares. (2011). © ACME
Squares is licensed under a CC BY-SA (Attribution
ShareAlike) license
• Figure 6.3: Photograph by Adiputra, M., (2010). © M.
Adiputra is licensed under a CC BY-SA (Attribution
ShareAlike) license
• Figure 6.4: Photograph by Fæ, (2013). © Graham Crumb is
licensed under a CC BY-SA (Attribution ShareAlike) license
• Figure 6.5: Photograph by S2art, (2005). © s2art is
• Figure 6.6: Photograph by DIAC images, (2010). © DIAC
Images is licensed under a CC BY (Attribution) license
• Figure 6.7: The Gaze © Desmarchelier, R., for the
University of Southern Queensland. is licensed under a All
• Figure 6.8: Turning the Gaze on our own culture ©
Desmarchelier, R., for the University of Southern
Queensland. is licensed under a All Rights Reserved
license
205
• Figure 6.9: Photograph of Ruthven Street by Google Earth.

(2017). Ruthven Street, Toowoomba, Australia. © Google
Earth adapted by Using the Google Earth Attribution
Guidelines found at: https://www.google.com/
permissions/geoguidelines/attr-guide/; and used for non-
commercial purposes in alignment with Google Earth
Permissions: https://www.google.com/permissions/
geoguidelines/
• Figure 6.10: Photograph by Jon Austin. (2017). Australia. ©
Austin, Jon is licensed under a CC BY (Attribution) license
• Figure 6:11: Photograph by Jon Austin. (2017). Australia. ©
Austin, Jon is licensed under a CC BY (Attribution) license
• Figure 6:12: Photograph of Paint Kindergaten Tinker
Coloring Pages Pens, CC0 1.0 by Max Pixel. ©
congerdesign is licensed under a CC0 (Creative Commons
Zero) license
• Figure 6:13: Photographs by OpenClipart-Vector/27448
images, World Map, CC0 1.0 and Kevin Gill (2014),
Holographic earth, CC BY 2.0 AU. © Kevin Gill is licensed
under a CC BY (Attribution) license
CHAPTER 7
Creating an inclusive school for

refugees and students with
English as a second language or
dialect
SUSAN CARTER AND MARK CREEDON
How can school communities create an inclusive school?
Key Learnings
• The Australian demographic is now a fast changing increasingly diverse

population.
• Every individual is shaped and influenced by individual experiences, many

of which remain unrevealed to others so the challenge is both in recognising
diversity and accepting the diversity that we cannot see nor yet understand.
• Inclusion involves accepting difference and catering for the individual needs of
learners.
206
CREATING AN INCLUSIVE SCHOOL FOR REFUGEES AND
STUDENTS WITH ENGLISH AS A SECOND LANGUAGE OR 207
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• At the heart of any inclusive school is the creation of a culture where each
individual is accepted and embraced for who and what they bring to the learning
space.
INTRODUCTION
It could be argued that inclusion into society is a basic need

for humans. Schools in Australia and internationally, are exploring
what this really means in a fast changing global context. Challenges
face our educators as never before as the rate of migration has
vastly increased with more people seeking asylum than at any
time since World War II (Gurria, 2016). Schools face challenges in
educating students who have little understanding of the official
language or the school’s cultural context.
This chapter seeks to bring into focus inclusion for students new
to Australia, with limited or no English speaking skills. It specifically
explores the inclusive practices of one Australian school and seeks
to share the effectual ways that they support, engage, enculturate
and educate students. Through case study methodology, the data
findings revealed in this chapter highlight a way of working that
facilitates the creation of a shared culture, a place where
individuals share that they feel safe and included. The cost of
caring is however a pragmatic consideration that educators face
and this chapter outlines some strategies on how to engage
community help and create a sense of hopefulness.
Our schools are changing. Schools in Australia and indeed

internationally are opening their community to refugees and
migrants at a rate that has not been experienced before. Refugees
are seeking safe places at rates higher than at any time since
208 JILLIAN GUY
World War II (Gurria, 2016). In 2015, approximately 244 million

people were living in Organisation for Economic Co-operation and
Development {OECD} countries outside their country of birth
(Gurria, 2016). Currently, the OECD is an assembly of 34
industrialised countries that design and advocate for economic
and social policies. The 34 OECD member countries are: Australia,
Austria, Belgium, Canada, Chile, Czech Republic, Denmark, Estonia,
Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Israel,
Italy, Japan, Korea, Luxembourg, Mexico, the Netherlands, New
Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia,
Spain, Sweden, Switzerland, Turkey, the United Kingdom, and the
United States (Hylén, Damme, Mulder, & D’Antoni, 2012). Many
of the families residing in these countries arrive at state/publicly
funded schools that are expected to provide equity of access and
learning opportunities for all students.
In reality this is an extremely complex process of catering for

differing values, beliefs, ideas, and opinions on what this looks like
and how it is enacted. School communities need to be encouraged
to embrace a shared philosophy of inclusion and participate in
practices that encourage equity, viewing changes in student
population and diversity as an opportunity for learning (Carter &
Abawi, 2018).
This chapter is based around the way of working that one

Australian school with 52% of its student population with English
as a second language or dialect {ESLD} has embraced to create
an inclusive school community where there is an explicit focus on
the positive learning achievements of every student. The school
known as Darling Heights State School, is located in a large regional
city near a university where researchers are welcomed in to help
contribute to growing a learning culture. The school has been able
to create an inclusive school culture and the school community
wishes to share their learnings with others.
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There are four specific sections to this chapter. Section one will
begin by exploring the theoretical underpinning of inclusion.
Section two is a scenario section that focuses on knowledge
synthesis and application. Three specific animated characters in
various scenarios are introduced and readers are expected to
describe how they would create an inclusive environment for the
character. Section three focuses on meaning making. Knowledge
acquisition is challenged and deepened as readers can then
explore the actual scenarios that the animated characters were
based upon to see how the school created an inclusive
environment for the real person. The last section encourages the
reader to analytically reflect upon their knowledge and
understandings of inclusion and consider how this can be applied
into their real world context. The need to ensure our teachers
have knowledge, skills and attitudes to create inclusive learning
opportunities for students is clear but the how this is done is
somewhat more complex. It is hoped that your engagement with
this chapter will foster the development of new knowledge and
understandings that prove useful in enacting inclusive practices.
THEORETICAL EXPLORATION
Inclusion is perceived differently within the literature and

Maclean suggests that it is an “increasingly contentious term that
challenges educators and education systems” (2017, p. 528).
Within Australia the focus has been both at the whole-school and
in-class support level (Forlin, Chambers, Loreman, Deppeler, &
Sharma, 2013) with discussion centred on inclusion being about
what is in the best interests of individual students based on the key
features of participation, and integration together with the removal
of elements that marginalise or exclude (Queensland Department
of Education, 2018). Other researchers go further and suggest that
210 JILLIAN GUY
inclusion must be a way of thinking, a philosophy held by educators

that encompasses the recognition and removal of barriers to
learning and values all members of a school community (McLeskey,
Rosenberg, & Westling 2013).
This chapter is based around the McLeskey, Rosenberg, and

Westling (2013) definition where the school involved does not just
try and educate the child but goes further to help the family engage
in the community and access supports that enable the enrolled
student/s to engage fully in all parts of school life. Carter and
Abawi (2018, p. 2) aver that “inclusion is defined as successfully
meeting student learning needs regardless of culture, language,
cognition, gender, gifts and talents, ability, or background.” They go
on to say that the needs, often considered as special needs should
be appropriately supported. Within the literature ‘special needs’
have been linked to disadvantage and disability, but Carter and
Abawi (2018) define special needs more broadly as “the individual
requirements of a person, and the provision for these specific
differences can be considered as catering for special needs” (p. 2).
Refugees and migrants are identified in this paper as having

English as a Second Language or Dialect {ESLD} or what some
literature terms as English as a Foreign Language {EFL} learners
(Roberts, 2016). Migrants and Refugees are however very different
groups. It is acknowledged that some refugee children may have
increased exposure to experiences of violence, persecution, rape,
torture, and abrupt dislocation (Lusk, McCallister, & Villalobos,
2013) while some migrants may have had more opportunity to
move with differing levels of financial security (Black, Adger, Arnell,
Dercon, Geddes, & Thomas, 2011).
This paper does not explore the specifics of the groups but rather
it explores the individual needs of students and families and their
inclusion in a specific school. Inclusive schools move beyond what
DIALECT
Mathews (2008) termed as piecemeal interventions to creating

welcoming learning environments and spaces for participation,
providing communication supports, developing positive
relationships, encouraging friendships, developing a sense of
belonging, and fostering learning about oneself and others.
Schools that have a whole school focus on inclusion reduce the
vulnerability and build resilience for refugee students (West 2004)
and provide hope for the future (Rutter, 2006).
SCENARIO EXPLORATION
Kirk, Gallagher, Coleman, and Anastasiow (2012, p. xxix) assert

that “one of the major challenges that teachers face in schools
today is meeting the wide range of student needs”. They point out
that the majority of classes will most likely have students that have
been diagnosed with disabilities and other students who require
more scaffolded support in order to achieve success. Some
students will have behaviour problems, social emotional
adjustments difficulties and /or emotional difficulties.
Such a wide range of student needs can feel overwhelming to a

teacher (Kirk, Gallagher, Coleman, and Anastasiow, 2012, p. xxix)
amid all of the complexities in a school and the challenges of
knowing and catering for the individual needs of all children. Given
the information that you have read on inclusion I hope you feel
ready to engage in exploring your understanding of inclusion
through some animated scenarios. Below are three scenarios that
allow exploration of inclusion from differing perspectives.
UNDERSTANDING DIVERSITY: A SNAPSHOT
Statistics from the 2016 Australian National Census, depict that

33.3 % of Australians were born overseas, and a further 34.4% of
212 JILLIAN GUY
people had both parents born overseas. Analysis highlighted that in

2016 nearly half (49%) of all Australians were either born overseas
or had at least one parent who was born overseas. This State
School’s statistics for being born in an overseas country, are even
higher with 52% of students born overseas. Given this information
consider how diverse that makes the Australian population and the
inherent complexity in not only recognising diversity but catering
for it in schools and embracing it as a part of our national culture.
Darling Heights State School has a current enrolment of 690

students and the ten most commonly reported countries of birth
for students born overseas are depicted in the table below
Table 7.1 Student enrollment by country
Country Number of students % of students
Iraq 61 8.8 %
Kenya 15 2.1%
Congo, Democratic Republic 12 1.7%
Libya 12 1.7%
Sudan 9 1.3%
Afghanistan 8 1.1%
Uganda 8 1.1%
India 7 1%
Malawi 7 1%
Zambia 7 1%
Watch and respond: Activity one
• Please engage in thinking about what it means to be inclusive by engaging with

the animations and the videos. Instructions for activity one which consists of three
separate scenarios – please carefully read:
DIALECT
◦ Do NOT refresh – If you refresh your responses are deleted.
◦ You must complete a response to each question in order to move to the

next section. All responses to the three scenarios need to be completed and
then you can save as a PDF or print. If you quit out mid way through your
responses are lost.
◦ I strongly recommend you copy your responses and save into a word
document as you go so that you can edit these later. It also means that
you can stop and return to the activity later and still have your previous
answers.
◦ This activity takes approximately an hour and a half, allowing 45

minutes to view the three animations and videos, and 45 minutes
to respond to the questions. You can chose to break it into shorter
segments and return to it but you must save your responses into a
separate word document.
Engage here with activity one (it will open in a new tab).
MEANING MAKING
At the heart of any inclusive school is a culture of individual
acceptance where diversity is respected, perhaps even considered
the norm and individuals are valued for what they bring to the
learning journey. Inclusion is based upon social justice where
individuals are perceived as having rights to a quality education.
Such an understanding of inclusion raises questions:
• What does respect for diversity mean?

• How is inclusion enacted?
• What are the possible challenges and rewards of creating
an inclusive learning environment?
Darling Heights State School has embraced inclusion at a whole

214 JILLIAN GUY
school level where the needs of individual students are a focus,

the student’s well-being is fore-fronted, and a school team of
experts support the individual needs of students and families. The
school has several classrooms where intensive English lessons are
run and these classrooms are known as the Intensive English
Centre {IEC} and the teachers and teacher aides that work at the
IEC are expert in their knowledge of supporting and engaging
families with EALD and providing quality learning outcomes for
students and outreach supports to classroom teachers.
In the Scenario 1- The Student video, did you notice:
• The depth of understanding participants had about this

child and the expansive opportunities in place to support
this child?
• The engagement all participants had in the discussion and
willingness to share experiences and ideas to support the
teaching and learning of this child?
• The shared understanding all participants had in ensuring
the parents were involved in the learning program for this
child?
• The excitement shown when the smallest of
improvements or achievements were registered?
• What factors were taken into account in accepting diversity
and engaging a student through inclusive practices?
In Scenario 2 – The Teacher, did you notice:
• How critical it was that all school staff acknowledge the

importance of working in teams to support children?
• That ensuring the vision for the school is critical in
establishing and maintaining culture?
DIALECT
• References that were made to particular principles for the

School’s Pedagogical Framework?
• Which of the 5 principles: Community, Relationship,
Diversity, Learning, Achievement, were evident for you?
• Would you have felt supported in this new or unknown
setting?
• What factors were taken into account in supporting this
teacher and how this teacher is included in the school
community:
This video for Scenario 2 – The Teacher, outlined several

programs that the school had in place to support students. The
programs focuses on the primary goals:
• to support parents to engage with the school as a learning

community
• to support and guide parents to establish positive learning
environments at home that support their children’s
learning needs; and
• to foster in parents a deeper understanding of the school
and the Australian educational system while promoting
active engagement in school processes and increased
student academic success.
After engaging with Scenario 3 – The Parent did you notice:
• What efforts the school had made to support the parent?

• What this parent values and appreciates within the school
and community?
• The depth of support that can be provided by a Parent
Engagement Officer?
216 JILLIAN GUY
• What factors were taken into account in supporting this

family and how is the family included in the school
community?
In our schools, consider the diversity of our families, and the

diversity of experiences between refugees and migrants, no one
person’s journey is the same. Research depicts that migrant
children are faced with hostility and segregation at school (Devine,
2009); challenges with identity and a sense of belonging (NiLaoire,
Carpena-Mendez, Tyrell, White, 2011) and coping with changed
family structures post migration (White, 2011). Sime and Fox (2015)
suggest that moving to a new country is marked by anxiety,
excitement and practical challenges. Such challenges can involve:
• Philosophy: attitudes, values, beliefs and perspectives;

religion; life experiences
• Socioeconomic background and access to services such as
health
• Variable skills and capabilities and value placed upon
education
• Ethnicity – language, religion and cultural diversity
• Demographics: socio-economic, citizenship, location.
• Interests: music, sport etc.
KEY PRINCIPLES AND WAYS OF WORKING OF THIS

INCLUSIVE SCHOOL
This school community evidences six principles that recent

research has highlighted as underpinning the creation of an
inclusive culture (Abawi, Carter, Andrews & Conway, 2018):
DIALECT

expectations regarding inclusion embedded in school wide practice.
Principle 3 Collective commitment to whatever it takes – ensuring
that the vision of inclusion is not compromised.
professional learning for teachers and support staff informed by data
identified need.
These six principles are intertwined in the schools way of

working. In establishing an inclusive school culture the principal
has spent time in visioning what the school community could look
like, working with the community to capture the context and the
people in a way that has grown a lived shared vision of inclusive
practice where all students are expected to achieve. The purpose of
this action was to create a collective commitment to a philosophy of
‘whatever it takes’ to ensure that the school put in place all possible
resources and strategies to cater for the needs of students,
expecting and catering for diversity in an inclusive way. When
visiting the school and observing practices it was evidenced that the
Principal clearly articulates, displays and models the school vision
of inclusivity. In an interview he outlined the key characteristics as:
• Setting a clear direction where values and beliefs are

aligned with practices
• Embedding a culture of care where diversity is accepted,
expected, and appreciated
• Ensuring quality curriculum and pedagogy
• Promoting professional learning
218 JILLIAN GUY
• Ensuring safe and orderly environments

