Inclusion

  • May 2020
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INCLUSION



Education is not simply about making schools available for those who are already able to access them. It is about being proactive in identifying the barriers and obstacles learners encounter in attempting to access opportunities for quality education, as well as in removing those barriers and obstacles that lead to exclusion.

-UNESCO, 2012, para.1

CONTEXT

The move towards inclusive education began in the 1970’s and was referred to as; mainstreaming, integration or normalisation. It gained momentum during the next two decades, influenced by policies of social justice and equity. These policies questioned the basic assumptions underlying segregation and the labelling and categorisation of students.

Exclusion

Segregation

Integration

Inclusion

CONVENTION OF RIGHTS OF PERSONS WITH DISABILITIES BY THE UNITED NATIONS COMMITTEE ON THE RIGHTS OF PERSONS WITH DISABILITY (UNITED NATIONS, 2016) ➤Inclusion

is stated as a fundamental human right of all learners (Paragraph 10). Further, separate Special Schools and Special Units on the grounds of mainstream schools are classed as segregation, with direct attachment of a teacher aide classified as ‘integration’, not inclusion (paragraph 11).

➤Australia

has a strong tradition of educating children with disability in segregated settings, meeting these commitments to an inclusive education system poses significant challenges.

SO WHY INCLUSIVE EDUCATION..?

BENEFITS OF INCLUSIVE EDUCATION ➤

40 years of relevant research shows inclusive education produces superior social, economic and academic outcomes for all students.



Outcomes for children in fully inclusive settings are better than in the segregated or partially segregated environments (e.g. “education support units” or “resource classrooms”).  



Segregated education: continued mostly for historical reasons, continues to be suggested despite having virtually no evidence basis.

BENEFITS OF INCLUSIVE EDUCATION - KEY FINDINGS ➤

Substantial short and long-term benefits for students with and without disabilities.



Included students with disabilities develop stronger skills in reading and mathematics, have higher rates of attendance, are less likely to have behavioural problems, and are more likely to complete secondary school than students who have not been included. 



As adults, students with disabilities who have been included are more likely to be socially connected, enrolled in post-secondary education, and to be employed or living independently.”  Students with disabilities educated in general education classrooms outperform their peers who have been educated in segregated settings.



2012 study involving 68,000 students with disabilities found that on average the greater the proportion of the school day spent with non-disabled students, the higher the mathematic and language outcomes for students with disabilities.

BENEFITS OF INCLUSIVE EDUCATION - FOR THE INDIVIDUAL ➤Higher

expectations from their teachers.

➤More

instruction, comparable amount of 1:1 instruction time, addressed content more, and used non-disabled peers more and adults less

➤The

degree of inclusion is a significant predictor of educational progress regardless of the “functional level” of the student. Children who attend ‘special’ schools are more likely to experience bullying than children who attend mainstream settings; inclusive education is a key factor in reducing or eliminating bullying.



➤Communication

and language development in children who do and do not experience disability is enhanced through inclusive education. This is particularly evident when children who experience disability are supported to communicate with their peers.

➤Children

who experience disability who are included into mainstream educational settings show gains in motor development and have a higher degree of independence.

BENEFITS OF INCLUSIVE EDUCATION - FOR PEERS ➤

Reduced fear of human difference



Increased comfort and awareness



Growth in social cognition (increased tolerance of others, more effective communication with all peers)



Improvements in self-concept (increased self-esteem, perceived status, and sense of belonging)



Development of personal moral and ethical principles (less prejudice, higher responsiveness to the needs of others) and warm and caring friendships.”

INCLUSIVE EDUCATION IN SCHOOLS



Schools must be ready to both accept students with diverse needs as well as to behave in proactive ways to eliminate barriers to enable full participation.



UNICEF definition: ”Inclusion is really about how well childfriendly schools are doing at making practical changes so that all children, regardless of their background or ability, can succeed” (2010, p. 31).

GOOD PRACTICE (CLASSROOM LEVEL) ➤The

application of universal design,

➤Use

of technologies



Individual planning through the IEP

➤Differentiating ➤

or introducing alternative curricula

Focus on quality teaching for all students

UNIVERSAL DESIGN FOR LEARNING ➤

What is my goal?



What are the barriers?



Combat barriers through: representation (multiple means and varied supports), action and expression (plenty of options for expressing knowledge), and engagement



https://www.youtube.com/watch? v=bDvKnY0g6e4

Clearing a path for people with special needs clears the path for everyone!

PRACTICAL APPLICATION (STRATEGIES)

DIFFERENTIATION ➤

Personalised learning may require adjustments to be made to the environment, instruction and/ or curriculum*



Environment: when, where, who



Instructional: how it is taught



Curriculum: what is taught

* Not all students with disabilities need adjustments in all areas and contexts ➤

Start with environment, then instruction, then curriculum

NOTE: THIS IS NOT CATEGORISED BY LEARNING DIFFICULTY/ DISABILITY! We are differentiating for the child as an individual - in alignment with the principle of inclusion. 😊

ENVIRONMENTAL ADJUSTMENTS ➤

Provide an established daily routine



Provide clear rules and consistent enforcement



Use of choice boards



Use of first/ then, first / next / then



Use of colour coding or pictures for class organisation of items



Reduce auditory clutter



Reduce visual clutter



Preferential seating



Use of class or personal visual timetable



Declutter work space



Use a work caddy



Take a break centre.



Consider lighting / glare



Provide break cards



Provide sensory activities / experiences.



Additional personnel, buddies, peers



Use of assistive technology

INSTRUCTIONAL ADJUSTMENTS ➤

Use checklist for following procedures, organisation and competing tasks



Advise of upcoming events and prepare for transitions with social stories or cognitive rehearsal



Provide an overview of lesson prior to learning



Set explicit learning intentions and success criteria



Pre-teach topic specific vocabulary



Gain attention and alert students prior to expressing key learnings



Provide clear, explicit, concise directions prior to the commencement of tasks.



Provide written or visual supports to accompany verbal instructions



Use key words accompanied by visuals or signs



Have students verbalise instructions before commencing a task



Break assignments into segments



Use concrete examples / hands on experiences before introducing abstract concepts



Monitor the rate at which material is presented



Paraphrase information



Highlight key concepts

INSTRUCTIONAL ADJUSTMENTS ➤

Use simple sentence structure



Provide specific feedback for learning



Encourage students feedback to monitor understanding.



Use visual aids such as charts and graphs



Demonstrate how new material relates previously learned skills and concepts.



Frequent check ins or conferences to monitor



Allow alternative representations power point, I pad apps, puppet shows.



Set time limits for specific tasks



Include sensory activities or breaks as appropriate.



Prompt level, verbal, visual, gestural, model



Improve readability of text - rewordify



Illustrate instructions



Additional time to complete tasks



To provide visual scaffolds to support comprehension of worded problems



Use graphic organisers to support planning and assist working memory

CURRICULUM ➤

Consider principles of Universal Design for Learning



Consider Environmental and Instructional adjustments prior to curriculum adjustments to enable access to the same content.



Provide multiple means for engagement providing repetition with variety.



Different content within the same learning area. Map back through the Australian Curriculum using the scope and sequence.



Alternative content IEP goals

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