Inclusion in Action, 6th Edition PDF by Iva Strnadová, Michael Arthur-Kelly and Phil Foreman

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Inclusion in Action, 6th Edition

By Iva Strnadová, Michael Arthur-Kelly and Phil Foreman

Inclusion in Action, 6th Edition

Contents:

Guide to the text…………………………………………x

Guide to the online resources…………………..xiv

Preface…………………………………………………….xvi

About the authors………………………………….xviii

Acknowledgements………………………………..xxiii

Standards mapping grid…………………………xxiv

PART A: INCLUSIVE ENVIRONMENTS 1

1 Introducing inclusion in education 2

Iva Strnadová and Phil Foreman

Introduction………………………………………………………………………………………………………………………..2

1.1 Principles underlying inclusion……………………………………………………………………………………5

1.2 What is a disability?……………………………………………………………………………………………………13

1.3 Other forms of diversity……………………………………………………………………………………………. 17

1.4 Terminology and concepts related to inclusion………………………………………………………….18

1.5 Language about diversity…………………………………………………………………………………………..23

1.6 Inclusion in schools: models of schooling for students with a disability……………………..29

1.7 Overview of approaches to teaching students with additional needs in

regular classes…………………………………………………………………………………………………………..36

1.8 Diversity across the life-span…………………………………………………………………………………….. 39

1.9 Myths and facts about disability and diversity……………………………………………………………41

1.10 The future of inclusion……………………………………………………………………………………………… 43

2 Legislation and policies supporting inclusive practice 52

Michael Arthur-Kelly and Phil Foreman

Introduction………………………………………………………………………………………………………………………52

2.1 Principles, policies and practice…………………………………………………………………………………..53

2.2 Legislation in Australia and New Zealand……………………………………………………………………. 54

2.3 Policy in Australia and New Zealand……………………………………………………………………………60

2.4 International legislation and policy……………………………………………………………………………..68

2.5 The practice of inclusion……………………………………………………………………………………………..72

3 Practising inclusion in diverse school communities 88

Michael Arthur-Kelly, Iva Strnadová and Martin Howes

Introduction………………………………………………………………………………………………………………………88

3.1 Embracing inclusion……………………………………………………………………………………………………91

3.2 Negotiating inclusion………………………………………………………………………………………………….. 93

3.3 Programming for inclusion………………………………………………………………………………………..101

3.4 Resourcing inclusion………………………………………………………………………………………………….108

3.5 Building capacity for inclusion…………………………………………………………………………………..

PART B: INCLUSIVE TEACHING AND LEARNING PRACTICES 134

4 Curriculum, learning, teaching and assessment adjustments 135

Carl Leonard and Robert Conway

Introduction…………………………………………………………………………………………………………………….135

4.1 Concepts of teaching and the Australian curriculum………………………………………………….136

4.2 Learning, teaching and curriculum in inclusive education…………………………………………. 140

4.3 Needs, expectations and resistance………………………………………………………………………….. 150

4.4 Students with low additional education support needs in the classroom…………………..159

4.5 Extensive adjustment for students with profound and/or multiple disabilities

in the classroom……………………………………………………………………………………………………….171

4.6 Assessment……………………………………………………………………………………………………………….177

4.7 Using technology in learning and teaching……………………………………………………………….. 183

4.8 Staff working cooperatively on adjustments and implementation……………………………..185

A final reminder………………………………………………………………………………………………………………. 189

5 Planning effective teaching strategies 196

Therese M. Cumming and Michael Arthur-Kelly

Introduction…………………………………………………………………………………………………………………….196

5.1 Curriculum issues……………………………………………………………………………………………………..197

5.2 Instructional issues…………………………………………………………………………………………………… 199

5.3 Aspects of the learning context………………………………………………………………………………….200

5.4 Designing effective teaching interventions………………………………………………………………..205

Final thoughts…………………………………………………………………………………………………………………. 224

6 Encouraging positive interactions 237

Robert Conway and Judith Foggett

Introduction…………………………………………………………………………………………………………………….237

6.1 Social behaviour in schools………………………………………………………………………………………. 238

6.2 What is social inclusion?…………………………………………………………………………………………….247

6.3 Integrating behaviour and academic skills…………………………………………………………………249

6.4 Approaches to managing behaviours in regular classes…………………………………………….253

6.5 Developing specific behaviour plans………………………………………………………………………….255

6.6 Student and teacher developed behaviour improvement plans………………………………… 259

6.7 Social skills and enhancing peer acceptance through classroom activities…………………262

6.8 Preparing teachers and students to support social inclusion…………………………………….. 273

6.9 Maintaining positive interactions in the wider school context…………………………………… 276

