3/12/25, 9:26 PM Module 3 Learning Material | My LMS subjects
Module 3 Learning Material
Site: La Trobe University Printed by: Amy Nguyen
2025-EDU4EI(OL-LT3) - EARLY Date: Wednesday, 12 March 2025, 9:26 PM
Subject:
INCLUSIONS
Book: Module 3 Learning Material
https://lms.latrobe.edu.au/mod/book/tool/print/index.php?id=7954577 1/11
3/12/25, 9:26 PM Module 3 Learning Material | My LMS subjects
Table of contents
Introduction
7 Barriers
Language
Person-first vs identity-first
Bias
Privilige & Position
In Early Childhood
Trauma
Activity 3
https://lms.latrobe.edu.au/mod/book/tool/print/index.php?id=7954577 2/11
3/12/25, 9:26 PM Module 3 Learning Material | My LMS subjects
Introduction
In this module, we examine common barriers to inclusion. These include:
language
bias and discrimination
privilige and positionality
structural or institutional barriers
If you already work in early childhood or other education, consider your own experiences. Have you seen or felt
inclusion in practice? Have you seen or felt obstacles to inclusion?
https://lms.latrobe.edu.au/mod/book/tool/print/index.php?id=7954577 3/11
3/12/25, 9:26 PM Module 3 Learning Material | My LMS subjects
7 Barriers
Seven barriers to Inclusive Education (IE)
Having a shared understanding about inclusive education (IE) requires an objective perspective on the direction of
inclusive education in Australia. In order to achieve this, it is helpful to look more closely at what barriers exist
towards inclusive education. Anderson and Boyle (2014) discuss this further, through a list of main barriers identified
in a 2007 Commonwealth government report about the education of students with a disability. Not only did this report
identify barriers to implementing successful inclusive education, the report also made suggestions towards improving
the direction of IE in Australia.
Anderson and Boyle (2015, pp. 16-17) have listed the following identified barriers to Inclusion:
1. Definition of IE
The term is yet to be definitively defined, which leads to confusion amongst policy makers and educators .
However, schools in Australia are ever more gradually moving towards better inclusive practices. This varies from
school to school. Legislation assists schools to understand their obligations and help to direct them toward
implementing appropriate strategies.
2. Attitude of educators
Educators' attitudes have a direct correlation with the success of IE.
The importance of a positive attitude towards IE outweighs possession of the knowledge and skills for its effective
implementation.
Evidence suggests early years pre-service teachers hold a positive attitude towards IE, however their attitude
becomes less favourable once they enter the profession.
3. Resourcing
Access to plentiful and high quality resourcing has been linked to positive educator attitudes towards IE.
Australian schools have inconsistent and complex procedures for identification and support provision for students with
additional needs.
4. Evaluation Process for IE
There is a lack of process and reliable data for the evaluation of current IE strategies and practices.
5. Exclusive Practices exist for IE
Slee (2013) considers there is evidence to suggest that exclusive practices occur in IE. For instance, educational
segregation and disciplinary actions are increasing.
Furthermore, Slee contends this is due to these practices becoming ‘part of the order of things’
6. Teacher education
While teachers are seen as needing better preparation for Inclusive Education, some universities in Australia are
offering units in IE (like this one).
However, further research is needed to ensure Australian universities continue to grow and improve their courses to
include IE.
7. Categorisation and labelling
Despite the negative impact of this on students, labelling is on the increase.
The current reliance on categorisation and labelling to allocate resources is placing undue pressure on medical
professionals to diagnose. As a result, ‘labels proliferate and some children receive several’.
Source: Anderson, J., & Boyle, C. (2015). Inclusive education in Australia: Rhetoric, reality and the road ahead. Support for Learning, 30(1), 4-22.
https://lms.latrobe.edu.au/mod/book/tool/print/index.php?id=7954577 4/11
3/12/25, 9:26 PM Module 3 Learning Material | My LMS subjects
Language
Language and intent
Think about the following phrases:
1. "Oh my goodness, I'm so blind- there's my wallet!"
2. "They sound like a mothers' club".
3. "I'm really OCD about that".
