Documenti di Didattica
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04/09/2017
References EDN449
Australian Institute for Teaching and School Leadership. (2017). AITSL Teacher
Toolkit - Teacher Self-Assessment Tool. Retrieved from
http://www.toolkit.aitsl.edu.au/category/self-assessment-reflection/resource/140
Booth, T., & Ainscow, M. (2002). Index for Inclusion: developing learning and
participation in schools. Retrieved from
https://moodleprod.murdoch.edu.au/pluginfile.php/1013498/mod_resource/conte
nt/1/Index%20for%20Inclusion.pdf
Differentiating
nt/1/Reasonable%20adjustment.pdf
Lyons, G., Ford, M., & Slee, J. (2014). Classroom management: Creating positive
curriculum to enhance
learning environments (4th ed.). South Melbourne, Victoria: Cenage Learning.
Prosser, B. (2006). Beyond deficit views: Engaging students with ADHD. Retrieved
from http://www.aare.edu.au/06pap/pro06163.pdf
UNESCO. (1994). The salamanca statement and framework for action on special Guidelines for mainstream teachers
needs education. Retrieved from
https://moodleprod.murdoch.edu.au/pluginfile.php/1013489/mod_resource/conte
nt/1/Salamanca%20Statement.pdf
By Jemma Cox
UNESCO. (2014). Changing teaching practices. Retrieved from 32561204
http://unesdoc.unesco.org/images/0013/001365/136583e.pdf
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04/09/2017
EDN449
CONTENTS
Introduction
Page 3
Page 4-5
Page 6-7
Challenges
- Requires more time to successfully plan inclusive and
engaging learning environments (this includes having
enough time to prepare for different content).
- Funding for extra resources or structural modifications is
not always easily accessible in mainstream schools.
Strengths
- Some parents avoid talking about their childs disabilities,
- Builds a welcoming classroom community
making it difficult to provide them with extra support.
- It allows teachers to establish inclusive values, such as
- Not all students understand the meaning of equity,
making students feel equally valued and having high
therefore might consider extra support given to other
expectations for them all.
students to be unfair. This consequently requires more time
- Enables all student needs to be met at the same time, to adjust these students.
making teaching and learning more influential.
- Some teachers may become stressed from the added
- Eliminates discrimination against those with disabilities, workload of catering for a variety of differences, and
both in and outside of the classroom. therefore may require more professional support.
- All students have equal opportunity to achieve success. - Not all mainstream schools are equipped with inclusive
support policies, and so more time is required to develop
- Influences whole-school initiatives to cater for
one that all teachers (and school staff) clearly understand.
differentiation (such as having wheelchair accessibility to
all buildings)
(Ainscow & Booth, 2002)
Issues and public policies surrounding A frequent example includes the misconception that students with autism
spectrum disorder (ASD) should be more focused on learning life skills
student differences rather than interacting with the standard curriculum. Although it is
Whilst teaching would be significantly easier if students all displayed important to teach all students about life skills, this generalization fails
the same background, behavior, and academic ability, the reality is to recognize that these students (despite being diagnosed with ASD) are
that all classrooms are diverse spaces that need specific strategies put still equipped with their own past experiences and capabilities
in place to maximize student engagement and success. Although Other issues regarding the support of student diversity include teachers
teachers and other schooling staff recognize the existence of diverse lack of parent and community engagement, as well as poor classroom
students, there are various issues that negatively effect the inclusion management and professional reflexivity.
and wellbeing of students with special circumstances. Quite often,
teachers neglect to accommodate for those with physical, emotional Public policies
and intellectual disabilities due to either lack of knowledge or
There are various policies, standards and legislations that focus on
willingness to modify already existing classroom practices. Never the
supporting students with varying difficulties. Such policies provide
less, there are a wide range of issues commonly effecting diverse
teachers, both mainstream and specialist, with an outline on how to
classroom, some of which include the following
create safe and inclusive classroom environments for all students.