7 Transitions, self-determination and twenty-first-century skills 285

Iva Strnadová and Michael Wehmeyer

Introduction…………………………………………………………………………………………………………………….285

7.1 The context for twenty-first-century transitions…………………………………………………………286

7.2 Diversity of transitions………………………………………………………………………………………………288

7.3 Promoting self-determination across the life span…………………………………………………….291

7.4 Meaningful participation in individual learning plans/individual transition plans………. 298

7.5 Self-advocacy………………………………………………………………………………………………………..

PART C: STRATEGIES TO SUPPORT INCLUSIVE TEACHING 317

8 Developing communication skills 318

Dean Sutherland

Introduction…………………………………………………………………………………………………………………….318

8.1 Communication and inclusion………………………………………………………………………………….. 320

8.2 Communication development…………………………………………………………………………………..323

8.3 Teaching strategies to support communication…………………………………………………………331

8.4 Indigenous Australian and Māori students………………………………………………………………..334

8.5 Supporting communication learning for students with diverse needs………………………. 337

9 Understanding and supporting literacy competence 358

Kerry Dally and Michelle Ralston

Introduction…………………………………………………………………………………………………………………….358

9.1 Underlying processes and influences………………………………………………………………………..360

9.2 Components of successful literacy and specific teaching strategies…………………………..364

9.3 Integrating literacy across key learning areas……………………………………………………………. 391

10 Understanding and supporting numeracy competence 401

Sally Howell and Sarah Hopkins

Introduction…………………………………………………………………………………………………………………….401

10.1 Understanding students’ learning needs…………………………………………………………………402

10.2 Numeracy……………………………………………………………………………………………………………….403

10.3 Big ideas for number sense……………………………………………………………………………………..407

10.4 Counting and early number…………………………………………………………………………………….411

10.5 Basic facts……………………………………………………………………………………………………………….417

10.6 Problem-solving………………………………………………………………………………………………………421

10.7 Multi-digit arithmetic………………………………………………………………………………………………. 428

10.8 Supporting students with significant numeracy needs…………………………………………….433

10.9 Extending students with advanced mathematical skills…………………………………………… 433

PART D: INCLUSION ACROSS THE SCHOOL YEARS 443

11 Inclusion in early childhood 444

Coral Kemp

Introduction…………………………………………………………………………………………………………………….444

11.1 Supporting early childhood intervention in the home and in inclusive

community-based settings………………………………………………………………………………………445

11.2 Supporting families and carers to provide intervention within naturally

occurring home and community settings………………………………………………………………..456

11.3 Supporting interventions in inclusive early education settings………………………………… 462

11.4 Early childhood transitions……………………………………………………………………………………… 469

11.5 Inclusive practices in the early years of school………………………………………………………… 474

12 Inclusion in primary schools 489

Umesh Sharma and Martin Howes

Introduction…………………………………………………………………………………………………………………….489

Barawun Primary School………………………………………………………………………………………………….491

12.1 Barawun PS: Day 1, term 1, about three years ago ……………………………………………….491

12.2 End of week 1, the first year…………………………………………………………………………………..495

12.3 End of term 1, the first year…………………………………………………………………………………..497

12.4 End of term 2, the first year…………………………………………………………………………………..501

12.5 End of the first year………………………………………………………………………………………………. 504

12.6 Day 1, the second year…………………………………………………………………………………………..508

12.7 End of term 2, the second year………………………………………………………………………………512

12.8 End of the second year…………………………………………………………………………………………. 515

12.9 Day 1, the third year……………………………………………………………………………………………… 518

12.10 End of term 2, the third year………………………………………………………………………………….520

12.11 End of the third year……………………………………………………………………………………………..523

13 Secondary school inclusion 533

Michael Davies

Introduction…………………………………………………………………………………………………………………….533

13.1 Issues on inclusion in secondary schools…………………………………………………………………533

13.2 Strategies for inclusion in secondary schools…………………………………………………………..540

13.3 Ten strategies for teaching for diversity…………………………………………………………………..544

13.4 Inclusion across the secondary curriculum………………………………………………………………554

13.5 Collaborative teaching and teaming in secondary schools……………………………………….556

13.6 Making secondary education meaningful………………………………………………………………..560

13.7 Transition planning………………………………………………………………………………………………….561

13.8 Work experience and transition from school…………………………………………………………..572

Appendix 1: Common abbreviations and shortened forms…………..585

Appendix 2: Fact sheets……………………………………………………………….587

Index……………………………………………………………………………………………588

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