• Supporting the strengths of teachers (Principal, 2017)
Figure 7.1 highlights one example of how the clear direction

of the school is made explicit in the School Wide Pedagogical
Framework.
The visual representation that
staff see on a daily basis where
values and beliefs are fore
fronted and expected to align
with practices. These core
principles are promoted within
the school community (as
displayed on the table) and
these principles are embedded
in the School Wide Pedagogical
Framework {SWPF}, which seeks
to capture how those within the
school operate. By having the
SWPF on the table, it means it is
within view, deliberately fore
fronted in the eyes of everyone
who works, meets or eats at the
table. Figure 7.1 Photograph of a table
displaying the core school-wide
pedagogical principles. (2018),
Australia, USQ.
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Within the same room, and

throughout the school the
visual representation of care is
captured as shown Figure 7.2.
The culture of care was verbally
evidenced in classrooms, on
parade, and it could be seen in
the way that staff, students and
parents interacted with each
other.
The school focuses on

creating a caring and inclusive
culture and uses visual
representation in a colourful
Figure 7.2: Adapted from Holard, J.
way to illustrate their vision,
(n.d.). A photograph of a poster: The
values and beliefs as shown
culture of care. (2018). Australia, USQ.
below in the Mural of a
Harmony Tree, in Figure 7.3.
Figure 7.3: A photograph of a wall : Mural of the core values of the school
community. (2018). Australia, USQ.
The mural captures the living, breathing and growing of a school

220 JILLIAN GUY
community and the visual representation of the tree in harmony

with its surroundings, aligns with the tree depicted in the SWPF.
This image of the Jacaranda tree is a derivative of the schools Motto
“Grow with Knowledge, Many Paths Many Futures”.
The table graphic, the posters and the mural are visual
representations of the core values of the school that underpin the
way the school works. These visual representations act as a key
daily reminder that the school is focused on diversity and inclusion
to staff who work in the meeting room, to students, and to the
school community who see the mural on the main wall in the
school, that the school is focused on diversity and inclusion.
The principal invested time and knowledge in building

professional learning networks with the neighbouring university,
inviting researchers in to work with the school on a variety of
projects. The purpose of this action was the establishment of
shared social justice leadership at multiple levels where staff,
parents, students and the broader community were engaged in
learning from and with others so they felt included and empowered
to learn. The focus was and continues to be on connecting credible
theory to practice. This occurs in many ways such as providing
mentors for new or beginning teachers, on-going expert
professional development, informed data collection, analysis
together with deep pedagogical discussion, on-going feedback
cycles, and specifically engaging teachers and staff members to
buy-in to the development of collaborative relationships that
further enhance teachers’ knowledge and understanding of
inclusive practice and ways to enhance the learning environment
for all students.
A synthesis of research on parental involvement in education

compiled by Henderson and Mapp (2002), depicts the importance
of parental involvement, an element of schooling clearly
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acknowledged by the school where they have invested in the

employment of a family liaison officer. The purpose in creating
this role involved ‘getting it right from the start’, wrapping students,
families and staff with the support needed to succeed. “When
families of all backgrounds are engaged in their children’s learning,
their children tend to do better in school, stay in school longer,
and pursue higher education” (Henderson & Mapp, 2002, p. 73).
The role of the school appointed family liaison officer is featured as
pivotal. Matthews (2008) suggests that the role of a school liaison
worker is a key in brokering intercultural knowledge and
enculturating both the school and families into a way of proactively
appreciating difference that should be embedded in school
culture. Hek (2005) suggests that they develop a sophisticated
repertoire of understandings about everyday issues and questions,
and that this knowledge serves to mitigate social exclusion and
help develop cultural understandings and build self-worth through
whole-school interventions.
For families being included into the school community, the focus
was on providing the initial support to mitigate barriers, upskilling
people and scaffolding their learning together with the expectation
that they needed to learn so that they could meaningfully engage
in community life. The school did not enable a deficit model of
learned helplessness but deliberately scaffolded for positive
learning experiences with a strong moral commitment to a vision
of inclusion. A community of care was also inbuilt into this learning
relationship where people (such as the school community liaison
officer, and the deputy principal) routinely checked to ensure that
families were doing well and supports were either added or
withdrawn based upon need. Families were helped to see
themselves as learners, developing English speaking skills and
having opportunities for employment.
The school has over time, developed an understanding of ethnic

222 JILLIAN GUY
and cultural differences, sought to determine reasons for forced

migration and refugee fleeing conflict so that they were better
placed to appreciate the diversity and the complexities of creating
an inclusive environment. Engaging teacher aides who are fluent
in students’ home language and in English has also been a focus.
This enables discussions and questions in both languages and
responses that are culturally sensitive and appropriate (Janinski,
2012) and the sharing of this knowledge helps to build the school
community’s cultural sensitivity. Matthews (2008) highlights the
importance of developing an understanding of people’s differing
situations and the importance of identifying specific individual
issues and needs, averring that schools are in a position to
advocate for the rights of all individuals to non-discriminatory
education.
The suggestion is for an education that can influence the world

towards inclusive peaceful possibilities where everyone is seen as
having potential. While this may seem a lofty ideal, Adlous Huxley
suggested that “there is only one corner of the universe you can be
sure of improving and that is your own self” (Guide, A. S. A. R., 2013,
p. 17). This quote has been embraced by the Principal where he
has actively sought to champion social justice and has influenced
his staff and students to do the same, and in so doing improve a
corner of the universe.
The school also had spent a decade supporting teachers to

upskill in how best to teach students with ESLD and engage their
families. An important aspect of this has been acquiring an
understanding of identity formation. Miller, Mitchell, and Brown
(2005) suggest the importance of developing a deep understanding
of how background factors can disrupt identity formation as
students seek ways to balance conflicting demands and to
reconcile their present and past lives.
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Schools focusing on inclusion can be stabilising elements in the

uncertain lives of refugee students (Matthews, 2008) and migrant
students, providing safe places for new learning and interactions
(Alexander, 2017). Alexander (2017) suggests that migrant children
are often disadvantaged post migration and develop their own
mechanisms to mitigate the impact of migration because they
already have a developed set of skills, such as resilience. Orellana,
(2009) suggests they are looking to a better future where
educational opportunity is valued. Education is often perceived
by migrant families as a way to facilitate intellectual and personal
development; grow income, obtain an occupation and engage in
the community (Alexander, 2017).
Being inclusive at Darling Heights State School involves thinking

deeply and broadly about what the educational experience might
be from someone else’s perspective and actively obtaining
information from diverse sources to build an accurate picture of
the student and their needs, including family needs that might
impact the student’s educational outcomes. It involves
understanding diversity. The school offers what Rutter (2006)
suggested should be a requirement: a whole school focus on
ensuring literate futures, informed by knowledge and
understandings of post and pre displacement concerns. From a
whole school perspective the team involved in taking the
enrolment (initially office staff and then Principal, or a Deputy
Principal) develop an understanding of the context and put in place
supports to ensure that the initial interview meeting has positive
outcomes.
In practice the policy of inclusion involves removing

communication barriers. Initially this involves organising another
person who speaks the same language to attend the initial
enrolment interview so that communication can be effectual, and
the immediate needs of the students and family can be
224 JILLIAN GUY
ascertained. The school promotes engaging in open information

where supports, processes, ways of working are clearly espoused,
enacted and consistently modelled. There is also a clear
expectation of the utilisation of respectful communication that
enables the community to effectively work together. The focus is
on developing a positive and supportive relationship based on
establishing, up front, the clear perception that the school is here to
work with families and families are expected to work together with
the school. The parent and student engagement officer is involved
in ensuring community linkage for necessary family supports and
providing on-going connection and supports when needed. The
focus is on helping families to be enculturated in the community
but also to learn to how to support themselves. Parents are valued
as having an important role in the education of the student and
their viewpoint is both invited and listened to so that the parents’
perception of the individual skills and needs of their child, is heard.
Within the classroom context the teacher is recognised as a key

link to enabling positive and engaged learning. As such the school
ensures that supports are put in place to help the teacher be
the best teacher they can be, enabling the learning journey for
both teacher and student. Research suggests that teachers are key
to producing literacy outcomes needed for educational success,
post school options, life choices, and social participation (Mathews,
2008). Language Policy and Planning {LPP} research highlights the
connection between official and local policy interpretation and
appropriation for students with EALD (Alexander, 2017). Meken
and Garcia (2010) aver that classroom teachers are key agents in
supporting EALD students and in implementing policy. The school
featured in this chapter did not expect teachers to cope, they
challenged and supported teachers to competently engage,
support and provide a quality educational experience for all
learners.
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There was consistent evidence of an inclusive environment that

was resourced, mindful, supportive, colourful, inviting, safe,
stimulating and purposeful, as highlighted in Figure 7.4.
226 JILLIAN GUY
Figure 7.4: An image of an inclusive environment. (2018). Australia, USQ.

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CHARACTERISTICS OF INCLUSIVE CLASSROOMS
Shared attitudes and expectations are evidenced across the

school in relation to diversity and inclusion. Attitudes, and
expectations were evidenced that focused on acknowledging
diversity and accepting the professional responsibility of
understanding, planning and catering for diversity. There was also
a shared commitment to inclusive practices with an explicit focus
on providing a quality education for all students. The professional
development of teachers and teacher aides regularly linked to
legislative reminders as well as moral and ethical obligations that
fore fronted the valuing of inclusion as more than an obligation.
The school community focused on ensuring professional targeted
student-centred learning where professional learning for teachers
and support staff was informed by data where identified needs
were explicitly addressed. Inclusion was and still is portrayed as
the way of accepted working in the school. Staff were explicitly
aware that “all school sectors must provide all students with access
to high-quality schooling that is free from discrimination based on
gender, language, sexual orientation, pregnancy, culture, ethnicity,
religion, health or disability, socioeconomic background or
geographic location” (MCEETYA, 2008, p.7).
Teachers with expert knowledge coached and mentored other

teachers supporting them within the classroom, facilitating their
opportunities to increase their knowledge, understanding, and
implementation of inclusive practices. This involved coordinated
and administratively supported planning times; collaborative
group, team and school processes; and in-class strategies and
resource supports. Such support necessitates significant
adjustments to school organisation and pedagogical practice that
meets the needs of a highly diverse population of students with a
228 JILLIAN GUY
broad range of skills, knowledge, and understandings (McLeskey &

Waldron, 2002; Smith & Tyler, 2011).
At a classroom level the instructional practices and

accommodations used by teachers for ESLD learners were
modelled and teachers were supported by experienced and
knowledgeable educators in best practice. Instructional practices
were centred on what worked best with an individual student and
how best to teach to fill the gap in their learning ensuring that they
could demonstrate this learning. For some students this involved
intensive on-arrival English-language programs delivered in a
specific classroom, with English lessons also provided out of work
hours for parents. The instructional practices often targeted a
group of students who appeared to have similar learning needs
with individual students taught in differing ways and with different
resources.
The intervention was clearly targeted, based on the specific

needs of individual learners. Educators acknowledged that refugee
students with interrupted schooling face the daunting task of
acquiring English and may also have other additional learning
needs. For this reason, a team of educators were used to support
and monitor the progress of individual students so that positive
education outcomes were set based on individual targets. If
individual targets were not achieved, then exploratory questions
were asked, such as ‘why has this occurred’ and ‘what needs to be
done differently to support this learner’?
The decisions made regarding the provision of accommodations

for students with special needs were complex, informed by data,
collaborative, and involved three levels of decision making. Firstly,
the decisions were made from a whole school perspective in
alignment with the school vision and policy (principal led process);
secondly they were collaboratively refined by teaching staff who
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engaged in on-going professional dialogue where the needs of

the individual child were fore-fronted and then the clustering of
student needs were aligned with resources; and thirdly by the
individual class teacher.
Individual teachers were supported by colleagues and their own

embracement of learning to ensure that needs such as those
identified by Miller, Mitchell, and Brown (2005) were catered for:
the topic-specific vocabularies of academic subjects,
understandings of register and genre, cultural backgrounds to
scaffold their understanding, social understandings of how to ‘be’
in the classroom, and learning strategies to process content were
imparted competently. Data was utilised extensively in all three
levels of the decision making to inform judgments regarding
teaching and learning, ensuring that individual learning goals,
instructional practices and accommodations were appropriately
aligned to individual students.
The decision making also seemed to be based on maximising

resources to support the needs of all students. Intervention for
students was enacted as soon as needs were perceived, discussed
and planned for and this enactment could be triggered at the
individual class level, in group teacher discussions, such as year
level meetings, or at the whole school level. Support was provided
at multiple points for both the learner and the teacher and this
support was collaboratively developed as depicted in Figure 7.5.
230 JILLIAN GUY
Figure 7.5: A Photograph of a group of professionals working together: The

process of collaborative decision making. (2018). Australia, USQ.
The unrelenting focus on the development of teams and ways of

productively working in teams ensures the effectiveness of these
collective decision-making processes within the school. The school
had a way of working where collaborative decision making was
embedded. A team of informed experts considers the specific
needs of each student and this team collaborates on how best
to meet the needs of the students with the current available
resources.
CRITICAL REFLECTION
There is an acknowledged challenge: barriers need to be

removed so all students are given the chance to engage with high
quality education (Carter & Abawi, 2018). The inclusive practices
enacted at the school featured in this chapter highlight the
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importance of cultural learning, not just language learning. The

knowledge of how to ‘be a student’, and indeed look like one,
entails many skills, behaviours, formative experiences and a great
deal of knowledge (Miller, Mitchell, & Brown, 2005). Educators at
Darling Heights State Primary School acknowledged that students
with ESLD have much to learn but they also embraced their whole
community as being capable and indeed important is this educative
role. It was not merely the teacher teaching but the whole school
community working as a fluid organism, operating with a way of
working that embodied inclusive practices. “Education has the
capacity to stimulate knowledge and understanding of the
conditions and circumstances of those most vulnerable to
marginalization and exclusion” (Matthews, 2008, p.35).
After watching the animations and the three scenario videos, and
then reading about the process of inclusion, it is time to critically
reflect and think about your thinking – engage the process of
metacognition.
Watch and respond: Activity two
• Please engage in thinking about what it means to be inclusive by engaging with

the critical reflection. Instructions for activity one which consists of three separate
scenarios – please carefully read:
◦ Do NOT refresh – If you refresh your response is deleted.
◦ Once you complete your response you can then save as a PDF or print. If
you quit out mid way through your response is lost.
◦ I strongly recommend you copy your response and save into a word
document as you go so that you can edit this later. It also means that
you can stop and return to the activity later and still have your previous
response.
232 JILLIAN GUY
◦ This activity takes approximately 15 to 20 minutes.
• Engage here with activity two (it will open in a new tab).
In transferring your learning about inclusion into pedagogical

practices in the workplace, outline what would it look like, sound
like, and feel like to a new student; a new teacher; a parent; and
how you would evidence inclusive practice?
CONCLUSION
School leaders and teachers play a vital role in supporting

students, acknowledging their diversity, creating a culture where
diversity is accepted within moral parameters and engaging in
inclusive practices to foster optimal learning outcomes for all
students. It involves advocacy and social justice where barriers to
learning are recognised and where possible removed. To create
an inclusive and caring culture takes time and commitment from
the school community to embrace their strengths and weaknesses,
and is underpinned by a willingness to learn new skills, acquire
knowledge where mindsets are challenged, and develop, refine,
and review processes that enable uses to make a positive
difference. It was our hope in writing this chapter that your
knowledge and understanding of inclusion has deepened and your
passion for engaging in inclusive, socially just practices has been
ignited. We leave you to ponder how an uncompromising social
justice agenda can be maintained and anchored to the needs of a
changing student cohort within a specific school context.
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REFERENCES

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Black, R., Adger, W. N., Arnell, N. W., Dercon, S., Geddes, A., &
Thomas, D. (2011). The effect of environmental change on
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education for all. Australasian Journal of Special and Inclusive
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Lusk, M., McCallister, J., & Villalobos, G. (2013). Mental health

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Affairs (MCEETYA) (2008). Melbourne declaration on educational
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Media Resource Title: Activity one – Inclusive teaching Practices.

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(2018). Australia, University of Southern Queensland (USQ).

Retrieved from
https://lor.usq.edu.au/usq/file/f27deb3c-
b0c5-4381-8c82-58b20371cfaf/1/html.zip/html/
index.html?activity=1
Media Resource Title: Activity two – Critical Reflection. (2018).

Australia, University of Southern Queensland (USQ). Retrieved
from https://lor.usq.edu.au/usq/file/f27deb3c-
b0c5-4381-8c82-58b20371cfaf/1/html.zip/html/
index.html?activity=2
Media Attributions
• Figure 7.1 Photograph of a table displaying the core

school-wide pedagogical principles. (2018), Australia, USQ.
© Photo supplied by University of Southern Queensland
license
• Figure 7.2: Adapted from Holard, J. (n.d.). A photograph of
a poster: The culture of care. (2018). Australia, USQ. ©
license
• Figure 7.3: A photograph of a wall : Mural of the core
values of the school community. (2018). Australia, USQ. ©
license
238 JILLIAN GUY
• Figure 7.4: An image of an inclusive environment. (2018).