4. "Only a real Australian would say that!"
The person speaking may not intend to be offensive, but the result of the language is what matters. In each of
these examples, there is exclusive language being used.
In examples 1 and 3, the implication is that being blind or having OCD is at best, funny - at worst, something
negative that causes behaviour outside the 'norm'.
In example 2, the implication is that a group of women talking is something that sounds annoying.
In example 3, if there are 'real' Australians, then the implication is that there are 'unreal' Australians.
All of these implications are offensive and contribute to excluding the target group of people. They also help
perpetuate negative and harmful stereotypes.
Watch
Watch the Ted talk 'Let's start a label-free school' [8.05 min]. What do you think about this idea of creating a label-
free school?
Let's Start a Label-Free School | Martha Fishburne | TEDxYo…
TEDxYo…
© 2016 by Martha Fishburne | TEDxYouth@Ross. Let's Start a Label-Free School
https://lms.latrobe.edu.au/mod/book/tool/print/index.php?id=7954577 5/11
3/12/25, 9:26 PM Module 3 Learning Material | My LMS subjects
Person-first vs identity-first
Person-first language
Language is complex, multidimensional and constantly shifting. Person-first language puts the person before the
disability or condition - for example, 'a person with a disability'. Some people, however, see their identity as
connected to being disabled, and feel part of the disabled community. They might prefer 'identity-first language', such
as, 'a disabled person'. Many people in the Australian and Victorian Deaf communities identify as culturally Deaf - that
is, deaf with a capital D.
Say_this_.png
Reproduced from exceptionallives.org
Resources
More information is available from the Victoria Government: Person-first and identity-first language.
Gender neutral language
Watch
What is Gender-Neutral language? [4.09 min].
"What Is Gender-Neutral Language?": Oregon State Guide t…
t…
© 2022 by Ribero, A. What is gender-neutral language? Organ state guide to grammar. Oregan State University.
Read
Recommended reading:
Ackah-Jnr, F. R., Appiah, J., & Kwao, A. (2020). Inclusive Language as a Pedagogical and Motivational Tool in Early
Childhood Settings: Some Observations. Open Journal of Social Sciences, 8, 176-184.
https://doi.org/10.4236/jss.2020.89012
Nović, S. (6 April, 2021). The harmful ableist language you unknowingly use.
BBC.Com. https://www.bbc.com/worklife/article/20210330-the-harmful-ableist-language-you-unknowingly-use
Vivanti, G. (2020). Ask the editor: What is the most appropriate way to talk about individuals with a diagnosis of
autism? Journal of Autism and Developmental Disorders, 50, 691-693. doi: 10.1007/s10803-019-04280-x.
https://lms.latrobe.edu.au/mod/book/tool/print/index.php?id=7954577 6/11
3/12/25, 9:26 PM Module 3 Learning Material | My LMS subjects
Bias
According to the Merriam-Webster dictionary, 'bias' is a tendency to believe that some people, ideas, etc., are better
than others that usually results in treating some people unfairly.
Not many people would openly admit to being biased in the workplace. But what about "unconscious bias" (sometimes
called "implicit bias")?
Watch
It could be argued that we have all been victims of and perpetrators of unconscious bias towards another person.
Watch this video taken from UCSF's Office of Diversity and Outreach that discusses unconscious bias [1.35 min].
© 2015 by UCSF School of Medicine. UB - Chadiha
Now, visit the UCSF's 'State of Science on Unconscious Bias' page and read the information below the video.
Assess your own potential for unconscious bias, by taking the Implicit Association Test (IAT).
https://lms.latrobe.edu.au/mod/book/tool/print/index.php?id=7954577 7/11
3/12/25, 9:26 PM Module 3 Learning Material | My LMS subjects
Privilige & Position
There are important reasons to consider both our own levels of privilege or disadvantage, and that of our students.
Education that is founded on social justice principles, means recognising the power of privilege and fighting against
disadvantage. The phrase "we are all equal in this society" might be well-intentioned, but it is not necessarily true,
unfortunately. Recognising this is a positive thing, because it means we can start to address reasons for structural
inequity.
