Commonwealth legislation and policy such as the NSW Disability Policy Framework 1998, the Disability Discrimination Act 1992, and the Disability Standards in Education 2005 present the groundwork and structure for special needs students to be included in mainstream schools, yet, under the Australian Constitution, the states have the responsibility for manipulating and applying programs suitable to smooth the progress of inclusion, and make the resources obtainable to do so.

Results from the training could be improved dramatically when there is cooperation with other teachers, principals, peers, parents, communities, and educational support staff.

This cooperation is important and deemed essential in developing inclusive practices (Loreman et al, 2005).

Inclution is placing unrealistic demands on teachers with little or no knowledge of the specific needs of these students according to Forbes (2007).

To neturise the situation opportunity for teachers to further train in inclusive practices (Loreman et al, 2005), and training should be based around equipping teachers with the skills and necessary tools to be able to adapt their lessons to the needs of their students (Opertti, Belalcazar, 2008).

You can view samples of our professional work here.

Any opinions, findings, conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of UK Essays.

Again Pearce and Forlin (2005) states that, students with physical and sensory disabilities are generally more likely to be mainstreamed than those with intellectual, multiple, behavioural or emotional disabilities (Pearce, Forlin, 2005).

If a reason has to be given Flem and Keller (2000) confirmed one and that when a special needs student goes through a mainstream school, one of the most significant concern that will arise is their relationships with other students.

The law makers have their fair share of issues and implication when it comes to inclusions.