Australia, USQ. © Photo supplied by University of
Southern Queensland Photography is licensed under a All
• Figure 7.5: A Photograph of a group of professionals
working together: The process of collaborative decision
making. (2018). Australia, USQ. © Photo supplied by
CHAPTER 8
Opening eyes to vision

impairment: Inclusion is just
another way of seeing
MELISSA CAIN AND MELISSA FANSHAWE
239
240 JILLIAN GUY
Figure 8.1: Image of a Colourful Eye
How can teachers best support students who can’t access the
curriculum and content through their vision?
Key Learnings
• Vision impairment can be classified as damage or disease to the eye or visual

system and is considered a disability when it cannot be corrected with the use of
glasses or medication.
• There are visual behaviours that may alert teachers to undiagnosed vision
impairment.
• Students with vision impairment should have the same access to quality
education as their peers, but may experience physical, social, emotional, and
academic barriers to education.
• Positive teacher attitudes and perceptions about disabilities are important in

OPENING EYES TO VISION IMPAIRMENT: INCLUSION IS JUST
241
ANOTHER WAY OF SEEING
creating an inclusive culture.
• There are many visual images and representations used in the curriculum,
therefore, students with vision impairment require adaptions or alternative
technologies to access information.
• Students with severe vision impairments or who are blind need an Expanded
Core Curriculum to teach compensatory skills, including working with the latest
digital technologies and developing social skills.
INTRODUCTION
For students with vision impairments, access and inclusion in

education settings can be overlooked as facilities are generally set
up for those who can see. Many elements that help to create an
inclusive and safe learning environment such as the school culture,
behaviour management, and curriculum are displayed in visual
format. Think about your journey into a school, through the office,
into the classroom and around the school grounds, and the
incidental learning you acquire through visual means.
This chapter examines the educational, physical, and social

impact of vision impairment and the development of a mindset
supportive of designing curriculum opportunities to overcome
barriers encountered by students with vision impairment. It
investigates the implications of adjustments to curriculum,
assessment, and pedagogy, as well as a student’s ability to move
independently and confidently within and between classrooms and
throughout the school. This chapter suggests ways for enhancing
the social competence of students with vision impairment who
may find it difficult to interact with their peers due to missing
the sighted cues implicit in social norms which are most often
242 JILLIAN GUY
shared through non-verbal communication (Wolffe, 2012). It also

addresses ways to raise the awareness of those without vision
impairment to the realities and complexities for those whose
eyesight is impaired.
An important part of learning about the realities of teaching

students with vision impairments is hearing the voices of those
who appreciate the complexities, or have experienced vision
impairment in their lives. In this chapter, we present three
narratives which provide points of view or ‘lenses’ through which
you can experience what schooling might be like for a student with
a vision impairment. The student lens serves to demonstrate the
importance of resilience, advocacy, and access. The parent lens
highlights the importance of physical and social inclusion for
students with vision impairment and the role of support services in
assisting the family, and the educator lens highlights the necessity
of modifications to ensure students have equitable access to the
curriculum. You will be asked to make links between the theoretical
content presented and these stories to gain a holistic
understanding of the impacts of vision impairment in schools and
to discover that inclusion is just a different way of seeing.
UNDERSTANDING VISION IMPAIRMENT
Vision is a sense that allows students to learn incidentally,

synthesise information, and respond to the environment. Vision
motivates movement by providing information and stimulation,
integrates and organises information in the brain, and encourages
social interaction (Gentle, Silveira, & Gallimore, 2016). In
classrooms, barriers can exist for students with vision impairment
as the curriculum, the way it is delivered, and common assessment
methods in the mainstream classroom are designed for those who
can see (Morris & Sharma, 2011).
243
Students with vision impairment may have difficulty

understanding where objects are in the environment and may
need to use a white cane to travel independently. In addition,
students with vision impairment are often unable to collect
information from visual cues. Being able to interact confidently and
in culturally appropriate ways is important for social inclusion and
a sense of belonging, however, the vast majority of communication
occurs through non-verbal means such as body posture, arm and
hand gestures, and facial expressions , all of which students with a
vision impairment may not be aware.
Learning Objectives
It is anticipated that upon completion of the chapter you will have:
• An understanding of vision impairment and how vision impairment impacts

students socially, physically, emotionally and academically in education.
• An understanding of the legal and ethical requirements for educators to

demonstrate the core tenets of the inclusive education agenda, and the
difference that can be made by creating a culture of inclusion.
• A range of strategies to assist students with vision impairment or blindness

including Universal Design and the Expanded Core Curriculum.
DEFINING VISION IMPAIRMENT

We define vision impairment as a limitation in the eye or visual
system which results in vision loss.
244 JILLIAN GUY
Figure 8.2: Photographs comparing near and clear vision
One image shows a blurred image as seen by a person with a

moderate near vision impairment. The faces are blurred, which
means the person with vision impairment, would not be able to see
any details such as eye colour, or facial expressions.
The International Classification of Diseases 11 (World Health

Organisation [WHO], 2018) defines vision impairment as:
• Mild –visual acuity worse than 6/12

• Moderate –visual acuity worse than 6/18
• Severe –visual acuity worse than 6/60
• Blindness –visual acuity worse than 3/60
For school aged children, visual acuity is usually measured on

a Snellen Vision Chart (Sue, 2007) (Figure 3). A person with perfect
vision should be able to read the bottom line of the Snellan Vision
Chart at six metres. This is recorded as 6/6 or 20/20 vision, which
refers to the imperial measurement in feet. A child with a visual
acuity of 6/12 has a mild vision loss, meaning they can see at six
metres what a person with perfect vision could see at 12 metres.
A severe vision impairment of 6/60 or more is considered legally
blind (Vision Australia, 2018).
245
Figure 8.3: Example of a Snellen Vision Chart
The image shows a Snellen Vision Chart which has the letters
starting large at the top and small at the bottom.
246 JILLIAN GUY
Causes of vision impairment
Damage or disease to any part of eye or the structure can cause

impaired vision. The visual system is very vulnerable (Deloitte,
2016) and if left untreated, abnormalities in vision can become
permanent. Vision impairment is heterogeneous due to the
complex nature of the visual system (Kelley, Gale & Blatch, 1998).
The vast array of causes of vision impairment means that each child
has their own particular educational needs and adjustments.
Childhood severe vision impairment or blindness can be caused

by:
• Hereditary conditions such as genetic disorders;

• Intrauterine trauma such as Rubella or Foetal Alcohol
Spectrum Disorder [FASD];
• Perinatal conditions from prematurity or brain injury; and
• Acquired impairment due to untreated conditions and
accidents, trauma, or cancers.
(Gilbert & Foster, 2011)
Incidence of Vision Impairment
Although some children with vision impairment may have other

disabilities and attend special education units, the majority of
students with vision impairment attend mainstream schools
throughout all geographical areas of Australia (Media Access
Australia, 2013). In Australia, it is estimated that there are 3,000
children with a vision impairment (Morris & Sharma, 2011).
Indigenous Australians are three times more likely to have a vision
impairment due to the high incidence of uncorrected or
undiagnosed refractive errors (Foreman et.al., 2016), and children
247
in low socio-economic areas are more likely to have vision

impairments due to undiagnosed refractive errors, low take up
or follow up of infant eye screening, intrauterine malformations,
or decreased perinatal health (Deloitte, 2016). Due to the low
incidence of severe vision impairment and blindness, it may be
unlikely for you to come across a student with very low vision. In
fact, less than 320 students in Australia have been identified as
having a severe vision impairment or blindness (Deloitte, 2016).
Effect of Vision on Development
Vision is known as the co-ordinating sense which combines

information gathered from all the senses to construct concepts
about the environment. For sighted people, most learning
opportunities are obtained incidentally from visual information
(Ferrell, 2016). Vision provides incentive to the child to interact with
their environment and engage with others.
A vision impairment impacts:
• Motor development (reaching, crawling, walking);

• Cognitive development (incidental learning of the world
through sight);
• Social development (visual cues and facial expression, as
well as social interactions).
•
Although babies with vision impairment develop through similar

stages (Geld, 2014), they require direct, planned, and repetitive
contextual experiences, providing auditory information to assist
concept development (Ferrell, 2011). Early intervention is
important to be able to access support and services and achieve
full developmental potential (Lueck, Erin, Corn & Sacks, 2010).
248 JILLIAN GUY
Individual Characteristics
The cause and severity of vision impairment will be different

and unique for every child. How a vision impairment impacts on a
child’s development, will depend on:
• the degree and type of impairment;

• the age at the time of impairment;
• the presence of other developmental or learning needs;
• the child’s personality and abilities;
• fluctuations in time of day or eye fatigue;
• family environment and support; and
• access to early diagnosis intervention, support, and
engagement. (Royal Institute for Deaf and Blind Children
[RIDBC], 2016).
Functional vision is the term given to how students use their

vision and other sensory information to interact in the environment
(Telec, Boyd & King, 1997) ). Functional vision can be increased by
teaching students multiple ways to access information and through
a positive mindset.
It has been well documented that certain personality traits, such
as self-determination, creative and divergent thinking, being goal
directed, and striving for accuracy create successful learners
(Australian Council on Education Employment Training and Youth
Affairs, 2008; Mindful by Design, 2013). In the article The Skills of
Blindness: What Should Students Know and When Should They Know
It, Wright (2007) argues that advocating for one’s own learning is
also a useful tool for students and helps them develop skills for
advocating for themselves in the workforce. Self-advocacy is reliant
on the child’s personality and the classroom culture. Providing a
249
safe and encouraging learning environment will encourage

students with vision impairment to speak out when they cannot see
information or when need additional assistance.
Bishop and Rhind’s (2011) research of students in tertiary

education with vision impairment highlights that the success of a
student is socially determined by the student’s self-identity. They
also found that the attitudes of the child’s parents, as the first
teachers, and their peers through acceptance and social
interaction, assist students with vision impairment to develop a
positive self-concept.
Watch this video of Kirsten to see how vision impairment affects

her everyday life and how she has found ways to negotiate her
environment, be successful in school, and advocate for her own
wellbeing. Getting to know all your students, their learning
preferences, and finding ways for them to participate and best
demonstrate their understanding is key for good teaching practice
(Australian Institute for Teaching and School Leadership [AITSL],
2018).
Watch
Kirsten’s Video ‘Disability and Development’ 10:04 min
Undiagnosed Vision Impairments
In Australia, developmental checks are performed at certain

times throughout a child’s development and if there are any
concerns, children are referred for specialist assistance (Deloitte,
2016). According to the Australian Register of Vision Impairment,
(RIDBC, 2014) only 72% of vision impairments are diagnosed in the
child’s first year. Therefore, it is possible that teachers may be the
250 JILLIAN GUY
first one to notice the effects of vision loss and recommend that the
child sees a specialist for an assessment.
Thurston (2014) notes there could be up to one in five students

in early years classrooms with undiagnosed and correctable vision
impairments. Refractive errors causing difficulty in reading and
attaining satisfactory literacy levels have a major impact on
academic achievement. Such vision problems could usually be
addressed with corrective glasses and/or minor modifications in
the classroom.
There have also been concerns that as access to digital
technologies and screen time increases, so does the potential for
vision problems (Rosenfield, 2018). Visual fatigue occurs when eye
muscles tighten during visually intense tasks which causes the
muscles to become uncomfortable, dry, and irritated (Sheppard
& Wolffsohn, 2018). In the last four decades, the time spent on
laptops, mobile phones, tablets, and other devices has increased
rapidly, with children now spending more than two hours of screen
time a day (Vision Council, 2016). Smaller, portable screens mean
closer viewing distances, which increases the demand on the eye
to accommodate the image (Sheppard & Wolffsohn, 2018). Studies
have shown an increased risk of dry eye disease in children,
affecting the long-term health of their eyes (Moon, Lee, & Moon,
2014). Ocular migraines have also been associated with digital
screen time, due to glaring or flickering lights and/or strain on the
eyes (Sheppard & Wolffsohn, 2018).
As a teacher there are certain behaviours or characteristics that

might alert you to the fact that a student may have vision
impairment. Telec, (2009) suggest these may include:
• appearance of eyes – turned, red, teary, or student blinks

excessively;
• complaints – headaches, dizziness, blurry, watery eyes, or
251
light sensitivity;
• behavioural – head turning across the page, head tilted
to one side, holds books very close to the face, rubs eyes
frequently, becomes irritated when completing written
work;
• eye movement – loses place when reading, uses finger to
track the words, omits small words, writes up or down on
the paper;
• eye teaming abilities – seeing double, repeats letters,
misaligns digits, squints, tilts head, postural deviations,
eyes shake;
• eye-hand coordination – feels objects, poor hand–eye
coordination; and
• refractive – difficulty copying from board to paper.
A timely diagnosis by medical experts and referral to intervention

is essential to allow children with vision impairment access to
services to support physical, academic and social requirements of
school (Anthony, 2014; Janus, 2011). In some states in Australia
such as Queensland, important support is provided for classroom
teachers by specialist Advisory Visiting Teachers [AVTs] who visit
the school and make recommendations for modifications in the
classroom. The work of AVTs is to “support the access,
participation, and achievement of students with a disability”
(Queensland Government, 2018).
In the following video, Dr Michelle Turner interviews Melissa
Fanshawe on how to recognise and support vision impairment in
the classroom.
Watch
252 JILLIAN GUY
Inclusion and Diversity: Diagnosing Vision Impairment video 19:20 min
Reflection
• Have you met a person with a vision impairment?
• If so, what did you notice about the way they negotiated their environment
and written information?
• How might you feel if one day you began losing your vision?
• What services in your local community might you access to assist you in
teaching a student with vision impairment?
ATTITUDES AND TEACHER PERCEPTIONS
THE ROLE OF TEACHER PERCEPTION AND ATTITUDES
Helen Keller said “not blindness, but the attitude of the seeing to
the blind is the hardest burden to bear”. People have been known
to speak louder to someone with vision impairment and change
conversational words to avoid using ‘seeing’ or ‘looking’.
As vision impairment is a low incidence disability, many teachers

may not have interacted with a person with severe vision
impairment or blindness and feel underprepared and nervous
about catering for their needs in the classroom (Brown, Packer,
& Passmore, 2012). ‘Lack-of-knowledge’ theory purports that the
lack of information about a topic or proposition confirms that the
proposition is false.
253
Hollins (1989) notes that lack-of-knowledge theory can be applied

to issues of vision impairment, and asserts that many people have
not had any prior experience with people who are blind and
therefore don’t have prior knowledge to base their opinions. They
therefore rely on their own assumptions, which results in a
misalignment between expectations and solutions. This can also
lead to a deficit view (seeing the disability as a hindrance and that
students lack the ability to achieve) rather than focusing on the
many abilities and strengths of the student. Making connections a
person with a vision impairment or blindness is the most effective
way to gain insight into, and a foundation of knowledge about the
range of challenges, abilities, and successes.
Watch the video Don’t Dis my ABILITY which shows the daily
activities of Graham Hinds, a person who is blind. In this video,
Graham demonstrates how people with vision impairment are
independent and capable and provides some tips on interacting
with people who are blind. The video is ‘Audio Described’ so that it
is accessible to people with low vision.
Watch
‘Don’t Dis my ABILITY: Day in the life’ 02.29 min
HIGH EXPECTATIONS: ACADEMICALLY, SOCIALLY, AND

BEHAVIOURALLY
It is well argued that students who have a vision impairment

should be held to the same academic, social, and behavioural
standards as students who are sighted (Rosenblum, 2006; Tuttle
& Tuttle, 2004; Wolffe, 2012). Holbrook and Koenig (2000) believe
that students who have a vision impairment need to be given the
same accessible content to ensure that (i) students acquire what
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is needed in that subject, (ii) do not have diminished expectations

from their peers, and (iii) are prepared for adulthood when they will
be judged equally in competitive employment markets. Social skills
are equally important as behavior influences the attitudes of others
as the basis for employment, social participation, and community
and reflects on their self-concept and self-esteem (DeCarlo,
McGwin, Bixler, Wallander & Owsley, 2012; Wolffe, 1999).
DEVELOPING A CULTURE OF INCLUSION
Opportunity, participation, and a sense of belonging in the school

setting are paramount to positive social and cognitive development
for students with vision impairment (DeCarlo, et al., 2012). It is
important to create learning environments that allow for
independence and provide age appropriate activities in a manner
that can be achieved successfully (Beardslee, Watson Avery, Ayoub,
Watts & Lester, 2010). Olmstead (2005) believes that success for
students with disabilities comes in part from the “schools’
commitment to inclusion” in practice (Olmstead, 2005 p. 65) Abawi,
Fanshawe, Gilbey, Andersen and Rogers share more information in
Chapter 3 of this text, Celebrating Diversity: Focusing on Inclusion.
OUR LEGAL RESPONSIBILITIES AS TEACHERS
Creating a culture of inclusive, safe, and supportive

environments is not just best practice, it is an ethical and legal
requirement for all educational contexts in Australia. Australia
hasn’t always supported inclusive education in mainstream schools
for students with a disability, and for many years exclusion or
integration was the norm. The 1990s saw a strong push towards
inclusive education for all students with several key policies and
statements being instituted (Foreman & Arthur-Kelly, 2014).
Perhaps most importantly, Australia became a signatory to the
Salamanca Statement and Framework for Action on Special Needs
255
Education in 1994 (The United Nations Educational, Scientific and

