1
Q
What are the five underlying principles of inclusion?
A
- Principles of social justice and human rights
- All childred can learn
- Normalisation
- The Least restrictive environment
- Age appropriate behaviour
2
Q
What are the principles of social justice and human rights? How do they relate to inclusion in education?
(Part of the 5 underlying principles of inclusion)
A
- recognition of the underlying human rights framework for fair treatment of all citizens
- Assisted with legislation such as:
- Disability Discrimination Act 1992 (Cwlth)
- Education Act 1989
- The Human Rights Act 1994
3
Q
What is the principle of ‘all children can learn’? How does this relate to inclusion in education?
(part of the 5 underlying principles of inclusion)
A
- movement towards all children given the right to learn through publicly funded education program
- Movement away from selective education:
- e.g. Indigenous refused education
- disabled recieved ‘care’ over ‘education’
4
Q
What is the principle of normalisation? How does it relate to inclusion in education?
(part of 5 underlying principles of inclusion)
A
- The concept that all people, regardless of disability, should be able to live a life that is as normal as possible for their culture.
- In relation to education: normalisation suggests that all students should have the opportunity to attend the local school
- Social role valorisation- Wolf Wolfensberger
5
Q
What is Wolf Wolfensberger’s ‘Social role valorisation‘?How does it relate tonormalisation and education inclusion?
A
- A reconceptualization of normalisation by Wolf Wolfensberger that is based on the social role assumed by individuals and the value placed on that role by society e.g. husband, wife, teacher etc
- Education inclusion:
- Wolfensberger pointed out social roles of person with disability tend to be poorly valued and thus it is important for these social roles to be ‘valorised’ for inclusion
6
Q
What is the principle of the least restrictive environment? How does this relate to education inclusion?
(part of the 5 underlying principles of inclusion)
A
- The placement of people with disabilities in environments that give them the greatest range of choices (the fewest restrictions)
- E.g. restrictive environments including prison and institutions
7
Q
What is the principle of age appropriate behaviour? How does this relate to inclusion in education?
(part of the 5 underlying principles of inclusion)
A
- A behaviour or activity that is consistent with the behaviours and activities normally undertaken by same-age peers
- e.g. young woman playing with toy doll would not be showing age-appropriate behaviour
8
Q
What are the three main concepts/ terminology of inclusion?
What is the signifiant difference between the three?
A
- integration
- mainstreaming
- inclusion
- Main difference:
- With integration or mainstreaming, the school asks, ‘Can we provide for the needs of this student?’
- Whereas with inclusion, the school asks ‘How will we provide for the needs of this student?’
9
Q
What is integration in relation to inclusion?
A
- Refers to a child’s attendance at a regular school.
- A student who attends a regular school but is in a separate special unit or class, can still be said to be integrated
- Such opportunities for interaction, based on the principle of normalisation, are more likely to occur if the child is attending a regular school, even if in a special class or unit
10
Q
What is mainstreaming? (Inclusion)
A
- Students are mainstreamed while they are enrolled in or participating in a regular class
- Mainstreaming regarded as the most culturally normative school placement
11
Q
What is inclusion?
A
- Concept based on the notion that schools should without question, provide for the needs of all children, their communities, whatever their level of ability, disability, educational need or other form of diversity
- Inclusive schools welcome and celebrate diversity in ability as well as in cultural, racial, ethnic and social background
12
Q
What is the difference between impairment, disability and handicap?
A
- Impairment:
- Irregularity in the way organs or systems function
- Disability:
- Functional consequence of the impairment- how it affects the person’s functioning
- Handicap:
- Social or environmental consequences of the disability
13
Q
What is the ICF and what do they do?
