“That ICPA (Aust) lobbies the Australian Council of Deans (ACDE) to tailor explicit units within Initial Teacher Education to equip graduates with current, evidence-based strategies to support neurodivergent and diverse disability learners present in an inclusive learning environment particularly when teaching in a rural and remote setting where access to specific support is not readily available.”
There are approximately 30,000 autistic students within Queensland State Schools alone. Behavioural management and meeting the needs of neurodivergent leaners and diverse disabilities in an inclusive learning environment is becoming increasingly more complex for teachers.
ICPA Qld members have raised concerns that a variety of rural and remote classrooms are under resourced in terms of staffing ratios to meet the needs of the students and the capability of teachers to support neurodiverse learners and diverse disabilities. This is particularly difficult in small rural schools where there is very little support on the ground. Without adequate Initial Teacher Education, teachers are not prepared for the challenges of inclusive classroom management, which is arguably contributing to the national teacher shortage and potentially driving teachers away from a long-term career in education. Anecdotal evidence suggests that teaching principals are the most frequent seekers of advice from specific support agencies. This is to meet the complex demands in a remote multiage classroom which have a cohort of neurodivergent students. They are arguably seeking this support because their degree did not equip them with the skills and knowledge to meet the complex needs of these students.
Given this is a nation-wide issue, ICPA Qld is calling upon the ACDE to broaden and strengthen Initial Teacher Education courses to include current, evidence-based units in disability specific areas and appropriate knowledge of the Disability Discrimination Act and Disability Standards for Education.
Whilst, some universities offer Post Graduate courses, it is essential to keep abreast of current research and tailor Initial Teacher Education units accordingly. Capacity needs to be built for teaching graduates to be equipped with the necessary skills to support the diverse needs of students within an inclusive classroom. Graduates require a strong foundation and understanding of inclusive practice and need to be supported with the appropriate practicum to gain classroom experience.
ICPA Qld commends these critical areas being identified as Priority Area 2 (Strengthening initial teacher education) and Priority Area 3 (Keeping the teachers we have) within the National Teacher Workforce Action Plan. ICPA Qld would welcome any updates on the progress in the development of national guidelines and strategies focused on inclusive practice to support students with diverse learning needs and disabilities.