Cultural Organization [UNESCO], 1994).
Other documents that will guide your work as educators and

with which you should become familiar include the Disability
Discrimination Act (1992), the Disability Standards for Education
(2005), the Melbourne Declaration on Educational Goals for Young
Australians (2008), and the Professional Standards for Teachers
(AITSL, 2012). The Disability Standards for Education (2005)
mandate that we as educators “make reasonable adjustments to
assist a student with disability to participate in learning, and to
demonstrate knowledge and understanding” (Department of
Education, Training and Employment, n.d., p. 1). Refer to chapter
3 for further information about teachers’ legal and ethical
responsibilities regarding diversity and inclusion.
THE IMPACTS OF VISION IMPAIRMENT ON

EDUCATION
Vision impairment can impact physical, social, emotional, and

academic participation in education.
PHYSICAL IMPACTS OF VISION IMPAIRMENT ON

EDUCATION
Motor skills, development, speech and vestibular development

can be delayed with congenital vision loss (Telec, Boyd, & King,
1997). Neck posture and gait may also be affected by students
as they accommodate their body to visual field loss. For students
with decreased vision in one eye, lack of depth perception creates
greater perceptual uncertainty, affects hand-eye coordination and
balance required for daily routines, sports, and hobbies (Ekberg,
Rosander, von Hofsten, Olsson, Soska, & Adolph, 2013).
256 JILLIAN GUY
For students with vision impairment, moving through the school

can be difficult due to reduced sight to navigate through spaces.
The general layout of the school will impact mobility as gauging the
depth of steps, positioning of playground equipment, and changes
in gradient are difficult. As you heard in Kirsten’s story, the time
of day, glare, and number of people around can impact on
accessibility. Effective mobility skills and spatial awareness are
important to confidently navigate the school environment.
Depending on their level of vision and their location within the

classroom, students with vision impairments may find it difficult to
see the whiteboard, or continuously copy from the board to their
books. Glare from the windows may impact their viewing of books,
computers, or the whiteboard. Trip hazards may exist with chairs
and bags that are in pathways and can’t be seen.
In a study of students with vision impairments aged 10-12, Stuart

and Lieberman (2006) found that physical activity of children with
a vision impairment was significantly less than their fully sighted
peers, and levels for physical activity decreased relative to the
levels of vision. Physical education classes may be difficult to access
due to equipment, programming and instruction, however, the
many benefits of physical activity and social inclusion in sport,
particularly team sports, means it is essential for teachers to find
ways to overcome these barriers for full participation (Lieberman,
Haegele, Columna & Conroy, 2014).
Watch this video about Goalball, a Paralympic team sport and the
only one designed specifically for people with a vison impairment
or blindness. Goalball is fast paced, requiring excellent aural
attention and spatial awareness.
257
Watch
‘Goalball’ 01:13 min
SOCIAL IMPACTS OF VISION IMPAIRMENT ON EDUCATION
Acceptance by peers is important to develop a sense of belonging

and positive self-concept. Self-concept is developed by feelings of
acceptance and a person’s perception of how others view them
(Rosenblum, 2006). Students who are blind or have severe vision
impairment often lack social competence which can affect their
ability to bond with other students (Rosenblum, 2006). They may
lack the ability to recognise faces or to initiate conversations, and
may not gather intricate social cues such as facial expressions and
body gestures (Fanshawe, 2015). Many students with low vision
may have socially inappropriate behaviours, such as not respecting
personal space, as they are unable to see correct behaviours
modelled.
EMOTIONAL IMPACTS OF VISION IMPAIRMENT ON

EDUCATION
A student’s personality and a positive mindset to overcome

challenges will also impact their ability to cope with vision
impairment (Fanshawe, 2015). Research in several Western
countries has revealed that students with vision impairments often
feel lonely and isolated from their peers (George & Duquette,
2006). Students do not like to perceive themselves as different,
particularly in the teenage years (Ihrig, 2013), and using white canes
or reading Braille highlights such differences. Feelings of, and
inadequacy and anxiety about their ability to cope with the
academic workload have also been reported (Ihrig, 2013).
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Whether the vision impairment was congenital or acquired will

impact psychosocial adjustment (Tuttle & Tuttle, 2004; Welsh,
2010). An acquired loss of vision will be more difficult to adjust to,
particularly if students have lost the ability to work or participate in
sports and hobbies they once enjoyed (Ihrig, 2013).
ACADEMIC IMPACTS OF VISION IMPAIRMENT
Vision impairments create a particular challenge in the Australian

mainstream classroom, as the content and the assessment of the
curriculum is designed for those who can see (Telec, 2009). Visual
images are throughout classrooms and schools in the form of
posters, signs, and displays. Multimedia is embedded throughout
the national curriculum with many visual images and videos,
models, and symbols for students to decode. Subjects such as
Science, Mathematics, Geography, History, and Visual Art have
proved infinitely more difficult to access by students with low vision
(Rule et.al., 2011). These subjects contain a high number of
graphical representations, diagrams, graphs, tables, and pictorial
representation of data. Students with vision impairments studying
these subjects cannot see important information and often rely
on working memory to access this information (Rokem & Ahissar,
2009) which can result in increased cognitive load.
Reflection
Take time now to read the three lenses of vision impairment; a child, a parent, and a
teacher
• Are there any common themes?
• How does seeing the different viewpoints help you to understand the impact
259
of vision impairment?
• What physical, social, emotional, and academic impacts can you identify in
these narratives?
• How might you respond if you were Oska’s teacher?
• How does reading the parent’s story help you to understand the emotional
impact on the parent?
THREE LENSES OF PERSPECTIVE: CHILD,

PARENT AND TEACHER
The following three narratives provide authentic perspectives on

how vision impairment effects education. We hear firstly from
Oska, a primary student about what he encounters on a day-to-
day basis in his school. Next, we hear from a parent of another
child with vision impairment and the effects on family, accessing
services, and expectations for inclusive education for her son Mika.
Finally, we hear from a teacher who without experience or training
managed to successfully negotiate teaching a student with vison
impairment, Katie, and the wealth of learning opportunities that
presented.
260 JILLIAN GUY
CHILD’S LENS: OSKA’S STORY. LISTEN TO THE AUDIO OF

OSKA 05:03 MIN (TRANSCRIPT APPENDIX 1)
One or more interactive elements
Child’s lens has been excluded from this
version of the text. You can view them

online here: https://usq.pressbooks.pub/openingeyes/?p=104#audio-104-1
261
PARENT’S LENS: MIKA’S STORY. LISTEN TO THE AUDIO OF

MIKA’S MOTHER 08:21 MIN (TRANSCRIPT APPENDIX 2)
Parent’s lens
One or more interactive elements has been excluded from this version of the text.
You can view them online here: https://usq.pressbooks.pub/
openingeyes/?p=104#audio-104-2
262 JILLIAN GUY
TEACHER’S LENS: KATIE’S STORY. LISTEN TO THE AUDIO

OF KATIE’S TEACHER 04:43 MIN (TRANSCRIPT APPENDIX
3)
One or more interactive elements

has been excluded from this
version of the text. You can view them

online here: https://usq.pressbooks.pub/
openingeyes/?p=104#audio-104-3
Teacher’s lens
SUPPORTING INCLUSION OF STUDENTS WITH

VISION IMPAIRMENT IN MAINSTREAM
CLASSROOMS
FAMILY, CULTURE AND COMMUNITY
Long before a student enters your classroom, their parents,

carers, family and early intervention specialists have been
developing the child’s skills to orientate themselves in space and
move safely around their environment. It is important for you to
be aware that having a child with a disability is a major emotional
journey for parents (Davis & Day, 2010; Tanni, 2014). Prior
knowledge, cultural, and religious beliefs towards disabilities will
impact how a family provides support for their child (Chen, 2009,
Waldron, 2006).
263
It is important that educators are respectful of the decisions

and choices parents have made in the child’s interests and work
together to ensure maximum participation in the educational
settings. If it is recommended that a student has an Individual
Education Plan [IEP], this must be completed with the knowledge
of the teacher and the approval of the parent or carer. In most
States students with a vision impairment will have their disability
verified attracting government funding. This will assist the teacher
and school to apply the recommended adjustments in the IEP
possible.
UNIVERSAL DESIGN: CONSIDERATIONS OF VISION IN THE

LEARNING ENVIRONMENT FOR ALL STUDENTS
As mentioned in Chapter 3, a culture of inclusion needs to be

created throughout the school to ensure students have a sense
of belonging (Abawi, Fanshawe, Gilbey, Andersen, & Rogers, 2018).
This includes not just school staff and students but also the school
community in a systemic manner. Inclusive culture aims to create a
school environment that is designed for the universal needs of all
the students within the school so that low vision does not impair
a person’s participation. Adjustments, accommodations, and
differentiation are all used interchangeably throughout this
chapter to refer to any “measure or action taken to assist a student
with disability to participate in education on the same basis as
other students” (Australian Government Attorney General’s
Department, 2005, p. 10). Universal design for learning means
creating a learning environment which promotes access to the
curriculum, learning and teaching for all learners.
Access to information
Writing
264 JILLIAN GUY
• Ensure contrast, font, size, clutter, and line spacing is

legible.
• Minimise unnecessary copying of tasks.
• Use 2B pencils or black marker pens for recording.
• Use large font on the board or interactive whiteboard.
• Place posters and other visual prompts around room
within visual fields.
Technology
• Allow activities and testing to be completed on a

computer.
• Promote inbuilt accessibility options or preferred settings
to enlarge font.
• Train students in ‘shortcuts’ for quick access to system
commands.
• Develop keyboarding skills and touch typing to allow for
typed responses.
Textbooks
The Marrakesh Treaty set in June 2013 (World Intellectual
Property Organisation 2013), allows a relaxation on copyright laws
for people with a print disability, which allows all materials from
textbooks to be provided by the publisher in electronic format,
allowing them to be enlarged.
Digital media
Ensure font is large, use a contrasting colour and avoid clutter.
Auditory skills
265
Provide different ways for students to accurately express their

knowledge.
Provide timely and constructive feedback in a students preferred
style: written, typed, auditory.
Visual fatigue
The 20-20-20 rule is suggested to maintain eye health; after 20
minutes of screen time, you should look for 20 seconds at
something 20 feet away (6 metres) (Rosenfield, 2018).
Provide ways to reduce cognitive load and assign realistic
workloads and homework tasks.
Organisation
Plan ahead to have materials prepared or emailed for
accessibility.
Teach students how to organise materials within their ‘tidy tray’
for quick access.
Teach students how to use files on the computer to store
information.
Environment
School Culture
Ensure achievable expectations of academic curriculum.
Foster a safe, supportive and inclusive environment and promote
independence.
Encourage students to advocate for the ways they learn best.;
Support students to develop social inclusion through positive
friendships and a sense of belonging.
School grounds
Highlight any hazards in the environment such as steps by using
yellow strips.
266 JILLIAN GUY
Cover drains and other trip hazards.
Classroom Organisation
Organise the classroom to allow sufficient space for ease of
access.
Consider lighting that is bright enough but does not produce
glare.
Plan the layout of desks to ensure all students have good access
to the board.
Pedagogy
Use explicit verbal instructions so students are aware of what is
happening and when.
Verbalise writing as you put it on the board.
Ensure examples are modelled and scaffolded.
Equitable learning experiences for all students.
MODIFICATIONS FOR SEVERE VISION IMPAIRMENT
Holbrook and Koenig (2000) believe students should have a

variety of tools that they can use to access the curriculum as
independently as possible. Students with severe vision impairment
can use a combination of auditory and tactile technologies to assist
them accessing the curriculum such as screen readers, touch
typing, Braille, and auditory recordings. This toolbox of different
technologies allows students to participate in the classroom
through the independence to choose which tool will assist them to
access the curriculum and engage in the learning environment.
Stratton’s (1990) Principles of Adaption, proposes a hierarchy to

assist educators when making adjustments to the core curriculum.
The model recognises the importance of modifying the curriculum
based on the student’s individual set of needs. It proposes the use
of the least restrictive methods at all times, so the students can
connect and interact with their environment as much as possible
267
(Stratton, 1990). Stratton proposes four levels of adjustments in his

model (Figure 8.5).
Figure 8.4: The Principle of Least Restrictive Materials (Stratton, 1990).
The least restrictive method (bottom layer of Figure 8.5) is when

the theory of Universal Design for Learning (Rose, 2000) is used,
in which, curriculum design provides multiple means of
representation, expression, and engagement to suit the needs of
all learners.
The second level, is the teacher providing modifications so the

student can learn in the classroom. This may be in terms of larger
print, enlarged diagrams, or printed Braille. The third level requires
some modifications to be made to curriculum and assessment
to meet academic demands. This may be necessary when the
materials contain complex visual images, such as cartoons, videos,
learning objects, diagrams, and maps. If this still does not allow
access to the learning activity at the same level as their peers,
268 JILLIAN GUY
educators need to look at entirely different ways to ensure the

student is able to participate in the learning.
Expanded Core Curriculum
Inclusion in the classroom is facilitated by allowing students to

independently access the academic and social curriculum in the
classroom. To fully participate in education The South Pacific
Educators of Students with Vision Impairment (2004), believe that
students need to be exposed to an Expanded Core Curriculum
(ECC). The ECC comprises of nine areas that require explicit
teaching to students with vision impairment to compensate for
skills sighted peers gain incidentally by observing others.
Assistive Technology
Assistive technology includes specific tools that enable students
to access information. It can include Braille machines, screen
reading software, mobile phones, iPads, and magnifiers.
Career Education
Career education provides students with vision impairment an
opportunity to be exposed to the jobs that they may not be aware
of without the ability to observe people working. It includes
understanding the student’s strengths to make decisions about
suitable careers.
Compensatory Skills
Compensatory skills are the skills necessary for accessing the
core curriculum. This can include study skills, access to enlarged
print, tactile graphics, and Braille.
Independent Living Skills

Independent living skills include the tasks required in everyday
269
life, hygiene, dressing, cooking, eating, and chores to increase

independence.
Orientation and Mobility

Orientation and mobility (O & M) instruction helps students to
become aware of where their body is in space and how to travel
safely. It may include cane training, travelling in the school of
community, and using public transport.
Recreation and Leisure

Recreation and leisure is important for belonging and
participation. Assistance in becoming aware of many physical and
leisure activities allows social interaction and is good for well-being.
Self-Determination
Self-determination includes making decisions, solving problems,
and advocating for oneself. Students who know about themselves
as learners and advocate for what they need will be able to be more
successful.
Sensory Efficiency
Sensory efficiency incudes using other senses and systems
(proprioceptive, kinaesthetic, and vestibular systems) to be able to
access and participate in their environments.
Social Interaction Skills