A
- International Classification of Functioning, Disability and Health (ICF)
- created by: The World Health Organisation (WHO)
- ICF is a framework designed to measure health and disability and to provide more consistent data for planning and service provision
- Puts forth new conceptualisations of health and disability
- Attempts to mainstream or normalise the experience of disability by acknowledging that any person could experience a disability at any time through illness or incident
- Focus on impact of adverse health conditions on a person’s functioning, over disability as a medical or biological dysfunction
14
Q
For students with additional needs, how can planning for classroom instruction be impacted?
A
- Type of planning different per student
- Curriculum instruction and methods of instruction that form the basis on planning
- Students need to individualise goals
- Long-term goals divided with short-term goals
15
Q
How can the curriculum be adapted for students with additional needs?
A
- Curriculum enrichment for gifted and talented students
- Process used to engage and develop gifted and talented students by giving them access to more advanced curriculum and specialised activities related to their interests and talents
- Curriculum adaptions for disability students
- Altering the quantity of curriculum content, vocabulary and assessment provided to students, to ensure that they are presented with material that they can attempt
16
Q
What is the concept of universal design for learning (UDL)?
A
- The concept of universal design for learning (UDL) argues that curriculum should be designed so that it is sufficiently flexible to meet the needs of the greatest variety of learners
17
Q
What is partial or supported participation?
A
- Although students may not be able to participate fully, ways can be found for them to participate partially
- E.g. using frames for 10 pin bowling
18
Q
How can the classroom environment be modified for students with additional needs?
A
- Classroom environment classified under 3 headings:
- Social
- Student with disability needs to be equally valued
- Physical
- Introduction of ICT’s to facilitate communication can improve accessibility to curriculum
- E.g. lighting for vision impairments
- Academic
- Where the student experiences success and is learning skills
19
Q
What are the benefits of inclusion?
A
- Prepares students for society (both disabled and normal)
- Brings awareness
- Helps students challenge themselves
- Segregation can encourage stigmatisation
- Those without a disability can learn and appreciate diversity
- Those with a disability can be better accepted by their peers
20
Q
What are the challenges of inclusion?
A
- Same amount of money for specialist schools is moved to inclusive school
- Can become intrusive
- Can become disruptive
- Resources
- Time
- Training (professional development)
- Needing support mechanisms
21
Q
What are Vygotsky’s two forms of disability?
A
- Primary defects: Organic impairment due to biological factors
- Secondary defects: The distortions of higher psychological functions due to social factors
22
Q
What are the positives of labelling somebody with a disability?
A
- Identification
- School funding
- Identifying their needs
- reasons for behaviours
- etc.
23
Q
What are the negatives of labelling disabilities?
A
- Stereotyping
- Creates expectations (for students, teacher and society)
- Generalising
- Victimising
- Isolation and bullying
- Sets special education apart from regular education
- Contributes to low self-esteem
- Handicapping the students from their potentiometer
24
Q
How is disability portrayed?
(e.g. media/ movies etc.)
A
- people with disability live an unfulfilling and tragic life unless they are super-humanly courgeous and determined
- Usually characterised as:
- victim
- hero
- villian
- These all influence our perception of disability
25
How does **self-esteem** affect student’s **behaviour** in school?
* Students with higher self-esteem are more likely to be successful in school.
* **Higher self-esteem leads to:**
* More favourable attitude toward school.
* More positive behaviour in the classroom.
* Greater popularity with other students.
* **Low-self esteem leads to:**
* ****disinterest in classes and school
* negative perceptions of education
* isolation at school
26
What is **successful inclusion?**
* teachers committed to **all** students
* teacher's **positive beliefs** and **attidues** that all students are capable
* teacher **training**- professional growth for promoted teacher **self-efficacy**
* **Voice** of the **child**
* **flexible** **curriculum**
27
What can cause **resistance** to **inclusion?**
* Fear
* Ignorance
* Negative stereotypes or perceptions towards diversity
* Lack of time
* Lack of training and experience (Low self-efficacy)
* Conflict between accountability and meeting the needs of all students
* Focus on unfairness to other students
28
What is teacher **self-efficacy?**
* Self-efficacy is a sense of **belief** in our **own** **personal** **agency**
* E.g.