Privilege can operate on multiple and simultaneous levels, such as: race or ethnicity, age, gender, sexuality, religion.
Watch
Channel 4 Entertainment. (2020, June 30). Heartbreaking Moment When Kids Learn About White Privilege | The
School That Tried to End Racism.
Read
Jones, S. D. (2017, August 29). Taking a Step Forward: The Impact of Privilege in the
Classroom. https://education.uconn.edu/2017/08/29/taking-a-step-forward-the-impact-of-privilege-in-the-classroom/
https://lms.latrobe.edu.au/mod/book/tool/print/index.php?id=7954577 8/11
3/12/25, 9:26 PM Module 3 Learning Material | My LMS subjects
In Early Childhood
How does privilege operate in early childhood education? Think about:
how is information communicated to children, staff and parents? Is it assumed that all staff and families will be
fluent in English, or will have high literacy levels? Is it assumed that all families will have access to smartphones
or good internet access at home?
costs: is it assumed that families will be able to cope with extra costs, like external sports or music providers, or
excursions?
For Aboriginal Australian children, there may be other, wider structural barriers to their success at early education.
According to Korff & Tirris (2021), these barriers include:
English teaching materials. In rural or remote areas Aboriginal students' first language is often not English.
This is less of a problem in urban and regional areas.
Inappropriate context. If the stories told in teaching materials do not relate to Aboriginal lives they are of little
use for Aboriginal students.
No 'black faces' in study resources. If teaching materials, such as textbooks or films, are entirely based on
white models Aboriginal students cannot identify with their characters. Research has shown that students who
aren’t represented in textbooks perform worse academically. [1]
Not enough Aboriginal history. A study of 21st century textbooks revealed that Aboriginal people "appear
only momentarily" in the main text. While books cover non-Aboriginal experiences in great detail, Aboriginal
experiences are cursory which implies that "Australian history is the story of white Australians". [1]
Few Aboriginal teachers. Only 0.7% of all teachers in Australia are Aboriginal teachers, and Aboriginal
[3]
students who embark to become a teacher more than halved since 1998 . Aboriginal teachers bring a wider
range of cultural perspectives into schools and develop networks with Aboriginal communities around the school.
Lack of cultural awareness. Teachers need to be aware that Aboriginal students can learn differently. Some
teachers found them to be "quieter, subtler learners who take time to deeply consider what is put in front of
them". [4] Teachers also need to understand Aboriginal history since invasion and the massive impact it has had
on, and trauma it has caused for, Aboriginal communities. This affects how students learn.
Reproduced from: Korff, J 2021, Barriers to Aboriginal education,
<https://www.creativespirits.info/aboriginalculture/education/barriers-to-aboriginal-education>;, retrieved 8
April 2023
https://lms.latrobe.edu.au/mod/book/tool/print/index.php?id=7954577 9/11
3/12/25, 9:26 PM Module 3 Learning Material | My LMS subjects
Trauma
Children to experience trauma in early childhood may have physical and/or neurological consequences. Educators
need to understand to unique impact trauma can have on children's development.
Education that recognises the particular needs of trauma-affected students is known as "trauma-informed education".
Watch
The following pre-recorded lecture from Dr Anne Southall is a highly useful resource.
Recommended reading:
Gray, L. (2019). Educational Trauma. Palgrave-Macmillan:
Chapter 5: The Effects of Trauma on Learning.
Chapter 8: PLAY
Chapter 19: Teaching Strategies
https://lms.latrobe.edu.au/mod/book/tool/print/index.php?id=7954577 10/11
3/12/25, 9:26 PM Module 3 Learning Material | My LMS subjects
Activity 3
Discuss
1. If you took the IAT, you don't have to share your results unless you'd like to. However, share your response to
taking the test: did you discover something about yourself? Did you feel anxious taking the test - why
or why not?
2. Find a peer-reviewed journal article from the last ten years about unconscious bias in education, and share it to
the forum. Summarise the article and why you think it could help educators in their practice.
Share your responses in the Modules Discussion Forum (in the Teacher Connect tile).
https://lms.latrobe.edu.au/mod/book/tool/print/index.php?id=7954577 11/11