Social interaction skills explicitly teach social skills and promote
awareness about facial expressions, body language, and
interpersonal relationships that cannot be learned by visually
observing people.
CONCLUSION
Vision is the sense that provides information about the

environment and as such, students with severe vision impairment
270 JILLIAN GUY
may miss incidental information and important social cues. Vision

impairment is a low incidence disability that can impact physical,
social, emotional, and academic engagement within a school if
modifications are not made to promote inclusion.
Academic and social inclusion in schools is important to model

the diversity of the community. Being inclusive of students with
disabilities in the classroom, helps all students develop empathy
and understanding for their peers (Rosenblum, 2006). It is
important to note that designing learning activities for all students
does not mean designing for the average student. In fact, studies
demonstrate that when you design for the average, the outcomes
usually suits no-one (Rose, 2016). Classrooms can be designed to
suit the individual needs of all students which will encourage active
participation for students with vision impairment.
Students should be provided a toolbox of technologies both

digital and traditional, which can help then access the curriculum.
The Expanded Core Curriculum is therefore important for students
with severe vision impairment and blindness to access knowledge
and skills that will help compensate for their vision loss. It is likely
that you will have children with mild or moderate vision
impairments in your classroom. It is also possible that you may
identify issues with students’ vision within your classroom. Armed
with the knowledge from this chapter, it is hoped that you can
modify content in the least restrictive manner and use pedagogies
that create an inclusive culture and promote active participation of
all students in the classroom.
Meaning Making
• How would access to information be different for student

with vision impairment?
• Why is it important to promote social inclusion in the
271
classroom?
• What behaviors could be evident if a child could not access
information easily or effectively?
Reflection
• How can you provide information home to parents that may have vision
impairments?
• How can parents/ grandparents with vision impairment be included in parent/

teacher/student school activities?
• What else can cause problems for an individual with vision impairment in a
school? (e.g. people walking around on iPhone not looking).
• How can teachers manage their own visual fatigue?
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APPENDIX 1: CHILD PERSPECTIVE (TRANSCRIPT

OF AUDIO)
My name is Oska, and I love sport, playing with my friends and

lasagne. I also have a vision impairment. This is what my day looks
like. When I wake up, I can’t see out the window to know if it is
day or night. I ask Siri for the time. If it is time to wake up, I make
my way to the bathroom. It’s three metres from my room to the
bathroom door. I go to wash my hands, but my brothers always
move the soap, so I have to find it first. The cupboard door was left
open in the hall and I collide with it on my way to the kitchen to
get my breakfast. It doesn’t hurt as I run into things all the time. My
breakfast consists of cereal and milk. I know the containers even
though I can’t read what is on the label. Once my mum bought
juice in the same container as milk and I accidently poured it on my
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cereal, until I realised it didn’t smell like milk.After breakfast, my job

is to unpack the dishwasher. Apparently, I sometimes leave things
in there, even though I do my best. Everyone has to remember to
pack sharp knives in the same place so I don’t cut myself.
I have a shower, I squirt out a bit of the container. It is thick and

moisturising, so I know that it the conditioner. I get the other bottle
and wash my hair. To get dressed, my school shirt is in a certain
place in my drawers and has a different texture. They have tags on
them to make sure they are the right way around. My socks are
already paired for me and my shoes are in the cupboard. I pack my
lunch, computer and my focus 40 Braille machine into my school
bag. I play the trumpet, but even if you know Braille music, you
have to remember the notes off by heart, so it makes it harder to
play. I am band captain and I help set up for band. When I get to
school, I walk with my brother up to class. I can hear all my friends
say ‘hi’. I know them all by their voice. My friends and I go the
classroom to line up.
It takes me a while to get my focus 40 paired with the computer.

I’m really good at technology, but some days it won’t pair, which
means I need to type everything and listen to screen readers. When
this happens, it is frustrating as Braille helps me spell and
punctuate and means I can easily go back and forth within a
document. I seem to take longer than others to do my tasks, but
my teacher gives me extra time, or if there isn’t he tells me which
part to do. Last week at school I had to do two assessments. I’m
pretty sure I got an A. Using Braille or listening to the words, is just
a different way of getting the information. It’s the only way I know,
so it is no problem for me. I can’t see the posters on the wall, but
my teacher reads them all out to me at the beginning of the year
and emailed them to me, so I have a copy if I need to.
The bell rings, I get my lunchbox and follow everyone down the
281
stairs. Usually my lunch is in containers. One day mum gave me

a sandwich in glad wrap and it took me half the break to open
the thing. My friends offered to help but I ended up ripping the
gladwrap. At playtime, we all run together to the oval to play tiggy.
One of my friends run with me and tells me which direction to run,
and the location of the person who is ‘it’. I can hear other people
running around me and love the feeling of the air on my face. The
bell goes and it is time to go back in. I move around the school
easily as I have mapped where everything is. Usually all my friends
are with me anyway. If my teacher is writing on the whiteboard, he
reads it out as he writes it. If we need to copy it, he will send add
it to my One Note, so I can access it electronically. Maths, Science,
or HASS can be difficult if there is a graph or diagram. However, I
have a PIAF machine, which raises the lines on a diagram by putting
it through a laminator type machine. That was I can feel it in the
same way as my friends see their diagrams.
When it is time to go home, I meet my younger brother outside

our classroom. Sometimes he runs off and I have to call out or ask
someone if they have seen my brother. After school I usually have
homework, I do it quickly because I really love to ride my bike. My
brother and I ride all afternoon. My brother rides in front of me, so
I know where is safe to go. I still run into things a lot, but my bike
and I are tough, and our backyard has been made quite safe for
me. I probably should go on a tandem, but it is way more fun on my
own bike. At dinner time, I can usually smell what we are eating. I
get my knife and fork and just cut and put it in my mouth and hope
for good flavours. Mum reads us a story. I lay with my eyes closed
an imagine myself in the story. Sometimes after I go to bed and
everyone thinks I’m asleep, I stay up late and read a Braille book.
I usually dream about cars and about how I will get a good job, so
that I can buy a fancy car and a driver, or maybe by then I will have
a driverless car.
282 JILLIAN GUY
APPENDIX 2 : PARENT PERSPECTIVE

(TRANSCRIPT OF AUDIO)
By the time my son Mika was born we had been living overseas
for many years. After an emergency caesarean Mika was given a
positive Apgar result and all seemed well. His sisters’ births were
fairly routine with minor complications, and as Mika’s pre-natal
scans showed nothing untoward, we assumed it was third time
lucky. My son didn’t open his eyes until just before we were due
to leave the hospital. It was only momentary glance but enough
for me to notice the white cloudiness covering both eyes. I thought
I should mention this to the nurse but didn’t feel particularly
concerned. The next hour was quite confusing as a specialist was
brought into investigate. “He can’t see” was the specialist’s delicate
summary. “Are you sure, are you sure?” I questioned, still
somewhat in a blur from the medication. “You don’t believe me?
Then get another opinion!” That was the last we saw of the
specialist and the start of our journey.
The first six months of Mika’s life was spent researching a very
rare condition–-bilateral Peters Anomaly—and finding out that if
there was to be any chance of sight, Mika would need a transplant
or alternative operation as soon as possible; a narrow window
of opportunity to activate the visual system to prevent amblyopia
or permanent blindness. The country we were living in had no
donated corneal tissue appropriate for a baby, and Australia did
not send tissue to this country, so we were placed on the waiting
list for a cornea from the US. Over time it became apparent that
it would be a long wait to be at the top of the donation list, so
we opted for an older and rarely used surgical alternative back
in Australia. Four operations later and Mika had some peripheral
vision at the top of one eye. A miracle it seemed.
283
And soon it was time for Mika to start pre-school. I wasn’t sure
what to expect or whether he would be allowed into a ‘regular’
school. The country we were living in did not fully include students
with a disability into mainstream schools and when I had left
Australia in 1991, Australia had not subscribed to the inclusive
education agenda, with the Salamanca Statement on Special Needs
Education only signed in 1994. As an educator, I rarely had the
opportunity to teach students with a disability. An international
school said they would admit Mika with the only preparation being
that we would ‘just see how we go’. The school had very limited
experience with children with a disability and had not taught a
student with vision impairment previously. Teachers, teacher
assistants, and Mika figured it out as they went along. Mika had
many, many falls as he could not see steps, changes in levels,
and much of the playground equipment, so it seemed like he was
at the nurse’s office every day. But despite his bruises, Mika was
particularly resilient and determined to learn and play alongside his
peers.
We moved back to Australia when Mika was in kindergarten and

in year one he attended the local primary school his sisters had
attended. Once again, the school had limited experience working
with students with a disability, but from day one our experience
was mostly very positive. I was very nervous about Mika learning
the layout of the school as it was much bigger than his kindergarten
and, as expected, Mika had daily trips to the nurse after running
into poles or falling down stairs. After we learnt about the
verification process, Mika’s disability was substantiated which
meant that support agencies could be contacted, and some
government funding would be received for additional help. An
orientation and mobility expert from Vision Australia helped Mika
to navigate the school. They made suggestions for adjustments
such as reducing glare, the purchasing of a tablet on which words
could be enlarged, and the use of contrasting colours in the
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classroom and on the playground (in particular, yellow-on-black).

Vision Australia have been an amazing resource and Mika wouldn’t
have had the success he had a primary school without their input.
It wasn’t until the end of year five that Mika learnt to use a white
cane which further increased his confidence. A distinct advantage
was that the school has a Student Services Coordinator well versed
in the legal requirements for teachers to adhere to the principles
of inclusive education, as well as having extensive knowledge of
practical adjustments.
Without exception Mika’s classroom teachers were accepting of

the advice and assistance provided and embraced the suggestions
for differentiation. There did not appear to be any limitations on
his inclusion in everyday activities except for those suggested by his
ophthalmologist, such as a ban on contact sports. Over the years
Mika has taken part in dance, drama, softball, fencing, handball,
choir and band. He attended school camps in years 4-6 including
the year 6 adventure to Sydney and Canberra. Mika very much
benefited from having an additional parent accompany him on this
trip; someone to describe things he could not see, as well as the
use of an Ipad to photograph and expand images at Australia’s
Parliament House. Of course it has not always been smooth sailing
for Mika, but these are points for learning. With an additional
diagnosis of Rieger Syndrome and an action tremor, Mika has
always struggled with fine motor skills and his hand writing is still
almost illegible. Whilst he has had many sessions with an
occupational therapist and was provided a scribe for activities that
required lengthy written work, adjustments did not flow into other
specialist subject areas such as visual art and Asian languages that
use characters. Few alternatives were forthcoming in these areas.
Whilst Mika had played the trombone for several years following
the footsteps of his sisters, he struggled with seeing the music
even when enlarged as much as possible. A significant dip in his
eyesight at the end of year five coincided with a significant dip in
285
his confidence in several areas. Although the purchase of a music

reading app and wireless pedal looked promising, Mika became
depressed at the thought of not succeeding in music and eventually
gave up playing. Mika is to start learning Braille soon, but in
hindsight it may have been best to begin this a lot earlier, so he
could move to Braille music when the printed music became
impossible to read.
I am reflecting on Mika’s journey whilst on holiday and Mika sets

off for the beach again. Yesterday he learnt to snorkel and kayak
for the first time, loving every minute. He is confident (fearless),
resilient, and positive and is very much looking forward to starting
high school next year. I have many reservations of course,
especially Mika negotiating a new and much bigger school
landscape and in time, public transport. Knowing that early visual
loss can have profound effects on a child’s motor, social, emotional,
and psychological development, Mika could be a very different
child today had his journey not included open-minded, supportive,
and caring teachers and specialists who believed he should have
the same educational opportunities as his peers. His friends share
the same qualities and are a fabulous support. Being surrounded
by strong role models such as his fellow Goalball and blind golf
players who have competed at international and Paralympic
competitions gives Mika even more to strive towards. Inclusive
education is not always this way, but it can be, and should be.
APPENDIX 3 : TEACHER PERSPECTIVE

(TRANSCRIPT OF AUDIO)
I first met Katie in a rural school in Central Queensland. Having

just entered Year 4 she was happy, well-spoken, and had been blind
from birth.
286 JILLIAN GUY
As a relatively new teacher, I will be honest; I did panic the

week before school started, when I found out Katie was going
to be in my class. I had never met anyone who was blind and
had no experience at all with working with people with no vision,
and the thought of learning Braille was overwhelming! Katie was
transferring from a different school so I was not able to meet
with her previous teachers to hear about how they adapted the
curriculum. Fortunately, our district had an Advisory Visiting
Teacher (AVT) for vision impairment, who met with me and went
through her case notes, to help me get a sense of who Katie was as
a learner. With assistance, I worked out ways I would need to adapt
the way I presented information, my teaching pedagogy as well as
how I set up my classroom and group interactions.
When I first met Katie I was impressed with her persistence,

resilience, and friendly nature. She quickly became a popular
member of our classroom. I found Braille really intriguing, the
coding element was really exciting and so did many other students.
I did an online course, but to be honest Katie’s devices all translated
into print on the computer, and she had support from the AVT
for Braille, so the students and I learnt basic Braille and would
use it to send messages of confirmation to each other throughout
the week. We also used it for spelling activities, which became
the favourite part of our week (and my students had the best
spelling scores in the district). I had to be organised and know
what I was teaching each week, so that it was available in Braille.
A number of other students responded really well to my change
of teaching pedagogy, which involved speaking as I wrote on the
board, explaining everything verbally and describing illustrations in
books, maps and diagrams in science. Brailling took longer than
reading or writing, so although I did ensure Katie had work of the
same academic integrity, I gave her only one or two examples (as
long as she got them correct). Of course, there were occasions
287
when something changed, or altered at the last minute and Kayla

would become frustrated. I taught Katie to advocate for herself and
tell me if something was inaccessible and we soon became good
at thinking on our feet, having a student read something out, or I
read everything to the class. However, through our preparations,
on most occasions Katie was able to independently access what
everyone was doing.
My classroom was the best laid out it had been in years. I had set
up wide spaces between desks and put required items in accessible
areas. Of course Katie bumped into chairs left out by the students
every now and then, but I found that it gave the students a reason
to tidy up after themselves, tuck their chairs in and walk slowly
through the classroom. Katie was involved in lunchtime activities
with her friends, who ate with her and then showed her where
everything was in the playground. She particularly loved the
monkey bars and could get there even without her cane, as she
appeared to have mapped out the school.
When I started the year, I admit I felt sorry for Katie. I wondered
how she would interact with others and how she would complete
her work. By the end of the year, I was nothing short of inspired.
With a few modifications Katie was doing what all her peers were
doing, just accessing the content in a different way. I was impressed
with her perseverance and resilient disposition. I also noted
wonderful qualities of empathy and awe from the other students.
Working together to help everyone, including Katie, to achieve
goals was their priority and I am sure that having Katie in their
class, meant they were more equipped to work with diversity and
tolerance in their futures.
Teaching Katie had a profound impact on me. I decided to retrain

as a teacher of the vision impaired and have since met many
children who are blind. Just like the rest of our children, they are
288 JILLIAN GUY
diverse in personality, ability, and confidence. Adaptive technology

has improved greatly, with inbuilt screen readers on computers
and iPads, electronic Braille devices, 3D printers and many general
technology tools, such as the iPhone, that makes information so
accessible.
Teaching is a career that makes a difference. Teaching a child

with a vision impairment just requires rethinking your curriculum
and pedagogy and a desire to see all children access education to
reach their potential. I encourage anyone who has the honour of
teaching a child with a vision impairment to use it as an opportunity
to improve your own teaching and the minds of all the students in
your class.
Media Attributions
• Figure 8.1: Image of a Colourful Eye ©

PublicDomainPictures is licensed under a Public Domain
license
• Figure 8.2: Near-sighted vision (left), normal vision (right)
© Liftarn is licensed under a Public Domain license
• Figure 8.3: Example of a Snellen Vision Chart © Kauczuk is
licensed under a Public Domain license
• Figure 8.4 Stratton’s (1990) Hierarchy: Principles of
Adaption © M. Fanshawe, for the University of Southern
Queensland. is licensed under a All Rights Reserved
license
CHAPTER 9
The importance of Indigenous

cultural perspectives in
education (The danger of the
single story)
MELISSA FANSHAWE; PROFESSOR LINDY-ANNE ABAWI; AND

JILLIAN GUY
Why teachers must embed Aboriginal and Torres Strait Islander

peoples’ perspectives in all educational contexts as the first step in
acknowledging and catering for diversity in the classroom?
Key Learnings
• Aboriginal and Torres Strait Islander peoples have experienced dispossession

and trauma through historical and modern colonisation.
• Educators can be agents of change, by ensuring Aboriginal and Torres Strait

Islander perspectives are embedded in the curriculum and implementing an
289
290 JILLIAN GUY
inclusive pedagogy.
USQ acknowledges the Giabal and Jarowair peoples of the