* High self efficacy e.g. Good and comfortable with history
* Low self efficacy e.g. Uncomfortable and not as confident in maths
29
What are sources of **self-efficacy** beliefs?
**1. Enactive mastery experience**
* Where you learn to do a task with a **positive outcome**
* **(number one key to improving self-efficacy)**
**2. Vicarious experience**
* If you see people around you doing a task well, it forms a sense that people think they can do it too and **give it a go**
* Positive **role models** that they can relate to
**3. Verbal or social persuasion**
* **feedback**
**4. Our physiological and affective state**
* **Responses** in your body to certain things e.g. **feelings of stress**
* They inform us, that if students are **fearful**, that this hampers their cognitive functioning and thus impacts on their self-efficacy
30
Why are **teacher attitudes** and **self efficacy** **important**?
* Low attitudes influences how you teach
* Low efficacy influences the attitude of how you teach, which the students will pick up
* Students absorb the teachers attitudes
* Self efficacy linking directly to motivation
31
What is the **Disability Discrimination Act 1992 (DDA)?**
* Unlawful to **discriminate** against a person/ student on the **grounds of disability**
* It provides the mechanism to develop e**ducation standards** to assist schools in understanding what their **responsibilities** are in avoiding discrimination against students with a disability
* **They address:**
* Enrolment
* Participation
* Curriculum
* Student support services
* Elimination of harassment and victimisation
32
What are the **Indicators** of **Best Practice** in **Inclusion**:
**Creating inclusive cultures**
* Building community
* Establishing inclusive values
**Producing inclusive policies**
* Developing the school for all
* Organising support for diversity
**Evolving inclusive practices**
* Orchestrating learning
* Mobilising resources
33
What are the main areas **students experience difficulties**?
* Literacy
* Numeracy
* Communication
* Physically
34
Who are students with l**earning difficulties**?
* Students who are not making **adequate** **progress** within the school curriculum, particularly in **basic skil**l areas covering language, literacy and numeracy
35
What may cause **learning difficulties?**
**_Teacher/ teaching_**
**_Relationships_**
**_Environment_**
**_Student Based_**
* Teacher Style
* Relevance of curriculum content
* Teacher attitude and expectations
* Peers
* Family
* School/ home/ community
* Accessibility
* Resources and materials
* Heating/ cooling/ light/ sound/ furniture
* Attendance
* Family Situation
36
What is the difference between a learning **difficulty** and learning **disability?**
* **Learning Difficulty**
* ****difficulties learning one or more basic skills
* can be assisted with responsive intervention and help
* Not recognised as disability under DDA and legisation
* **Learning Disability**
* ****based on diagnosis
* lifelong and highly resistant to ed. intervention
* recognised as disability under legislation
37
What are some characteristics of **specific learning disabilities?**
* Language and literacy
* Mathematics
* Attention and memory
* Thinking and reasoning
* Metacognitive skills- learning strategies and organisational strategies
* Social-emotional function
* Generalisation and application
38
What is the effect of **perception** on **behaviour?**
* often a child with SLD can get into trouble and not know what they did wrong
* need longer to respond and percieve things
39
What is a **strenghts based approach** to Indigenous disadvanatge?
* A strengths-based approach is recommended to encourage family engagement and participation
* This approach seeks to understand and accept the challenges each family faces whilst building on their strengths.
* The message is that Indigenous voices and perspectives are respected and taken into consideration when developing culturally appropriate early literacy programs
40
What is the **percentage** of **poverty** in Australia?
* 13.9%
41
What is **educational resillence?**
* The ability of the child, adult or family to rebound, develop and thrive in the face of significant adversity and hardship.
42
How can teachers **build** resillence?
* foster family involvement
* united collaborative approach
* foster self-understanding
* accentuate areas of accomplishment
* generate alternatives or ways of compensating for difficulties
TEP248
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