Presentation on theme: "Context For Inclusion:"— Presentation transcript:
1Context For Inclusion: ASME Tasmania ConferenceInclusive Music EducationUniversity of Tasmania, LauncestonMay 4 & 5Context For Inclusion:Supporting an Inclusive Learning EnvironmentSupporting Students
2Context For Inclusion A brief historical perspective…. As late as the 1970’s, only children deemed ‘educable’ were entitled to an educationA student considered uneducable was sent to an institution such as Willow Court, or stayed at homeSome children considered ‘trainable’ has access to day training centresIn 1986 Tasmanian Department of education took responsibility for the education of students with severe and profound disabilities
3Essential Learnings for All Context For InclusionA brief historical perspective….In 1994: Policy on the Inclusion of Students with Disabilities in Regular SchoolsReview of the Inclusion Policy: 2000In 2004: Review of Services for Students with Special and/or Additional Educational Needs (Atelier)Essential Learnings for AllChapter 1 GS DVD
4Inclusion of Students with Disabilities in Regular Schools Context For InclusionInclusion of Students with Disabilities in Regular SchoolsPolicy Statement:Placement of students with disabilities in regular schools is the preferred educational option in Tasmania. To the fullest extent possible, students with disabilities should be educated in the company of their age peers, while also being provided with curriculum and support that effectively meets their needs.
5Context For Inclusion Inclusion…more than placement The Inclusion Policy and Essential Learnings for All note a universal shift from thinking of inclusion as simply a placement issue to one that challenges us to think about the way we support the learning of students with additional learning needs.
6Inclusion Inclusion is about creating schools that …welcome and value diversity…provide supports for all students to learn together…engage all students in learning that is appropriate to their skills and needs…invite all students to be partners in their own learning
7Who are the students we support? InclusionWho are the students we support?Spend 5 minutes in table groups brainstorming the diversity of students you support in your classesChallenge think beyond obvious disability
8Inclusion – Supporting Students Where to start?The start point for supporting a student with a disability is the studentGet to know the studentDVDCh 3 Listening to studentsCh 4 Getting started,a teacher’s perspective
9Inclusion – Supporting Students Getting to know students The BenefitsEncourages positive relationships with studentsStudents and staff feel comfortable and safeStudents are motivated to work and have a goIt’s less stressful on all involvedSupports the development of positive strategies to support learningIndividual planning
10Inclusion – Supporting Students What types of information would be useful in helping a teacher support a students with special and/or additional needs?Where might it be found?Think – Pair - Share
11Inclusion – Supporting Students Getting to know students...Observation The Student PeersSupport Teachers Work SamplesPerformances Previous TeachersTherapists Reports Teacher AidesGuidance Officers Families ClusterSpeech and Language Pathologists……………………..
12What is Individual Planning? A written plan that provides a focus point for the identified learning priorities of a student with diverse learning needs.Note the possible diversity of individual planning models
13Who might need individual planning? Students who are on the Register of Students with Severe Disabilities.These students require the most comprehensive individual education plan (IEP), which describes supports and accommodations, plus curriculum modifications. Students with an intellectual disability who are not on the Register and for whom it has been agreed that the assessment continuum will not be used in reporting. Rather, the IEP will provide a major basis for reporting about learning. This agreement will be the result of discussion between the principal, appropriate teaching staff and parents/carers.
14Individual Planning Individual planning may also be used for: Students who do not meet the eligibility criteria for the Register of Students with Severe Disabilities but are identified at the cluster or school level as having personalised learning needs.Students who have been identified as highly able / gifted and have associated particular learning needs. An individual planning model will provide a structure for enhancing full engagement with the curriculum and addressing specified high-level outcomes.
15Individual Planning How can individual planning inform and support my teaching?Individual planning identifies key outcomes, strengths and interests, supports and accommodations, strategies and resources to support learningIndividual planning provides a structure that canassist teachers and other learning teammembers collaborate to support learningSome challenges inherent here for specialist teachersYou often are not included in the planning team that develops individual planning, there for don’t have an opportunity to contributeMore often than not, you don’t have access to the finished document, therefore you are not sufficiently informed
16Individual Planning Sharing Two Tasks Look at the IEP for Student Identify information that would help you support him, and his learning needs in a music programReflect on the practices and strategies that you currently use, or could use, to contribute to individual planning arrangements for students with additional needsSharingStudent 2 IEP
17Individual Planning Supporting individual planning Have a copy of the IEPIdentify goals within the IEP that can be addressed within the music programBe aware of supports and accommodations for students which will assist their learning in musicContribute information you have of a student to the IEP planning team through conversations, written notes, attendance at meetings, writing observations in the IEP
18A guide for teachers of students with disabilities in regular schools ResourcesGetting StartedA guide for teachers of students with disabilities in regular schoolsGetting Started is booklet that contains basic information about teaching students with disabilities. It has an accompanying DVD containing interviews with principals, students, teachers and parents in which they reflect on and discuss their experiences of inclusion and demonstrations of practice that expand on the ideas contained within the book.
19Specific Focus: Inclusive Practice LTAG Resources for Inclusive PracticeSpecific Focus: Inclusive PracticeEssential Learnings for All Inclusive Curriculum Project Inclusive Curriculum Project 2006Getting Started: A guide for teachers of students with disabilities in regular schoolsGuidelines for Individual Education Planning (IEP)Key information about IEP's and students with disabilities
20Reflection 3 -2- 1 3 things to think about 2 things to try 1 thing to ask aboutGroup Discussion
21Acceptance of natural diversity and talent Inclusive PracticeAcceptance of natural diversity and talentBelonging through genuine partnershipsCommunity that assumes collective responsibilityABC of inclusive educationI hope I’ve encouraged you to think about the nature of your role in encouraging really inclusive culture.