Toowoomba area, the Jagera, Yuggera and Ugarapul peoples of Ipswich
and Springfield, the Kambuwal peoples of Stanthorpe and the Gadigal
peoples of the Eora nation, Sydney as the keepers of ancient knowledge
where USQ campuses and hubs have been built and whose cultures
and customs continue to nurture this land. USQ also pays respect to
Elders – past, present and future. Further, we acknowledge the cultural
diversity of all Aboriginal and Torres Strait Islander peoples and pay
respect to Elders past, present and future.Finally, we celebrate the
continuous living cultures of First Australians and acknowledge the
important contributions Aboriginal and Torres Strait Islander people
have and continue to make in Australian society.
Take a moment to listen to why all those who do not come from
the land on which they are living, learning and working need to
acknowledge its traditional custodians.
INTRODUCTION
The danger of viewing a narrative from a single lens is that a

story is painted from one viewpoint and therefore conclusions are
drawn from one perspective. Kathryn Gilbey (2018) gave a talk
that inspired chapter 9 and she said “when we continue as an
institution to teach courses and only ever present one perspective
or world view, we remain complicit in the staggering statistics that
surround Aboriginal people in out of home care and detention”.
In Australia, statistics alone, show that Western Colonisation

has led to dispossession, trauma, high numbers of Aboriginal and
THE IMPORTANCE OF INDIGENOUS CULTURAL PERSPECTIVES
291
IN EDUCATION (THE DANGER OF THE SINGLE STORY)
Torres Strait Islander children being taken from their homes into
foster care, Aboriginal and Torres Strait Islander peoples in prison
without legal cause, and laws inflicted in communities that pertain
to only to Aboriginal and Torres Strait Islander peoples. However,
there are personal stories that lie behind these statistics.
This chapter examines the history of Aboriginal and Torres Strait

Islander peoples, and the impact of attitudes of Australian society.
It looks at the impact of these attitudes within the Education system
and the importance of pedagogy in establishing a critical anti-
racism approach to cultural diversity within all educational
contexts. It investigates the conceptual understandings of race,
colonisation and Western viewpoints and proposes considerations
to ensure all students receive a culturally sensitive education.
Aboriginal and Torres Strait Islander education literature

discusses the importance of not characterising Aboriginal and
Torres Strait Islander people as the problem or having the problem.
Issues are created by systemic racism inherent within the systems
that interact with Aboriginal and Torres Strait Islander people. The
issues (e.g., child removals) may arise because of the different
understandings around concepts such as parenting. It is when
these issues are used to frame Aboriginal and Torres Strait Islander
people and communities as being the problem that the contentions
arise. In looking at what could be termed as problems or issues, it is
clear that there are differing perspectives as to how events, actions
and lives are viewed. The challenge in reading this chapter is to
consider a strength-based approach to working with Aboriginal and
Torres Strait Islander people rather than a deficit discourse.
Learning Objectives
It is anticipated that upon completion of the chapter you will have:

292 JILLIAN GUY
• An overview of the impact of cultural subjectivity in relation to Aboriginal and

Torres Strait Islander peoples.
• An understanding of the effects of historical and contemporary colonialism for

Aboriginal and Torres Strait Islander peoples.
• A range of considerations to ensure Aboriginal and Torres Strait Islander

peoples’ perspectives are embedded within Australian educational contexts.
BACKGROUND
Life histories continually shape who we are and how we view and
interact with the world. Our life histories, and futures, are partly
shaped by our interactions with others and experiences shared
with us, particularly when they are shared by significant others
such as family and close friends. When events are particularly
traumatic and far reaching, and touch whole families and indeed
peoples, then ongoing repercussions last for generations. If not
acknowledged and addressed the trauma continues unabated
(Fossey, Holborn, Abawi & Cooper, 2017).
The lives of Indigenous Australians today are affected by what

has happened to us and our ancestors over the past 230 years
since Europeans arrived. This can be hard for non-Indigenous
people to understand, particularly if you haven’t learned much
about Australian history at school. When people have some
knowledge of Aboriginal… culture and the history of our contact
with non-Indigenous Australians since 1788, they have a much
better feel for our achievements and our persistent problems. They
are more likely to share our pride and to want to improve
relationships between us as fellow Australians. Professor M.
Dodson AM, Australian of the Year 2009. (Reconciliation Australia,
2015)
293
Australian society is tainted by a history of longstanding colonial

occupation imposed on Aboriginal and Torres Strait Islander
peoples (Samson & Gigoux, 2016). Australians have been taught in
many classrooms, that Australia was ‘discovered’ by Captain James
Cook in 1770. This European perspective of ‘history’ erases
Aboriginal and Torres Strait Islander people, who had previously
inhabited Australia for close to 70,000 years (Roberts, 1994), from
Australian history and identity . The Aboriginal and Torres Strait
Islander peoples had been living with sustainable use of land and
resources, hunting and gathering for food, building shelter and
creating culture within expanding communities (Clark, 1994) and
this is still occurring in places today.
Upon European settlement, Aboriginal and Torres Strait Islander

peoples were immediately regarded as ‘Natives’. The land upon
which they had been living was claimed by settlers (Tuhiwai Smith,
2012), and Aboriginal and Torres Strait Islander peoples who
resisted dispossession were ‘controlled’ through Martial Law, with
tens of thousands of men, women and children killed between
1770 and 1837. In addition to this, many others were forcibly
settled in managed ‘reserves’ in appalling conditions. Aboriginal
and Torres Strait Islander peoples were also believed incapable
of citizenship and legally banned from giving evidence in court,
serving in the armed forces, receiving pensions or having a right
to vote. Worse still, was presence of a Western Supremacy view
that Aboriginal and Torres Strait Islander peoples were unfit and
incapable of caring for their own children. From 1893 – 1971 many
children of Aboriginal descent were removed from their parents
and the Director of Native Welfare became their legal guardian
(MacFarlane & Hannah, 2007). The children lived in mass
dormitories or were assigned to white Australian parents in order
to attend educational institutions for Aboriginal and Torres Strait
Islander children.
294 JILLIAN GUY
It was not until the United Nation’s Universal Declaration of

Human Rights in 1948 that Aboriginal and Torres Strait Islander
peoples were given the same status of citizenship and
entitlements as other Australians. However many of these rights
were still in limited, with many capabilities and laws taking up to
ten years to process (MacFarlane & Hannah, 2007), with voting for
Aboriginal and Torres Strait Islander peoples first legalised in 1962.
Aboriginal and Torres Strait Islander peoples were advised that
they needed to assimilate to the “same responsibilities, observing
the same customs and be influenced by the same beliefs, hopes
and loyalties as other Australians” (Commonwealth of Australia,
1961).
It wasn’t until 1972 that the Government removed the ‘White

Australian Policy’ and introduced self-determination policies. This
meant Aboriginal and Torres Strait Islander peoples were granted
equal status and children were no longer removed from their
parents (though many would argue that this is still taking place
due to the way our social welfare system I operates [removing
Aboriginal and Torres Strait Islander children from their families at
10 times the rate of white children]. As a consequence, Aboriginal
and Torres Strait Islander peoples were able to attend Government
schools and able to acquire land. However, it was not until 1992,
that Native Title was acknowledged through the ‘Mabo’ decision
and precedents for reclaiming land by Aboriginal and Torres Strait
Islander peoples was established. It was also in this year that the
Government acknowledged the wrongs to the people of Aboriginal
and Torres Strait Islander heritage.
The trauma, devastation, struggle and loss that was suffered

through colonisation largely remains a hidden history from
children in schools. The use of Western imperialistic language in
the history curriculum, such as Captain Cook ‘discovered’ Australia,
295
further serves to marginalise generations of Indigenous people,

and does not acknowledge the dispossession of land and culture,
and the removal of children enforced on Aboriginal and Torres
Strait Islander people (Grant, 2018). Language reinforced in the
recorded history of Australia, perpetuates the hierarchical
structure established by Western colonists and portrays Europeans
as ‘superior’ and ‘civilised’ and Indigenous people as ‘natives’, a
‘dying breed’, ‘savages’, and ‘primitives’.
Derogatory names are still used as a tool of insult which can

mean that the colour of skin can attribute identity (Carlson, 2016).
Further negative connotations are attributed to people who
identify as part Indigenous, with words such as ‘half caste’ being
used. This can add further confusion to identity as expressed by
Carlson (2016, p. 6) “not being recognisably black meant I was not
Aboriginal. This was an early source of anxiety about who I was and
how I was to represent myself”.
CURRENT CHALLENGES FACING ABORIGINAL

AND TORRES STRAIT ISLANDER PEOPLES
Despite legislation now stating Aboriginal and Torres Strait

Islander peoples theoretically have equal access to health care,
education, employment and to participate in society, in reality there
is still only one side of the story being told. The “compounding
effects of low income, poor education, poor health, unemployment,
poor housing and a lack of essential services” (Guthridge et al.
2016, p.125) means that Aboriginal and Torres Strait Islander
peoples do not have equitable access to land, education, health
and welfare. Harrison et al., (2017, p. 189) believes this is a direct
“legacy of their dispossession [causing] ongoing socio-economic
disadvantage and racial discrimination within the dominant non-
Indigenous culture”.
296 JILLIAN GUY
Furthermore, as noted earlier, institutional racism is apparent

through the continuing high levels of welfare intrusion in the lives
of many Aboriginal and Torres Strait Islander peoples and the
disproportionate numbers of Aboriginal and Torres Strait Islander
children in the child welfare and juvenile justice systems. In order
to move forward together toward a respectful and strong future it
is important to understand the urgency of the current situation for
many Australian Aboriginal and Torres Strait Islander families.
This chapter challenges you to consider the strengths of the

Aboriginal and Torres Strait Islander peoples and then to also
consider the complexities faced such as high numbers of children
in out of home care, alcohol consumption, incarceration rates of
Indigenous people, health concerns, educational inequities and
raises hope in strengthening strengthen pride in Australian
Indigeneity the oldest surviving culture in the world.
OUT OF HOME CARE
Unresolved trauma and grief from marginalisation,

dispossession and racism can account for Aboriginal and Torres
Strait Islander children being over represented in out of home care
(AIFS, 2017). In 2015-2016, 43.6 per 1000 Aboriginal or Torres Strait
Islander children were in out of home care (AIFS, 2017). In June
2016 36% (n=16,846) of children in care were Aboriginal and Torres
Strait Islander peoples (AIFS, 2017). Bailey, Powell & Brichacher
(2017) argue these figures can be incorrect and there is a fear
and mistrust of the justice system by Aboriginal and Torres Strait
Islander peoples. Neglect is attributed for 40% of children in out
of home care (AIFS, 2017). If a social worker, according to their
own subjective view, determines parenting as not sufficient, an
Aboriginal and Torres Strait Islander child can be removed from
their family. D’Souza et.al (1995) believed that this is a result of
297
the paternalism of the white establishment that did not believe

Aboriginal and Torres Strait Islander peoples were capable of
making suitable decisions and carrying them out in their way.
The unnecessary removal of Aboriginal and Torres Strait Islander

children from their kinship groups, causing excessive, and often
multiple, trauma for families, is therefore often based on
assumptions that are uncontested. If a critical lens is used, as
Lohoar, Butera & Kennedy (2014) contend, these assumptions fail
to take into account the concept that the structure of the child
rearing is culturally different to European expectations, and many
wonderful benefits stem from the family structure and kinship
system of Aboriginal and Torres Strait Islander kinships. With these
understandings, many agencies are working towards a better
understanding of the culture of Aboriginal and Torres Strait
Islander peoples to ensure children are kept with their families
(SNAAIC, 2016).
ALCOHOL
The Aboriginal Medical Services Alliance Northern Territory

(AMSANT) is the peak body overseeing primary health services in
the Northern Territory and their work has been instrumental in
advocating for the right of Aboriginal and Torres Strait Islander
communities to have adequate funding for health care services. In
their Submission to the Alcohol Policies and Legislation Review in
the NT it was highlighted that:
In the Northern Territory, 38.6% of people aged 12 years and

older consume alcohol at rates that place them at risk of short-
term harm, and 28.8% consume alcohol at levels that place them
at risk of long-term harm, including chronic disease and illness.
This is significantly more than the reported national consumption
rates … While most Aboriginal people in the NT experience positive
wellbeing and engagement with their families, communities and
culture, it is also the case that many people’s lives are marked by
298 JILLIAN GUY
profound disadvantage, including experience of intergenerational

poverty and trauma, overcrowded housing, poor educational
attainment and unemployment (AMSANT, 2017, p5).
The submission also acknowledged that
Aboriginal communities carry a high burden of intergenerational

and ongoing trauma resulting from colonisation and historic and
ongoing government policies, institutional racism, discrimination
and the effects of entrenched disadvantage and disconnection
from traditional lands, languages and cultural practices. Trauma
has profound impacts on the physical and mental health and
wellbeing of individuals as well as broader community wellbeing.
Alcohol and substance misuse has been associated with
intergenerational and other types of trauma, including childhood
trauma. (AMSANT, 2017, p7).
In an attempt to minimise alcohol related misuse and harm,

Governments have implemented Alcohol Management Plans
(AMPs) in some Aboriginal and Torres Strait Islander communities.
AMPs provide special policing powers for designated ‘alcohol-
protected areas’ which mostly cover Aboriginal and Torres Strait
Islander peoples. Many people argue that this violates the
Commonwealth Racial Discrimination Act (1975) which protects
people from being unfairly victimised due to race.
This was tested in Maloney versus The Queen 2012 when an

Aboriginal and Torres Strait Islander woman appealed a sentence
for possessing two bottles of alcohol in an AMP area (Gear, 2013).
Her lawyers argued that alcohol was only being criminalised for
Aboriginal and Torres Strait Islander peoples but not other
Australians and therefore violated the Discrimination Act and
marginalised her for being Aboriginal. Maloney’s sentence was
upheld as it was deemed that under Section 8(1) of the Racial
Discrimination Act (1975) that ‘Special Measures’ can be cited to
redress historical disadvantage. Activists were angry that the
299
legislation created a lawful context for discriminatory treatment in

the policing and sentencing of Aboriginal and Torres Strait Islander
peoples in regard to criminalised alcohol consumption.
Governments are called to address the cause of alcoholism in
Aboriginal and Torres Strait Islander communities “including
poverty, racism and discrimination, access to health care, housing,
education and employment” (AMSANT, 2017, p.3) rather than
create and enforce laws to again, deliberately dispossess Aboriginal
and Torres Strait Islander peoples.
WHAT NEEDS TO BE DONE DIFFERENTLY?
As a society we need to have aspirations and enable children,

youth, and older generations to be able to enact their aspirations.
Consider then the disproportionately high level of Aboriginal and
Torres Strait Islander juveniles {10-17} and young adults {18-24}
who are incarcerated (Parliament of Australia, 2018). “The
detention rate for Indigenous juveniles is 397 per 100,000, which
is 28 times higher than the rate for non-Indigenous juveniles (14
per 100,000)… Indigenous juveniles accounted for 59 percent of the
total juvenile detention population” (Parliament of Australia, 2018,
p.1) while representing only 2.5% of the total Australian population.
22% of juveniles in detention were aged 14 years or younger
(Parliament of Australia, 2018). Why has this occurred and what are
we doing differently to change this story?
The Don Dale facility in Northern Territory; a former maximum

security prison, is a juvenile detention centre in which 100% of
occupants are Aboriginal and Torres Strait Islander children under
18 years. In 2014 Four Corners aired a program “Australia’s Shame”
which found children subject to verbal, physical and sexual abuse,
being forced to commit acts of violence and denied, food, water
and toilets. It was also alleged that 80% of the children in detention
were remanded in custody without sentencing. The program
300 JILLIAN GUY
launched an investigation by the Royal Commission into the

Protection and Detention of Children in the Northern Territory.
Despite the report finding the conditions of the jail not suitable
for the custody or rehabilitation of children and recommending
closure, the facility is still being used, putting the safety of
Aboriginal and Torres Strait Islander young people at risk (The
Australian Human Rights Commission, 2018). Why has this
occurred and what are we doing differently to change this story?
Also concerning, is the high number of women in custody with

the rate rapidly rising. Between 2000 and 2010, there was a 45%
increase in the number of Aboriginal and Torres Strait Islander
women incarcerated (Parliament of Australia, 2018). Women in jail
account for 2% of Australia’s population yet 34% of the women
behind bars. Most Aboriginal and Torres Strait Islander women
are incarcerated as they are unable to pay the set bail or fines
(Whitburn, 2014). 80% of these women are mothers, which creates
a disequilibrium in the Aboriginal and Torres Strait Islander
community, intergenerational disconnection and increases the
number of Aboriginal and Torres Strait Islander children in care
(Human rights Law Centre, 2017).
Many of these women in jail are survivors of the Stolen

Generations, victims of violence, suffer from poverty, low education
and low income (Human Rights Law Centre, 2017). Weatherburn
(2014) found that poverty, poor school performance,
unemployment and drug and alcohol abuse were the most
common risk factors for incarceration. As authors we repeat the
question, why has this occurred and what are we doing differently
to change this story?
A STRENGTH-BASED APPROACH TO HEALTH
In looking at the health of our Australian population analysis of