- Misinformation about the word inclusion - Disability Discrimination Act (1992)
Whilst the inclusion of all students is a major emphasis for all
The disability discrimination act aims to eradicate the discrimination, or
educators, often teachers will make the assumption that all students
unfair treatment, towards those with a disability. It provides schools with
must never leave the mainstream classroom in order to maintain its
an incentive to provide equal opportunities and educational access for all
inclusivity. Teachers that think in this way often fail to address the
students (Department of Training and Workforce Development 2013).
overall purpose of inclusive classrooms, that is, to cater for each
individual need. - Salamanca Statement (1994)
- Built up barriers for those with disabilities The Salamanca statement represents a worldwide consensus on how
mainstream schooling should be reformed to accommodate for special
A common issue in education is the fact that many students with
needs educations (UNESCO, 1994). In addition to its 5 fundamental
disabilities are often segregated from particular circumstances due to
principles, the statement also includes a framework on how schools can
their physical or intellectual disadvantages. A significant example is
take action on special needs education.
the barrier between a student with physical disabilities and their
participation during sport. Instead of searching for alternative - The Right to Education (UNESCO) (2013)
strategies to increase the students inclusion, many teachers will
simply overlook the situation and isolated the student all together. The United Nations Educational, Scientific and Cultural organization
The idea of educational barriers can also be relevant to gifted and (UNESCO) developed a set of law and policy review guidelines to assist a
talented students. This is in the sense that not all students are number of countries in understanding whether their current school
provided with an adequate amount of support to help enhance their frameworks successfully accommodate for inclusive education. UNESCO
learning and academic success. provides various resources to help educators recognize how and why
teaching practices must be restructured in order to differentiate the
- Predetermined opinions on what students with special curriculum and respond to student diversity (UNESCO, 2004).
needs can achieve - Disability Standards for Education (2005)
In many cases, a significant issue that students with special needs face
Much like the Disability Discrimination Act, the Disability Standards for
is the pre-assumption that these students will never reach the same
Education also aims at eliminating the presence of discrimination in
potential as more mainstream students. It is too common that many
schools against those with disabilities. It provides teachers and other
students facing physical, emotional or intellectual difficulties are
school staff with a set of standards on how education can continuously be
segregated, and provided with learning opportunities that arent
made accessible for all students (Commonwealth of Australia, 2006).
necessarily effective for their development and overall success.
The Lyford Model: This Teachers Pay Teachers: Education resources for
model provides a practical An online resource toolkit students with ASD
framework for classroom that provides teachers with (Autism Spectrum
management (Lyons, Ford, & lesson ideas for a range of Disorder):
Slee, 2014, pp. 4-5). This model students (including those This website provides
provides teachers with an with a disability) extensive information about
approach to developing, URL: students with ASD, as well as
implementing and reviewing https://www.teacherspayteach educational resources that can
teaching. This, in turn, can play ers.com effectively engage them.
a critical role in ensuring the URL:
classroom environment is Index for Inclusion: http://www.autismawareness.
com.au/resources/educational
constantly inclusive for all This resource provides -resources/
students within a mainstream teachers with an
environment. When using the understanding on how to ICT and assistive
Lyford model, teachers can orchestrate an inclusive
technology: UNESCOs
reflect on whether their teaching approach to teaching. In resource provides extra
has successfully included all addition, this resource also information on the
students and provided those provides a list of indicators importance of ICT/assistive
Collaborative learning: that suggest what an technology to enhance
students with disabilities with
Collaborative learning is an inclusive school should inclusion of students with
equal opportunities to learn.
effective approach to teaching that look like. disabilities.
reflects Vygotsys theory of social URL: URL:
interaction. Particularly for those https://moodleprod.murdoch. http://iite.unesco.org/pics/pu
students with learning difficulties, Authentic learning: edu.au/pluginfile.php/101349 blications/en/files/3214644.p
grouping students during activities Authentic learning is another 8/mod_resource/content/1/In df
effectively accommodates for peer teaching approach that takes into dex%20for%20Inclusion.pdf
mentoring, in which remedial consideration students interests, Teacher self-reflection and
students learn from those that are values and past experiences. assessment toolkit:
Engaging students with
more extended. Collaborative Incorporating authentic learning This is an added resource for
ADHD: teachers to be professionally
learning also helps maintain an creates a more inclusive This resource is provided by
inclusive environment, as all environment, and examples reflexive. It allows teachers to
Prosser (2006) and outlines
students play a role within their reflect on the Lyford model,
students to better relate to the ways that students with
and understand whether their
groups. A more common example content being taught (this can also Attention-deficit hyperactivity
classroom
of collaborative learning may be related to assessments tasks). disorder can be engaged,
teaching/management is
include grouping students during An example of authentic learning rather than labeled. engaging and inclusive.
spoken presentations in order to may be that students are required URL: URL:
http://www.aare.edu.au/06pa http://www.toolkit.aitsl.edu.a
accommodate for those students to write a report on hearing aids,
p/pro06163.pdf u/category/self-assessment-
with high anxiety or mental health as a student in the class has a
reflection/resource/140
differences. hearing impairment.