On the Same Page Why Plan? What every…..needs to know about the influences on planning for Students with Disabilities

Relevant legislation and education policy relating to students with disabilities Contemporary context for curriculum planning, learning, teaching and school improvement Module Overview

Medical Responsibility Non-educable Institutions Development of Special Schools (late 1900s) Categorisation Remediation Support to fit into Mainstream Schools Categorisation linking support to individual students Segregated educational settings IgnoringSegregatingIntegratingInclusion Part of broader school community Focus on abilities rather than disabilities Accommodations to environment (barriers to participation) Professional learning How has support evolved? 26 May 2008, Margaret Lynch, Govt of SA, Dept of Education and Student Services 1860 (Qld) Education Act 1981 Inter- national Year of Disabled Persons 1992 DDA 2005 Education Standards

Article 24, Education, UN Convention on the Rights of Persons with Disabilities States Parties shall ensure that: Persons with disabilities are not excluded from education on the basis of disability Reasonable accommodation of individuals requirements is provided Persons with disabilities receive support required within the general education system Effective individualised support measures are provided that maximise academic and social development, consistent with the goal of full inclusion. UN Convention

Presence Participation Achievement Inclusion

School level Systemic level Inclusion at all levels Classroom level

Legislation Policy Vision, Purpose and Strategy Systemic influences on inclusive planning

Why legislation /policy? For consistency of message To ensure equity and promote excellence for all students To create a common goal of celebrating diversity and encouraging inclusiveness so that all students can participate and succeed To cultivate and shape communities for inclusive education in schools and districts

Disability Services Act 1986 Disability Discrimination Act 1992 Disability Standards for Education 2005 Commonwealth Legislation

The Five Areas of the Standards Enrolment Participation Curriculum development, accreditation and delivery Student support services Harassment and victimisation Disability Standards for Education 2005

Acknowledgement: On the same basis: Implementing the Disability Discrimination Act Standards for Education, Dept of Education & Children’s Services, South Australia 2007 What are the rights of learners?

Schools must think about the needs of students with disabilities when they are deciding what will be taught and how they will teach it Schools need to think about adjustments that are needed to help students with disabilities to achieve the mandated curriculum The Standards in Schools

State Legislation Education (General Provisions) Act 2006 Anti-Discrimination Act 1991 Disability Services Act 2006

Support positive outcomes for all students including students with disabilities “Vision and Strategic” Documents

P-12 Curriculum Framework Every student achieving their potential Equitable outcomes for all students Excellence in teaching Excellence in learning

Curriculum Guidelines Students with Disabilities Curriculum Guidelines for Students with non- English Backgrounds Guideline for using student achievement data to inform curriculum planning and teaching Guidelines for School Curriculum Planning Guidelines for Pedagogy Guidelines for assessing student achievement Guidelines for reporting student achievement Curriculum Guidelines

Inclusion at all levels School level Systemic level Classroom level

Whole school curriculum planning establish goals and align the processes at whole-of-school/cluster level develop the learning sequence across multiple year levels plan for individual learners and groups of learners responsive to the local school context

Ingham SHS

Provides an integrated framework for EQ schools to assist with planning and reporting, and supporting the department’s mission and values School Improvement and Accountability Framework

Destination 2010 Action Plan Outcome LE1: Improved learning outcomes for the diverse range of students in Education Queensland schools

Inclusive Education Statement 2005 “Inclusion is for everyone and is everyone’s business” Roger Slee, 2005

Education Policy & Procedures Register (EPPR)

Inclusive Education CRP-PR-009: Inclusive Education Identifies processes, responsibilities and procedures to enable Education Queensland staff in regions, districts and schools to operationalise the Inclusive Education Statement 2005

Inclusion at all levels School level Systemic level Classroom level

Teaching and Learning There is a ‘no blame’ culture that is underpinned by high expectations for all groups of students Curriculum, pedagogy and assessment are aligned and meet the needs of diverse student groups Indicators of Inclusive Education

Teaching and Learning Curriculum is intellectually challenging for all students and connected with student and community imperatives and experiences Curriculum programs are informed by student outcome data and by current research relevant to diverse student needs Indicators of Inclusive Education

Teaching and Learning Teachers build bridges from the knowledge and skills that students bring from their homes and communities to the knowledge and skills they need for success in schooling All students are provided with the explicit and scaffolded teaching they need for success in schooling and beyond Indicators of Inclusive Education

Teaching and Learning Students are recognised as partners in the teaching/learning process and opportunities are provided for student voice Evaluation of curriculum, pedagogy and assessment provides evidence that the interests, skills, knowledge and experiences of diverse groups are central features in the design of learning Indicators of Inclusive Education

Standard Five This standard covers the requirements for designing and implementing learning experiences that are inclusive, acknowledge and value difference, and enable students to demonstrate personal, group and community responsibility. Professional Standards for Teachers

5.1 Design and implement learning experiences that acknowledge, and cater for, individual learning differences. 5.2 Design and implement learning experiences that are inclusive and that recognise and celebrate difference. 5.3 Design and implement learning experiences in which students participate in decision making and active citizenship. Professional Standards for Teachers

Curricula and teaching strategies for studentswith disabilities should reflect what is happening for their same aged peers Choice of curriculum materials should be based on a student’s age, rather than ‘developmental levels’ Use teaching techniques and materials that are consistent with students’ ages (Hammill and Everington 2002) Research – Curriculum Planning

Collaborate with colleagues, parents and other students in assisting them to deliver a differentiated curriculum Plan thoroughly and extensively ‘Experiment’, test hunches and take a reflective and problem-solving approach to teaching Capitalise on the strengths and interests of each student View all of their students as having individual needs - not just those with a disability (Shaddock et.al 2007) Research – Teachers and Collaboration

“Lasting changes occur when stakeholders build collaborative cultures, rally behind a vision, and build reforms into the organisation of the school.” Kilgore, Griffin, Sindelar and Webb 2002 quoted in Cramer 2006

Are you on board? School conversation starter

Destination - Where are we going? The Passengers - Who are we taking? The Baggage – What we are taking along? The Fuel – what is our motivation? Exhaust – What is being left behind? Are you on board?

Why Plan ? Reflection and discussion