301
data revealed that systemic change needs to occur in ensuring the

health of Aboriginal and Torres Strait Islander peoples. While the
poor state of health can be attributed to the colonial occupation
of Aboriginal and Torres Strait Islander peoples, ongoing racism,
discrimination, forced removal of children and loss of identity,
language, culture and land (Steering Committee for the Review of
Government Service Provision, 2016), our challenge as a society is
what do we do to improve it.
Reflection
How might the devastating result of colonisation on Australian Aboriginal and Torres
Strait Islander peoples be raised and discussed within your educational context in a
manner that builds on strengths and focuses on improvements? One way is to explore the
messages presented by John Marsden and Shaun Tan in the book The Rabbits: An allegory
of colonisation. Ideas of how to unpack the messages within are available from the 3Rs
website.
For many years Aboriginal and Torres Strait Islander peoples

enjoyed a semi-nomadic lifestyle, living in community groups and
eating food that was hunted and gathered (Australian Indigenous
HealthInfoNet, 2018). Upon arrival of European colonisation,
Aboriginal and Torres Strait Islander peoples were subject to the
introduction of many new diseases and illnesses. Many Aboriginal
and Torres Strait Islander peoples died from disease, or
dispossession of land, were killed or kept in managed reserves, or
schools for Aboriginal and Torres Strait Islander children.
Aboriginal and Torres Strait Islander peoples lost the ability to

use traditional medical practices as white Colonisers made
decisions about the health and public policy of Aboriginal and
Torres Strait Islander peoples (www.naccho.org.au). It wasn’t until
1967, that Aboriginal and Torres Strait Islander peoples ‘were
302 JILLIAN GUY
granted’ access to Commonwealth Health care services, but by

then poor health was widespread due to lack of education, lack
of adequate nutrition, poor sanitation and inadequate
housing.Health, especially mental health is a world-wide concern.
For Aboriginal and Torres Strait Islander peoples, health is a

holistic term, consisting of the mental, physical, cultural and
spiritual wellness of a person (Department of Prime Minister &
Cabinet, 2017). According to the 2016 census (Australian Bureau
of Statistics, 2017) there are 649,171 Aboriginal and Torres Strait
Islander peoples in the Australian population. In 2016, there is an
estimated 8 year gap in life expectancy between Aboriginal and
Torres Strait Islander peoples and non-Indigenous Australians in
metropolitan areas and a 13 year gap in life expectancy in rural and
remote areas (Australian Bureau of Statistics, 2017).
Infant mortality rates are twice as high for Aboriginal and Torres
Strait Islander babies, with 6.2 per 1000 compared to 3.2 per 1000
for non-Indigenous babies (Australian Indigenous HealthInfoNet,
2018). 15% of Aboriginal and Torres Strait Islander peoples
mothers are teenagers, compared to 2.4% in total population
(Australian Indigenous HealthInfoNet, 2018). The Aboriginal and
Torres Strait Islander peoples’ death rate is 9.6 deaths per 1000
people as opposed to 5.7 deaths per 1000 non Indigenous people.
Aboriginal and Torres Strait Islander peoples people are 3.3 times
more likely to die of avoidable diseases. The median age of death
is 58.8, compared with the non-Indigenous rate of 70+, and the
top three causes of death are heart disease, diabetes and suicide
(Australian Indigenous HealthInfoNet, 2018). A pressing concern is
the high mortality rates in Aboriginal and Torres Strait Islander
adolescents, with about 60% of Aboriginal and Torres Strait
Islander youth deaths due to suicide and road traffic injury
(Cunningham, 2018).
303
The effect of the physical environment also influences health

and wellbeing; housing issues, sewerage, water and electricity and
sanitation (Australian Indigenous HealthInfoNet, 2018). The
introduction of Western food and a mostly inactive lifestyle has
impacted health (Australian Indigenous HealthInfoNet, 2018).
Smoking is the leading preventative risk factor for illness, causes
early death and ongoing medical concerns in the next generation
(Boulton, 2016).
According to Australian Indigenous HealthInfoNet, (2018, p.20)

the factors that have a positive impact on the (health of) Aboriginal
and Torres Strait Islander peoples include:
• connection to country, spirituality and ancestry
• kinship (connection to family)
• self-rule, community authority and cultural continuity
Many factors have been identified as having a negative impact on
a person’s (health) such as
• discrimination and racism
• grief and loss
• economic and social disadvantage
• child removal by care and protection orders
• violence, and
• substance use.
EDUCATIONAL CHALLENGES
Education plays a significant role in reinforcing the positive

factors listed above. Education is recognised as having a profound
impact on quality of life standards in Western countries and plays
in integral role in influencing the viewpoint of further generations
(Bodkin-Andrews & Carlson, 2016). As educators we must challenge
ourselves to go beyond trying to counteract the many inequities
faced by people and begin looking at how we can support
individuals building upon their strengths so they are a valued and
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recognised part of the community. We need to engage in changing

community attitudes and reducing both personal and systematic
racism. What role has past education policy and practice played in
producing the following statistics?
Aboriginal and Torres Strait Islander students have the highest

non-attendance rates and the lowest literacy and numeracy levels
of all student groups in Australia (Quicke & Biddle, 2016).
Approximately 20% of Aboriginal and Torres Strait Islander
students are not enrolled in schools and a further 25% are not
attending school regularly. According to Australian Government
Department of the Prime Minister and Cabinet (2018), the overall
attendance rate in the Northern Territory declined from 70.2%
(2014) to 66.2% (2017). Aboriginal and Torres Strait Islander school
attendance rates are lower in more remote areas and as the year
level progresses (Australian Government, 2018). In 2014, 47% of
Aboriginal and Torres Strait Islander students achieved Year 12 or
equivalent (Bodkin-Andrews & Carlson, 2016).
In terms of literacy and numeracy attainment, Aboriginal and

Torres Strait Islander peoples are the most educationally
disadvantaged student group within Australia (Mackie &
MacLennan, 2015). Despite numerous State and Commonwealth
Government initiatives, intergenerational educational
disadvantage is proving difficult to curtail (Beresford, 2012). In
some schools, up to 85% of Aboriginal and Torres Strait Islander
students are below the National Minimum Benchmarks in Reading
set by the Australian Government (Slee, 2012). According to Slee
(2012), educational disadvantage for Aboriginal and Torres Strait
Islander peoples can be linked to the lifelong inequalities that have
been perpetuated through colonialism such as attendance, lack of
fixed housing, poverty, home factors, and poor health, along with
the Education system not supporting the Aboriginal and Torres
Strait Islander peoples’ ways of learning.
305
Educational systems and targets to measure Aboriginal and

Torres Strait Islander students’ educational performance have been
created from a Western perspective (Bodkin-Andrews & Carlson,
2016). Further, tests of literacy and numeracy may not be culturally
sensitive, or take into account Aboriginal and Torres Strait Islander
people’s unique dialects. Attendance may not consider high
geographic mobility of some Aboriginal and Torres Strait Islander
tribes (Quicke & Biddle, 2015).
Quicke and Biddle (2016), suggest that from an Aboriginal and
Torres Strait Islander peoples perspective of “formal education has
been a tool of colonialism: employed initially to physically exclude
Aboriginal and Torres Strait Islander peoples from schools, and
later to attempt to remake them culturally and socio-economically
into closer replications of their colonising counterparts” (p.58).
“Generations of racist-inspired policies produced intergenerational
underachievement and alienation” (Beresford 2012, p.119) which
perpetuates poverty.
As educators it is up to us to ensure culturally safe and

supportive learning environments. A number of the chapters within
this book will expand on this concept because inclusion and the
celebration of diversity in all its guises, is fundamental to improving
Aboriginal and Torres Strait Islander people’s outcomes, as it is for
other minority groups within Australian society.
306 JILLIAN GUY
Figure 9.1: Photograph of Banner by Takver on flickr
Education curriculum and practice often through the busyness of

daily agendas fail to adequately address the hidden curriculum
of racism. This ‘hidden’ curriculum becomes part of the learning
process, the practices conducted in the classroom and the wider
school community can reflect subtle values and beliefs, like an
informal code. These values and beliefs are pervasive and can
exclude, rather than include students (Fossey, Holborn, Abawi &
Cooper, 2017).
307
Figure 9.2: Photograph of Priscilla by USQ Photography, (2018).
Listen to Priscilla who shares her educational journey. How does

Priscilla’s story challenge your understandings of the role of
educator in the fight to end racism?
STRENGTH IN CULTURAL IDENTITY
Identity lies at the heart of understanding the impacts of

colonisation and marginalisation for Aboriginal and Torres Strait
Island peoples. An individual’s identity is impacted by the attitudes
and perceptions of society (Boulton, 2016). Identity and belief
about oneself is “formed and transformed continuously in relation
to the ways we are represented or addressed in the cultural
systems around us” (Hall, 1992, 277).
Despite policies stating Aboriginal and Torres Strait Islander

peoples can continue with their own cultures with pride, the
contrasting reality is that practices are still judged by Western
308 JILLIAN GUY
standards (Boulton, 2016). Many Government policies, school and

health systems, criminal systems, still want to assimilate Aboriginal
and Torres Strait Islander peoples into one western-centric society.
Programs such as ‘Closing the Gap’ (Australian Government,

2018), a ten year program aimed to ‘increase standards’ for
Aboriginal and Torres Strait Islander peoples to ‘meet’ non
–Indigenous Australians in education, employment, economic
development, health and community living, are based in a deficit
discourse that frames Aboriginal and Torres Strait peoples and
communities as ‘the problem’ that needs fixing instead of
examining the assumptions the policy operates from.
It is a misconception to believe that this approach will work

(Mankiller, 2009). This structural inequality fails to listen to the
voices of the Aboriginal and Torres Strait Islander peoples, and
adequately reflect peoples’ identity and culture. “Aboriginal identity
is a dynamic and interactive process of self-recognition firmly
rooted in tradition, culture and community values” (Samson &
Gigoux, 2016. p18).
Along with globalisation, new technologies and ways of living,

such as iPhones, gaming, computers, internet and drugs, as well
as housing and transport have been introduced, all of which were
not originally a part of Aboriginal or Torres Strait Islander people’s
culture. In some Aboriginal and Torres Strait Islander communities
it has become more difficult to pass on traditional elements of
culture, language and ceremonies to the next generations
(Mankiller, 2009), resulting in, “a loss of cultural knowledge in many
Indigenous communities … being transferred from one generation
to the next” (Parliament of Australia, 2018, p1). The dichotomy
between traditional culture and globalised society has resulted in
great tension within multiple Aboriginal and Torres Strait Islander
cultural groups, and is a major cause for concern in the identity of
309
our Aboriginal and Torres Strait Islander peoples (Boulton, 2016;

Mankiller, 2009).
Moreton-Robinson (2015) believes that within the current socio-

political climate, Aboriginal and Torres Strait Islander peoples are
being represented as needing saving. Articles in the media,
Government reports and systemic priorities, such as ‘Closing the
Gap’ are portraying Aboriginal and Torres Strait Islander peoples
as drunk, uneducated, criminals (Moreton-Robinson, 2015). This
colonialist view paints the picture to other Australians and indeed
the world, that Aboriginal and Torres Strait Islander peoples are
inferior.
There is a need for every Australian to develop an understanding

and pride for the cultures, traditions, connections and kinships of
Aboriginal and Torres Strait Islander peoples, and recognise these
identities as legitimate, equal and powerful. “We should have pride
in our culture, our families, our ancestors and knowledge systems.
In knowing the land and the sky and the waterways in beautiful
innate detail. In knowing how to go slow and silent” (Gilbey, 2018).
PRESENTING ABORIGINAL AND TORRES STRAIT ISLANDER

PEOPLES’ PERSPECTIVES IN EDUCATION
Education is recognised as having a profound impact on quality

of life standards in Western countries and plays an integral role
in influencing the viewpoint of future generations (Bodkin-Andrew,
& Carlson, 2016, p.785). However, Aboriginal and Torres Strait
Islander people’s perspectives have not been valued or fore fronted
in Australian education. Best practice to ensure Aboriginal and
Torres Strait Islander perspectives are ingrained systemically in
Education, is still being debated between theorists.
Whilst some argue that studies about the history and culture of
310 JILLIAN GUY
Aboriginal and Torres Strait Islander peoples should be included as

subjects in all schools to ensure there is an Aboriginal and Torres
Strait Islander perspective and understanding, others believe the
Aboriginal and Torres Strait Islander perspectives need to be
embedded throughout the Australian Curriculum. This chapter
portrays the need for explicit teaching of subjects containing
Aboriginal and Torres Strait Islander history and embedding
culturally specific perspectives throughout the curriculum to
ensure that Aboriginal and Torres Strait Islander peoples are given
a “fair go” (Moreton-Robinson, 2015).
Reflection
“If you have come to help me you are wasting your time. But if you have come because
your liberation is bound up with mine, then let us work together” (n.d., retrieved from
https://happyuniverseman.wordpress.com/2014/10/19/if-you-have-come-to-help-me/).
This quote is often attributed to an Indigenous Australian visual artist, Lilla Watson, who
was a founding member in the Aboriginal activists group in Queensland in the 1970s. What
does this quote mean to you, in terms of ensuring Indigenous perspectives within the
curriculum?
CONCLUSION
The authors agree with Bodkin-Andrews and Carlson (2016, p.

786) who stated that “as a multicultural country the future of
Indigenous students are tied to the future of all Australians and
their acceptance of the importance of Indigenous cultures”. The
perspective inherently in education systems up until recently, and
still in existence in many schools, has been based on a white
colonised viewpoint of Captain Cook ‘discovering’ Australia. It is
therefore follows that many Australians are not aware of the
311
dispossession of land, livelihood and family that occurred upon

colonisation for Aboriginal and Torres Strait Islander peoples.
However Aboriginal and Torres Strait Islander peoples are still

experiencing modern systemic colonisation defining experiences
with education, health and well-being. As educators, we need to
rise to the challenge of understanding our own cultural bias and
exposing deficit ways of working, to conscientiously and
collaboratively explore and proactively enact ways of ensuring
Aboriginal and Torres Strait Islander peoples are valued as active
and informed citizens.
The most effective approach we can use is to remove the

systematic barriers institutional racism places in peoples’ paths.
When we embrace the Aboriginal and Torres Strait Islander
perspective within Education systems, we become change agents.
We paint the whole picture for future generations to ensure
Aboriginal and Torres Strait Islander culture is respected and
celebrated with the pride it deserves within the Australian
community.
Reflection
• What were you taught about Aboriginal and Torres Strait Islander culture in
your schooling?
• Have the views taught then informed your current attitudes about Aboriginal
and Torres Strait Islander peoples?
• How will you approach these issues introduced in this chapter in your own
teaching?
312 JILLIAN GUY
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Media Attributions
• Figure 9.1 Photograph of Banner on flickr © Takver is

• Figure 9.2 Photograph of Priscilla (2018) © Photo supplied
by University of Southern Queensland Photography is
CHAPTER 10
Conclusion
PROFESSOR JILL LAWRENCE
319
320 JILLIAN GUY
CONCLUSION 321
Figure 10.1: Photograph by Oliver Cole on Unsplash
This text has explored the rich tapestry of learners and

individuals in a range of different contexts. The authors’
experiences connecting with diversity underpinned the
perspectives they presented as they interrogated the meanings
of diversity, especially for those marginalised by difference, thus
expanding our ways of seeing, knowing and understanding, and
exploring new ways of embedding inclusion and hopefulness in
these contexts. At its heart, this text galvanises us to celebrate
the richness and strengths of diversity and to accept our
responsibilities in motivating and supporting all educators,
including ourselves, to appreciate and build on these strengths in
developing inclusive environments and approaches.
The chapters explored a range of theoretical and contextual

perspectives. Chapter 1: Introducing the key ideas by Lindy Abawi
applied a critical orientation to reflect about the meanings of
diversity and inclusion. Chapter 2, Different Childhoods:
Transgressing boundaries through thinking differently by Charlotte
Brownlow and Lindsay O’Dell, used the intersectional nature of
individual identity and domains of difference to draw out the
implications for positive identity constructions for individuals. In
Chapter 3, Celebrating diversity: Focusing on inclusion, Lindy-Anne
Abawi, Melissa Fanshawe, Cecily Andersen and Christina Rogers
explored the Australian context to understand contemporary
issues of difference and how education is not only fundamental in
shaping the future but also critical in facilitating these processes.
Chapter 4, Opening eyes onto inclusion and diversity in early
childhood education, by Michelle Turner and Amanda Morgan,
adopted a holistic approach to diversity and advocated that it be
promoted as a strategy for educators working in contemporary
early childhood settings. Chapter 5, Fostering first year nurses’
322 JILLIAN GUY
inclusive practice: a key building block for patient centred care by

