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EDF5016: Inclusive Teaching Topic Notes
Contents:
Topic Page
Introduction to inclusion
• Medical model of disability
• Social model of disability
• Inclusion & Exclusion
• Loreman, Deppeler & Harvey (2011)
• Young (2013)
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Policies and legislation supporting inclusive education
• Commonwealth policies (Melbourne Declaration, DDA, DSE, NCCD, ACARA)
• Conway (2017)
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Positive behaviour support and relationships
• What is PBS?
• Social and emotional learning
• Lewis, Mitchell, Trussell & Newcomer (2015)
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Collaborative learning arrangements
• Vygotsky’s ZPD
• Cooperative learning
• Reciprocal teaching
• Peer teaching
• Gillies (2003)
• Johnson & Johnson (1999)
• Baines (2017)
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Differentiation
• What is differentiation?
• Benefits of differentiation
• Differentiation in ACARA
• Bloom’s taxonomy
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Universal Design for learning (barrier identification, technology)
• What is the UDL?
• UDL in practice
• Differentiation and UDL
• Meo (2008)
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Universal Design for Learning (flexible curriculum and assessment)
• Rao & Meo (2016)
• Lowrey, Hollingshead, Howery & Bishop (2017)
• Stefanou, Perencevich, DiCintio & Turner (2004)
• Inclusive schools website
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Collaborative professional practice
• Collaborating with parents and professionals
• Co-teaching
• Collaborating with teacher assistants
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4 o Counter argument: there is no clear agreement amongst professionals about how labels are decided. Moreover, labels lead to generalisation of children’s difficulties, neglecting specific individualised issues
Medical model
• Inclusion rejects the medical model
• Looks at the person as the problem
• There is something wrong, they need to be treated Social model
• There has always been people with disabilities and their always will be
• Labels create barriers for the person which limits their potential
• We need to change the environment and society, not the individual
• Remove the barriers as much as we can
• Social justice model
5 History of Disability Education
• 1992 Disability Discrimination Act (Australia)
• 1994 Salamanca Statement (United Nations)
• 2000 Education For All – Dakar Framework (World Education Forum)
• 2005 Disability Standards for Education (Australia)
• 2006 UN Convention on the Rights of Persons with Disabilities
o If it ever asks to make reference to policy, make references to two or three of these
Inclusive language
• Person-first language (inclusive) o E.g. people with disabilities
• Vs. Identity-first language o E.g. the handicapped o E.g. the disabled
• Not all groups agree with person-first
o In deaf culture, person-first language has long been rejected
o Instead, deaf culture uses deaf-first language since being culturally deaf is a source of positive identity and pride
o Autism activist Jim Sinclair rejects person-first language, on the grounds that saying “person with autism” suggests that autism can be separated from the person
• Generally, follow person first, but make allowances Schooling: inclusion and exclusion
• Integration:
o Sometimes called partial inclusion
o We still segregate to some extent, but in the school environment o Treated differently
o Involves the moving of children from more restrictive environments towards regular class placements (Loreman, 1998)
o Popular during 1970’s
o But still segregated to some degree
