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