Jill Lawrence and Natasha Reedy advanced the concept of patient
centred care, a theoretical perspective advocating a care approach
that considers the whole person and guides nurses to cultivate an
inclusive care practice in ‘becoming’ a Registered Nurse. In Chapter
6 Positioning ourselves in multicultural education: Opening our
eyes to culture Renee Desmarchelier and Jon Austin exercise critical
theory to unpack our own physical landscapes and the education
system’s expectations of all students. They highlight areas where
we may need to change our approaches in order to achieve more
socially just outcomes for students from a diverse range of cultural
backgrounds. Meanwhile Chapter 7 Creating an inclusive school
for refugees and students with English as a Second Language or
Dialect written by Susan Carter and Mark Creedon, applied
inclusive practices to regular classrooms to support students with
limited or no English speaking skills. Finally Chapter 8, Opening
eyes onto diversity and inclusion for students with vision
impairment by Melissa Cain and Melissa Fanshawe, used critical
pedagogy to reimagine the educational, physical and social impacts
of vision impairment and to design curriculum opportunities for
students with vision impairment.
From the very beginning it is acknowledged that culture and

cultural experiences impact our lives and also, insidiously colour
our experiences of others with cultural biases, many of which we
are not consciously aware. With the authors being critically
conscious of their own ‘whiteness’ and middle-class backgrounds,
they embraced the oral presentation of Kathryn Gilbey, an Alyawarr
woman and colleague, to provide the basis of chapter 9, sharing
cultural understandings from an Australian Indigenous
perspective.
Woven together, these different perspectives disclosed six key

themes to help us understand and reconceptualise the ways we
CONCLUSION 323
see diversity and embed inclusive practice. The first theme to

emerge related to intrinsic complexity and multifaceted nature
of diversity. The ‘big’ picture of diversity materialised from the
chapters, acknowledging that concepts of difference are constantly
evolving.
Lindy Abawi began by challenging readers to think through what

it means to be inclusive of diverse individuals, both within
educational contexts and beyond, and however we meet them
– in our workplaces, in educational and health facilities, though
social media, in online environments and through our friends and
families.
Chapter 1 expanded our views of diversity, introducing us to

the importance of understanding the lived experiences of people
with physical attributes different from our own, for example those
related to race, birth characteristics, sexual characteristics, age,
diagnosed (dis)ability, injury as well as differences related to sexual
orientation, gender, mental health, autism, socioeconomic status,
family structure and cultural affiliation. Underpinning all of these,
Chapter 1 argued and expanded our understandings of personality
differences, religious differences, learning preferences, health
issues and psychological attributes. It is also important to recognise
that each one of us embodies a complex mix of culture and
abilities.
These understandings challenge us by introducing new ways of

conceptualising diversity and how inclusive approaches and
strategies might function in the contexts explored in the chapters
that followed. Charlotte Brownlow and Lindsay O’Dell introduced
new ways of seeing (dis)ability, gender and culture in order to
explain how narratives of (non) inclusion frequently operate from
early childhood through to lifelong world contexts.
324 JILLIAN GUY
Lindy Abawi, Cecily Andersen and Christina Rogers then called

on us to sharpen our thinking and practice by rebuffing our
inclinations to place people into neat boxes and to instead develop
a critical understanding of issues of difference. Melissa Cain and
Melissa Fanshawe illuminated these challenges from the
perspective of students with vision impairments, who need to
navigate environments often not designed for students with vision
impairments.
A second theme acquainted

us with the concept of ‘super-
diversity’, which results from
an era of rapidly changing
conceptions of diversity arising
from the increasing change,
dislocation and disruption
occurring in contemporary
spaces and places. The pace of
change in political, social,
cultural, scientific, technological
and digital contexts is
unrelenting, so much so that
concepts of diversity are
constantly changing form and
shape, often as a result of
emerging collisions between
Figure 10.2: Photograph of We cultures; increased
welcome, by Brittani Burns on understandings generated by
Unsplash. changing scientific and
technological advancements;
and the need to respond to
shifts in power and politics.
In Chapter 6, Renee Desmarchelier and Jon Austin explored the

CONCLUSION 325
rapidly changing and very ethnically and culturally diverse student

populations now entering communities and schools. This
prompted them to ask: ‘What does it mean to be ‘multicultural’?;
‘Is multicultural education just something we provide to students
from backgrounds that are not white-Anglo Australian?’; and ” How
do we as teachers position ourselves in relation to multiculturalism,
multicultural policies and education system requirements and
expectations?’
In Chapter 7 Susan Carter and Mark Creedon argued that schools

in Australia and internationally need to continually probe what
inclusion really means in a rapidly changing global context, where
the rate of migration is exponentially increasing as more people
with limited or no English speaking skills seek asylum. The authors
also made suggestions on ways of being inclusive to a child and the
child’s family.
A third theme emerged from the need to make a shift from that
of certainty to one of uncertainty. Many authors, for example,
not only provided ways we might consciously or unconsciously
ignore diversity but also ways to unpack, and then adapt, our own
attitudes to culture and multicultural education.
Lindy-Anne Abawi, Melissa Fanshawe, Kathryn Gilbey, Cecily

Andersen and Christina Rogers roused us to understand that the
act of listing the types of differences that contribute to the word
‘diversity’ is, at its core, an ‘exclusionary’ process and that invariably
there will be differences that are not mentioned but which have
personal importance and significance to specific individuals or
groups. For example geographical location can affect any and all
of the above, as can levels of adversity, historical or circumstantial,
which may have impact on an individual, a family, a community, a
country or a people.
326 JILLIAN GUY
Jill Lawrence and Natasha Reedy applauded us to see that patient

centred care intrinsically involves perceiving, communicating and
caring for patients as individuals rather than as the end products
of health systems where patients are treated with a ‘one size fits
all’ mentality. Renee Desmarchelier and Jon Austin argued that
engaging in critical self-reflection helps us understand ourselves
and places us in a better position us to understand others. Melissa
Cain and Melissa Fanshawe shared the challenges of limited access
and inclusion for students with vision impairments with many
critical elements of schooling, culture, behaviour management and
curriculum displayed in visual format. A shift in thinking is needed
before educators can think beyond the visual elements and
incidental learning students with vision ‘naturally’ acquire through
visual means.
A fourth, powerful theme

emerging from the theoretical
perspectives is the power of
silencing. This theme
reverberated from the
recognition that many
differences continue to remain
unseen and unheard, resulting
in individuals and groups who
Figure 10.3: Photograph of Bridging
feel invisible and believe that
the distance, by Marija Zaric on
those around them are blinded
Unsplash.
to their needs. In Chapter 9
Melissa Fanshawe, Lindy-Anne
Abawi, and Jillian Guy reinforced how we need to acknowledge and
purposely address the needs, beliefs and histories of Australia’s
First Nation people. Probing questions challenged us to ‘see’ what
we are missing; to ‘hear’ what we are currently not attuned to; and
to ‘feel’ or empathise with those from an Australian Indigenous
background who often feel unseen and disregarded. No matter the
CONCLUSION 327
reason there are many individuals in society and in our education

settings who are unable to voice their diverse ways of knowing and
thinking, as they are often marginalised from mainstream views
and approaches.
Before reading these chapters it may have seemed

straightforward or natural to ‘write off’ differences, to ignore them
and perhaps even to stereotype or actively discriminate against
difference from a dominant, privileged or mainstream position.
Recognising diversity in all its guises and forms requires shifts in
our thinking .It also requires us to move from a position of certainty
about our view of the world (that our way is the right, the natural
or normal way) to one of uncertainty where we can no longer make
assumptions or have expectations about difference.
Chapter 2, for example explained, how negative assumptions

held by others can exacerbate the interaction challenges for
children who are ‘different’ in some way. Chapter 3 challenged
our pre-conceived ways of thinking and engaging with others by
reflecting on personal and possibly confronting experiences; by
bringing an open mind to the concept of diversity; and by engaging
with scenarios with respect, tact and integrity. A corollary of the
theme of silencing was the authors’ recognition that, whilst
acknowledging the power of words to both include and exclude,
they were highly conscious of being explicit about readers’
willingness to ‘have-a-go’ regarding issues that many find difficult
to talk about because they are fearful of offending an individual
or group of people without intending to do so. Thus the authors
took care to use terminology that would not offend others, but
acknowledged that even as they wrote, they might have
inadvertently used words that could be considered offensive by
some even though these same words are accepted by others as
respectful. Inclusion can therefore be a tricky mindset!
328 JILLIAN GUY
Another predominant theme arising from the chapters was the

concept of inclusion and what it looks like, sounds like and
feels like. Chapter 4 for example, viewed inclusion as a celebratory
characteristic of early childhood education encompassing
individual differences such as culture, language, location,
economics, learning, abilities and gender. The chapter referred to
the United Nations Convention on the Rights of the Child and its
principle that all children have the right to feel accepted and
respected through the provision of fair, just and non-discriminatory
education and care for children.
Chapter 1 defined inclusion as a mindset of acceptance and

planning for all. In essence the chapter affirmed that inclusion
encompasses the Universal Design for Learning approach where
planning takes into account multiple means of representation,
multiple means of engagement and multiple means of action and
expression. Chapter 1 confirmed that as both educators and as
members of diverse communities, we need to be thinking about,
negotiating and transforming the relationships we forge as
teachers with our students. Inclusion also means having a
thorough understanding of individual strengths, challenges and
needs that are directly connected to knowledge production,
institutional structures, and to the social and relationships within
the wider community, society and nation-state. Chapter 1 outlined
a set of six principles that underpin the creation of an inclusive
culture (Abawi, Carter, Andrews & Conway, 2018) with each being
embodied throughout the text.
expectations regarding inclusion embedded in institution wide
practice.
Principle 3 Collective commitment to whatever it takes –
ensuring that the vision of inclusion is not compromised.
CONCLUSION 329

professional learning for teachers and support staff informed by
data identified need.
The final theme built on the theme of inclusion by introducing

specific inclusive strategies can be used to become more inclusive
in our personal and professional lives.
Chapter 2 advised that ability and socially approved identities

must be carefully outlined and managed within systems, with clear
benchmarks established about what is ‘appropriate’ and deemed
‘inappropriate’ when identifying and responding to difference. This
chapter urged readers and educators view differences through
careful reflection on environments and the need to personally act
in ways that maximise ability.
Chapter 4 shared a physical cultural audit which involved a

process of collecting data in the form of observations and/or
photographs of the physical spaces and analysing them for the
messages that they give about the culture[s] present in an
environment. Chapter 4 contended that by turning the gaze on
ourselves and our own cultures, we forefront self-awareness and
become conscious that we view the world from a particular cultural
position. Thus we can better understand the ways in which we
culturally construct our understanding of the world around us.
These processes assist us to unpack our own and the education
system’s expectations of all students and recognize where we may
need to change our approach in order to achieve more socially
just outcomes for students from a diverse range of cultural
backgrounds.
330 JILLIAN GUY
Chapter 5 advanced the concept of patient centred care to

confront notions of power, voice and agency which has potential
to shape ‘outcomes’ for those on the ‘margins’; to imagine the
implications for society of positive identity constructions for
individuals; and to highlight a way of working that facilitates the
creation of shared cultures and a place where all can feel safe and
included. There are implications from this chapter that resonate
within educational contexts.
Chapter 7 outlined the inclusive practices of one highly diverse

junior school to share the ways that they support, engage,
enculturate and educate students. The case study methodology
used revealed a way of working that facilitates the creation of a
shared inclusive culture, a place where individuals share that they
feel safe and included. The chapter cautioned however that the
cost of caring was a pragmatic consideration that educators face,
and that strategies need to be consciously actioned in order to
engage community help and create a sense of hopefulness.
At its heart, this text requested you to consider your own

learning, work or social context and the extent to which the
principles explored in each of the chapters are applicable and
evident. The text also asked you to reflect on what more could be
done to embrace diversity and embed inclusion. A key question
was posed: how could an uncompromising social justice agenda
anchored to the needs of a changing student cohort within a
specific school context be maintained? The text then requested
readers’ assistance to develop a picture of what the answer might
be. As an epilogue of learning, your responses will be collated
and published in the next addition of this text. Your responses
can be uploaded at the website: This outcome personifies and
exemplifies a co-construction of knowledge in an on-going and
reiterative process of collective learning.
CONCLUSION 331
This text was based on the assumption that by talking about

diversity and inclusion avenues for sharing and knowledge
acquisition are opened up. This in turn then values diversity as
a strength and validates the need to embody inclusive practices
in our educational institutions and communities. If what we have
shared here has challenged your understandings, generated
discussion or provoked debate, including the rightness or
wrongness of what we have written, then this book has achieved its
purpose.
Figure 10.4: Photograph of Community, by William White on unsplash
We seek your assistance to co-construct knowledge of ways of

being inclusive and catering for diversity . We intend to collate your
responses and publish them in the next addition of this text as an
epilogue of learning, a co-construction of knowledge in an on-going
and as a reiterative process of collective learning. Please post your
332 JILLIAN GUY
responses to www.usq.edu.au/open-practice . We will then utilise

reader responses as a basis for further study and publication.
REFERENCES

Century – Contributions of research in education (pp. 33-55). doi:
10.5772/intehopen.70358
Media Attributions
• Figure 10.1 Photograph by Oliver Cole on Unsplash ©

Oliver Cole is licensed under a Public Domain license
• Figure 10.2: Photograph of we welcome, on unsplash. ©
Brittani Burns is licensed under a Public Domain license
• Figure 10.3: Photograph of Bridging the distance, by
Marija Zaric on unsplash. © Marija Zaric is licensed under
a Public Domain license
• Figure 10.4: Photograph of Community, by William White
on unsplash © William White is licensed under a Public
Domain license

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Lawrence, J. (2015). ‘Building lifelong learning capacities and resilience in

PART I. MAIN BODY

1. Introducing the key ideas 3

2. Different childhoods: Transgressing boundaries 18

3. Celebrating diversity: Focusing on inclusion 41

4. Opening eyes onto inclusion and diversity in 92

5. Fostering first year nurses’ inclusive practice: A 139

7. Creating an inclusive school for refugees and 206

8. Opening eyes to vision impairment: Inclusion is 239

9. The importance of Indigenous cultural 289

10. Conclusion 319

PROFESSOR LINDY-ANNE ABAWI AND SUSAN CARTER

In the spirit of reconciliation the authors wish to acknowledge the

As editor I was delighted to have the opportunity to work with such

an amazing project team. I would like to acknowledge the hard

The work of our Research Assistant Jillian Guy, enabled this

We also acknowledge the work of the Scholarship support

Our project team offers a heart-felt thank you to members of

THE CORE WRITING TEAM

Several authors have co-written chapters and we thank all

Name: Professor Lindy Abawi

Name: Associate Professor Charlotte Brownlow

Name: Dr Susan Carter

Name: Dr Renee Desmarchelier

Position: Acting Associate Dean Teaching and Learning

Name: Melissa Fanshawe

Name: Dr Kathryn Gilbey

Name: Professor Jill Lawrence

Name: Dr Michelle Turner

Research Assistant and Author

• Funding acknowledgment [Office for the Advancement of

At the University of Southern Queensland [USQ], we are

1. Introducing the key ideas

8. Opening eyes to vision impairment: Inclusion is just

In Australia and internationally much still needs to occur to

Introducing the key ideas

PROFESSOR LINDY-ANNE ABAWI

Figure 1.1: Abawi, L. (2019). Photograph of street art: Giving

individuals who make our world such an interesting and diversely

Each of the authors provide unique insights into a diverse range

As with many countries across the world, Australia has a long

There would be few individuals who lack awareness of people with

diagnosed [dis]ability, injury and the like. What may be more

Figure1.2: Abawi, L. (2019). Photograph of street art: Feeling unseen.

The act of trying to list the types of differences that contribute

Whilst acknowledging the power of words to both include and

Ultimately, we believe that by talking about diversity we open

rather it is a mindset of acceptance and planning for all right from

As educators, and as members of a diverse society, we need to

Recent research into diversity and inclusion in varied Australian

Principle 1 Informed shared social justice leadership at multiple

As a reader, we ask you to reflect on the six principles and how

We seek your assistance in developing a picture of what the answer

individuals are explored. Children who are in some ways ‘different’

Ability and socially approved identities must be carefully outlined

In Chapter 3, Celebrating diversity: Focusing on inclusion, Lindy-Anne