Shared pedagogical understandings: schoolwide inclusion practices supporting learner needs
Article
Article Title | Shared pedagogical understandings: schoolwide inclusion practices supporting learner needs |
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ERA Journal ID | 19950 |
Article Category | Article |
Authors | Abawi, Lindy (Author) and Oliver, Mark (Author) |
Editors | O'Neill, Shirley and Abawi, Lindy |
Journal Title | Improving Schools |
Journal Citation | 16 (2), pp. 159-174 |
Number of Pages | 16 |
Year | 2013 |
Place of Publication | London, United Kingdom |
ISSN | 1365-4802 |
1475-7583 | |
Digital Object Identifier (DOI) | https://doi.org/10.1177/1365480213493711 |
Web Address (URL) | http://journals.sagepub.com/doi/10.1177/1365480213493711 |
Abstract | Educational perspectives that recommend inclusion of children with special needs into mainstream classrooms remain a controversial topic. The Melbourne Declaration declares that all young Australians should be supported to become successful learners; confident and creative individuals; and active and informed citizens. So the question remains how is this to be achieved in ways that support all learners to reach their full potential regardless of their individual talents or learning challenges. Funding to support students with special needs is not staying in touch with the increasing numbers of students with special needs, many of whom are entering into mainstream schools and classrooms, thus schools must find effective ways of meeting a wide diversity of need. Creative and blended modes of support and inclusion must be trialled, critiqued and adjusted to meet the needs of each specific context. Practices that may be successful in one context with one cohort of students will not necessarily work within a different context and/or with a different group of students. Nonetheless, research shows that underpinning principles of practice and support structures that provide for all students within a school can and are being established successfully. Much can be learnt from successful practices such as those explored within this school case study. Underpinning the success of this school's approach to inclusion is the school's culture of support and relationships building. This strongly |
Keywords | differentiation; diversity; inclusion; school culture; special needs |
ANZSRC Field of Research 2020 | 520102. Educational psychology |
390409. Learning sciences | |
390411. Special education and disability | |
Public Notes | Files associated with this item cannot be displayed due to copyright restrictions. |
Byline Affiliations | Faculty of Education |
Institution of Origin | University of Southern Queensland |
https://research.usq.edu.au/item/q1z68/shared-pedagogical-understandings-schoolwide-inclusion-practices-supporting-learner-needs
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