Day 2, 2:00pm Concurrent Session 5C
Paul Kruger, Rhonda Faragher, Natalie Garrett and Skye Knight
The vision of every school often embraces the notions of social justice, academic progress and community. Often the word inclusion is part of this language – but what does inclusion mean?
Inclusion means where all children are socially, academically and physically included.
This session will consider ways and means of modifying curriculum, being intentional in facilitating relationships, and look at how the Australian Professional Standards for Teachers and the Australian National Curriculum can be used to craft and sit beside a vision of a good life.
The Australian Curriculum (AC) has been designed as a ‘year level’ curriculum, specifying what is to be taught to students in each year level, including those with intellectual disabilities. Enabling the achievement of the requirements of the Disability Discrimination Act and the Disability Standards for Education, the AC specifies that all learners be taught the material of their year level, adjusted as needed. I
In this presentation, research will be presented which indicates the value of this approach including improved achievement for learners at all levels; opportunities arising for incidental learning when in the general classroom; and the ineffectiveness of other strategies such as withdrawal. Examples of how year level appropriate content teaching has been achieved by inclusive classroom teachers will be shown. These examples will range across teaching areas and year levels. Some models of how teachers have managed their classrooms and worked with learning support assistants will be provided for discussion.