- Staff, parents and students discuss a common understanding of inclusive education
- The school’s social environment reflects, respects and honours diverse experiences, perspectives and knowledge
- The school’s physical environment reflects the diversity within the school and broader community
- School committees include a wide range of members with different cultural, racial, intellectual, gender, etc. perspectives
- The physical school environment accommodates accessibility for staff, students and parents
Inclusive schools succeed when the diversity of each community member (students, staff and ‘parents’) is welcomed and recognized as strength. The school ensures community members understand the concepts of diversity and inclusion and their importance to the culture of the school. The values of diversity and inclusion are evident in the school mission statements, improvement programs, annual reports, physical environments, newsletters, websites, and in conversations.
1.1 Inclusive Values
Members of the ‘school community’ have created a vision statement defining inclusion and a mission statement explaining how they will achieve a more inclusive school. Staff, students and parents are able to articulate a common understanding of the school’s vision and mission. They make inclusive values evident throughout the school. They use ‘people-first language’.
1.2 Respecting Diversity
Members of the school community respect and value differences such as abilities, culture (including Aboriginal heritage), race, spirituality/religion, socio-economic status, sexual orientation, gender, age, and newness to the community. The school experience reflects the diversity of both the school community and broader society and provides students and staff with opportunities for learning about diverse perspectives, experiences and knowledge.
1.3 Active Support for Inclusive School Culture
Members of the school community ensure each student and staff member is a valued member and feels accepted. If exclusion is sensed, community members purposefully extend themselves to enhance inclusion.
Every individual can participate in all activities because all parts of the school are accessible. Staff plans learning experiences that occur outside of the school (e.g., field trips, sports days) so all students and staff can attend and participate. If an activity or area is not accessible to all students and staff members, the school administrators ensure full participation (to the point of “undue hardship”) by changing the venue or making other accommodations.