inclusive education

inclusive education
Order Description
These readings are compulsory: and must be used !! it’s a high requirement..
Other readings which must be used is: inclusive

Essential Readings? Foreman, P, & Arthur-Kelly, M, (2014). Inclusion in action (4th edition). South Melbourne: Cengage Learning Australia Ebook: 0257442 Supplementary Readings? American Psychological Association, (2001). Publication Manual of the American Psychological Association. (6th ed.). Washington: Author. There is a link on the library page Ashman, A., & Elkins, J. (Eds.). (2012). Education for inclusion and diversity (4th ed.). Frenchs Forest, NSW: Pearson. Attwood, T. (1998). Asperger’s Syndrome: A guide for parents and professionals. London: Jessica Kingsley. Cologon, K. (Ed). (2014). Inclusive Education in the early Years. Right from the Start Australia: Oxford University Press Dickson, T. (2013) Teaching students with Learning difficulties Inclusive education:Australia Humphrey, M. (2008). Bounce Back!: Resiliency strategies through children’s literature. Westport, CT: Libraries Unlimited. Loreman, T., Deppeler, J., & Harvey, D. (2011). Inclusive education: Supporting diversity in the classroom (2nd ed.). Crows Nest, NSW: Allen & Unwin. Porter, L. (2002). Educating young children with additional needs. Crows Nest, NSW: Allen & Unwin Shaddock, A., Smyth-King, B., & Giorcelli, L. (2007). Project to improve the learning outcomes of students with disabilities in the early, middle and post compulsory years of schooling. Canberra: Department of Education, Employment and Workplace Relations. Westwood, P. (2011). Commonsense methods for children with special education needs (6th ed.). London: Routledge. Essential Readings? Topic 1 – What is disability? What is Inclusion? Foreman, P (2005) Language and disability. Journal of Intellectual and Developmental disability, 0, 57-59 Forlin, C. (Ed.) (2010). Teacher education for inclusion: Changing paradigms and innovative approaches. London: Routledge. New South Wales Department of Education and Communities (2012) Annual report reports/full-report.pdf United Nations Educational, Scientific and Cultural organisation (UNESCO) (1994) Salamanca Statement and Framework for Action on Special Educational Needs. Paris: United nations World Health Organization (2001) International classification of functioning, disability and health (ICF) Geneva:World Health Organization Habib, D., Jorgensen, C., Schuh, M., (2009). Including Samuel Educational Guide Institute on Disability, University of New Hampshire Loreman, T., Deppeler, J., & Harvey, D. (2011). Inclusive education: Supporting diversity in the classroom (2nd ed.). Crows Nest, NSW: Allen & Unwin. Salend, S. J. (2008). Determining appropriate testing accommodations: Complying with NCLB and IDEIA. Teaching Exceptional Children, 40(4), 14-22 Sandall, S. R., & Schwartz, I. S. (2008). Building Blocks for Teaching Preschoolers with Special Needs (2nd ed.). Baltimore: Paul H. Brookes Winter, S. (1999). The early childhood inclusion model: A program for all children. Olney, MD: Association for Childhood Education International. Topic 2-Legislation/Policy Australian Government (2013) Disability Standards- Disability Standards for Education. (2006). Commonwealth of Australia. Australia: Act No. 135 of 1992, Disability Discrimination Act 1992 [Australia], 5 November 1992, available at: [accessed 10 September 2014] Australian Institute for Teaching and School Leadership (2013) Standards Australian Human Rights Commission: Disability Rights- United Nations Convention on the Rights of People with Disabilities Topic 3-Practising Inclusion/collaboration Friend, M. P., & Bursuck, W. D. (2012). Including students with special needs: A practical guide for classroom teachers (6th ed.). Upper Saddle River, NJ: Pearson. Loreman, T. (2007). Seven pillars of support for inclusive education: moving from “why?” to “how?”. (Report). International Journal of Whole Schooling, 3(2), 22-38. Topic 4- Accommodations/Adaptions Mastropieri, M. A., & Scruggs, T. E. (2010). The inclusive classroom: Strategies for effective instruction (4th ed.). Upper Saddle River, NJ: Merrill. Topic 5 –UDL Edybum, D.L. (2010) Would you recognize Universal Design for Learning if you saw it? Ten propositions for new direction for the second decade of UDL Learning disability Quarterly 33 pps 33-41 Rose, D. (2001) Universal design for learning Journal of Special Education Technology 16 (4) Rose, D, H & Meyer, A, (2006) Practical Reader in Universal Design for Learning Harvard Educational press: USA Topic 6- Promoting positive interactions Alberto, P. A., & Troutman, A. C. (2009). Applied behaviour analysis for teachers (8th ed.). Upper Saddle River, NJ: Prentice Hall. Bennett, T. (2010). The behaviour guru: Behaviour management solutions for teachers. New York: Continuum. Lyons, G., Ford, M., & Arthur-Kelly, M. (2011). Classroom management: Creating positive learning environments (3rd ed.) South Melbourne, Vic: Cengage Learning. Porter, L. (2007). Behaviour in schools: Theory and practice for teachers. Berkshire, England: Open University Press. Rogers, B. (2007). Behaviour management: A whole-school approach (2nd ed.). London: Paul Chapman. Rogers, B. (2011). Classroom behaviour: A practical guide to effective teaching, behaviour management and colleague support. (3rd ed.). London: SAGE. Shindler, J. (2010). Transformative classroom management: Positive strategies to engage all students and promote a psychology of success. San Francisco: Jossey-Bass. Zirpoli, T. J. (2012). Behavior management: Positive applications for teachers (6th ed.). Upper Saddle River, NJ: Pearson Prentice Ha
ASSIGNMENT 2: CASE STUDY INCLUSION PLAN, IMPLEMENTATION AND EVALUATION FOR A CHILD (60%) This assignment requires you to consider, in detail, the learning needs of a child with additional needs you encounter at your primary school placement. You will develop and implement an inclusion plan to support that child’s inclusion and then write a report for the family.

