ED2095 Lecture Notes - Lecture 5: Social Stories, Oral Hygiene, Multicultural Education
Inclusive Education Exam Revision Booklet
1. Describe the principles of inclusive practice, making reference to the Department of
Education and Training initiatives in this area
- Providing access and participation
o All students have the right to enroll, access and participate in schooling which meets their educational
needs.
- Valuing Diversity
o All levels of the system value diversity and operate within an inclusive framework.
- Ensuring local decisions and adjustments
o A range of effective adjustments is provided to ensure access, participation and achievement.
- Implementing a new framework for resource allocation
o Adjustments are provided on a needs basis and are equitably resourced.
- Matching pedagogy with student needs
o The system supports the development of pedagogy to meet individual student needs.
- Delivering responsive programs and services
o The range of coordinated programs and services provided are flexible and delivered according to
student needs.
- Collaborating for better outcomes
o Services are provided and supported by collaborative models and partnerships.
- (Pathways to the Future: A Review of Educational Services for Students with Disabilities 2004, p.30)
2. Why would teachers want to develop a welcoming and inclusive classroom?
- Inclusion in the Classroom
o Different for different activities/students
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o Students are actively engaged
o Students can make some choices
o Learning is often in small groups/collaborative
o Social interaction is also important
o Student centered
o Students have responsibility for creating the classroom environment
o All students are accepted and catered for
o Be open to what your classroom requires
- Characteristics of Inclusive Teachers
o Good problem solving skills
o Understanding of the skills students need
o Able to cater to interests and motivation of students
o Ability to develop alternative/modified curriculum/assessment/strategies
o Expectations for all students are high but appropriate
o All skills are valued (even if not academic)
o Responsibility for all students in the class
3. Describe the Continuum of Services Model and why we would need to know about the
variety of services available to students with special needs?
- The Continuum of Services Model provides a foundation for inclusion
- Professional Responsibility
o General Education
▪ General Education has primary responsibility for students’ educational program
o Special Education
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▪ Special education is a support service designed to facilitate student’s success in the educational
mainstream
▪ Special Education has primary responsibility for student’s educational program
- ‘Regular Classroom’
o Collaboration/consultation/co-teaching services focus on special educators and general educators
working together to meet the needs of students with disabilities as well as children who may be ‘at risk’
o Data driven instruction, individualised learning experiences, and effective integration of resources to
positively impact child’s educational program
- ‘Resource Room’
o Serves children whose disabilities require intensive programming
o Continued participation in the child’s regular class activities is encouraged
o Offers an alternative/modified curriculum in a small group setting
o Provides personalized options that are not offered in the education program
- Home Instruction
o Home instruction is an individualised education program provided at home to a child with a disability
o Prevents the child from attending a regular or special program even with the aid of special transportation
Continuum of Services Model (Educational Delivery System for Inclusive Education)
Most Inclusive
Greatest
Number of Pupils
Students placed in general classroom
The special education teacher consultative role provides
assistance to classroom teacher
Student placed in general classroom
No additional or specialised assistance
Full Inclusion
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Document Summary
Inclusive education exam revision booklet: describe the principles of inclusive practice, making reference to the department of. Providing access and participation: all students have the right to enroll, access and participate in schooling which meets their educational needs. Valuing diversity: all levels of the system value diversity and operate within an inclusive framework. Ensuring local decisions and adjustments: a range of effective adjustments is provided to ensure access, participation and achievement. Implementing a new framework for resource allocation: adjustments are provided on a needs basis and are equitably resourced. Matching pedagogy with student needs: the system supports the development of pedagogy to meet individual student needs. Delivering responsive programs and services: the range of coordinated programs and services provided are flexible and delivered according to student needs. The continuum of services model provides a foundation for inclusion. Professional responsibility: general education, general education has primary responsibility for students" educational program, special education.