There are 2 parts to the assignment. LENGTH: 2000 WORDS WHAT DO I NEED TO SUBMIT? Part A – The Inclusion Plan (the template is on vUWS) under..
An Inclusion plan developed using the Sandall, Schwartz and Joseph’s Building Blocks model (see the example)
• An appendix with your supporting documentation of analysed observations and conversations;• Signed informed consent from the child’s parents (the proforma can be found on vUWS);• A signed cover sheet (found in this Learning Guide) and• Marking standards for Assignment 2 (found in this Learning Guide).
SUBMISSION DETAILS PART A – INCLUSION PLAN Before implementing your Inclusion Plan you must have it approved during. Bring Part A of your assignment to the week 11 tutorial, including initial documentation and• Submit your Inclusion Plan and initial observations to Turnitin before your tutorial in week 11 so• the approval can be recorded online. During the tutorial we will conference your inclusion plan which uses the Sandall, Schwartz and Joseph’s Building Blocks model. Your inclusion plan will also be marked as either satisfactory or unsatisfactory. You can only implement a plan that your tutor has approved as satisfactory. If your tutor has stated the plan is not satisfactory you will be given an opportunity to re-work the plan to ensure it meets the standard and then represent it for approval the following week. The marking criteria for Part A can be If your inclusion plan is not?found in the first box in the marking criteria for this assignment. presented or ready to be assessed at the tutorial you will lose 5 marks from your final mark for this assignment.
ASSIGNMENT 2 DETAILS The purpose of this assignment is for you to gain experience planning an inclusive program for a child with additional needs, which might include an identified disability, developmental delay or chronic illness. Part A concentrates on the preparation i.e. the assessment and gathering of evidence that will inform the inclusion plan. Part B requires you to implement, document and evaluate the inclusion plan during your professional experience placement. Your report to the family will be a summation of the child’s learning. Throughout the process of the assignment you will demonstrate a respectful and appropriate communication style as would be expected in a professional context (Linked to LO 4, 5, 6, 7, 8, 9, 10). This assignment is to be implemented in the Early Childhood Professional Experience (PE) setting. If you are not enrolled in a Professional Experience unit you need to speak to the Unit Coordinator to discuss alternative arrangements. All students must have informed consent from relevant family members prior to commencing documentation for this assignment. The parent permission letter and consent can be found on vUWS. At the commencement of professional experience you will: In consultation with your Supervising Teacher, identify a child with additional needs;• Download the Inclusion Plan template and Family Consent Form from vUWS to complete.• Secure signed consent from the family to observe and plan for their child.• Develop a relationship with the family and invite them to share their knowledge and• understandings about their child’s competencies, challenges and interests as well as their priorities for their child. Discuss how you will communicate with the family during the semester; With the families permission review any documents related to the child’s program. This may• include assessment reports, funding submissions, programs from therapists or individual family service plans; Interview relevant staff about the child’s learning style, play, development, well-being and how• they support this child’s inclusion; Research, using credible academic literature, the child’s additional need and consider the• implications for learning and thus the inclusion plan; Analyse the learning environment, curriculum and resources and reflect on how this setting• supports inclusion and Document your observations of the child in different contexts and link your detailed and• thoughtful analysis to child development so you develop a deep understanding of the child’s learning, behaviour and interests as well as opportunities for learning in this setting. Each student at the professional experience setting is responsible for designing, implementing and evaluating an inclusion plan for a different child. However, it is expected that students would collaborate with each other and staff about making modifications and adaptations to the environment during the implementation phase.

The word count is an indication for each section and in most cases you would use less words (plus remember i have already started it and done words under in the template so some will be editing/grammar)
. What is important is that you describe the relevant information succinctly.

THE CHILD (150 WORDS) In the Inclusion Plan template present a brief introduction to the child, including the nature of their ‘additional need,’ their challenges, competencies, strengths and interests. This information will inform your plan and as such it should only include information relevant to the inclusion plan.

(In relation to this question please see the examples – you can pretend the child has a language delay or something see Mariams example , ferinas, morgans, mias example for this and come up with something remember Mahdi is in year 6 and is ten years old so needs to be related to mahdi himself i have started this so further elaborate)
Briefly identify any relevant information about the family context, including their linguistic and cultural characteristics. Be mindful of privacy and confidentiality. (I have started this just ensure it meets the requirements and add more references from the required and check wording/grammar)

Identify the family’s priorities for their child and select one. (Okay i have made this up but not sure if it’s a spefic measurable outcome)

Provide a rationale which explains the relevancy of this priority in terms of family-centred practice, inclusion, the child’s current development, future plans and links to EYLF (DEEWR, 2009). This is an important section and should be referenced. (I have started this under but then again this needs to flow better and use the required references on the topic)

TEAM AROUND THE CHILD (100 WORDS) Identify the “team around the child” i.e. the educators and other professionals who support the child, briefly describe their roles and explain how you will collaborate and communicate with the team. (I have started this but add more people in the team i.e a speech pathologist.

TEACHING PLAN Once you have assessed the learning environment, the child’s learning in this context, and identified the modifications and adaptations that need to be made to support the child’s inclusion you will identify just one of the family’s priorities for their child on which to base the plan. You may need to task analyse this priority and identify the first steps of the learning continuum or initial skills to focus on during the implementation phase. Remember you are not planning for one activity; you are planning how you will include this child and how you will support their learning through a range of experiences. The Inclusion Plan requires you to: 1. Determine what are the characteristics of a high quality EC setting that are critical for the successful inclusion of your focus child (this is Sandall et al.’s first building block of “high quality early childhood program”) (200 words)

(remember you need to do this one mahdi is in a school setting i haven’t started this one but you need to do it see morgan, Pricilla and come up with something)

2. Establish and justify any modifications and adaptations which you will need to make (or have been made) to the daily environment, activities and routines to support the child’s inclusion and learning. These should be specific and be able to be implemented in the everyday environment. See Universal Design for Learning (UDL). (400 words);

3. Write a clear learning outcome based on one of the family’s priority for their child (10 words);

4. Identify learning opportunities (learning potentials) for the child which would allow you to embed learning within existing experiences and routines. You should identify 4 – 5 everyday experiences that you can utilise (400 words)
5. Very briefly identify any resources and staff available to support the implementation of the inclusion plan (50 words); The Inclusion Plan will have o an observable outcome which is specific, measurable, achievable, realistic, timely; o a clear explanation of the critical qualities of the early childhood environment and adaptations and modifications necessary to support the child’s inclusion; o a detailed description of the embedded learning opportunities and child explicit instructions that will be used; o identification of who will be involved in the plan, resources required, when and how long the plan will be continued; and o a clear method for how the plan will be monitored and evaluated. See Sandall, Schwartz and Joseph’s Building Blocks model for more detail.
Develop specific child-focused instructional strategies (scaffolding or intentional teaching) you will use to support the child to achieve the identified outcome (this is what you will specifically say and do when you are teaching the child) (400 words) and 7. Identify how you will monitor the child’s learning and evaluate the effectiveness of your teaching. You must do this prior to implementing the plan, that is identify how will you monitor the child’s progress towards achieving the planned outcome. You will later use this method during the implementation phase. Remember, your inclusion plan should: Be concise and specific;? presented in no less than 11 font and 1 ½ line spacing;? Use respectful and appropriate language;? Refer to credible literature;? Only include information relevant to the development and implementation of the plan;? Link research, information gathered and ‘assessment for learning’ to your intentions and? Be clear so that it could be implemented by another teacher.?
Useful resources for this assignment are: Cook, R. E., Klein, M. D.,• & Chen, D. (2014). Adapting early childhood curricula for children with special needs (8th ed.). Upper Saddle River, N.J.: Upper Saddle River, N.J.: Pearson. Grisham-Brown, J., Hemmeter, M.L
.• & Pretti-Frontczak, K. (2005). Blended practices for teaching young children in inclusive settings. Baltimore, MD: Paul H. Brookes. Sandall, S.R.• & Schwartz, I.S. (2008). Building blocks for teaching preschoolers with special needs. (2nd ed.). Baltimore, MD: Paul H. Brookes. Your child development text and texts from other units.• ASSESSMENT CRITERIA THE INCLUSION PLAN

A logical and well formulated Inclusion Plan, relevant to family’s priorities and child’s needs,• clearly details how and why the outcome will be addressed. Analysis of Sandall, Schwartz and Joseph (2001) “Building Blocks” and other relevant research• informs the creation of the Inclusion Plan. IMPLEMENTATION AND EVALUATION Inclusion plan is implemented and effectiveness is evaluated to inform future experiences.• Family Report clearly evaluates and explains the child’s learning and inclusion in a way that is• accessible to the family. Recommendations are linked to evaluation of child’s learning and suitable for the family.• Draws on a range of current, reputable and relevant literature to analyse learning and teaching,• which informs the report and recommendations ALL Presents work professionally, using appropriate terminology with clear academic writing within• the word limit. Uses APA referencing style correctly, including competently integrating evidence.• EXAMPLES OF ASSIGNMENT 2 Past exemplars/excerpts of assignments can be found in the assessment folder on the Unit’s vUWS site.