Transcript On the Same Page - Education Queensland

On the Same Page
Why Plan?
What every…..needs to
know about the
influences on planning
for Students with
Disabilities
Module Overview
• Relevant legislation and education policy
relating to students with disabilities
• Contemporary context for curriculum
planning, learning, teaching and school
improvement
How has support evolved?
Ignoring
Medical
Responsibility
1860 (Qld)
Non-educable
Education
Act
Segregating
Integrating
Inclusion
Institutions
Support to fit into
Mainstream
Schools
Part of broader
school
community
Development of
Special Schools
(late 1900s)
Categorisation
Remediation
1981
International
Year of
Disabled
Persons
Categorisation
linking support
to individual
students
Segregated
educational
settings
1992
DDA
2005
Education
Standards
Focus on abilities
rather than
disabilities
Accommodations
to environment
(barriers to
participation)
Professional
learning
26 May 2008, Margaret Lynch, Govt of SA, Dept of Education and Student Services
UN Convention
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.
www.un.org/esa/socdev/enable/rights/convtexte.htm
Inclusion
• Presence
• Participation
• Achievement
Inclusion at all levels
Systemic level
School level
Classroom level
Systemic influences on inclusive planning
• Legislation
• Policy
• Vision, Purpose and Strategy
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
Commonwealth Legislation
• Disability Services Act 1986
• Disability Discrimination Act 1992
• Disability Standards for Education 2005
Disability Standards for Education 2005
The Five Areas of the Standards
• Enrolment
• Participation
• Curriculum development, accreditation
and delivery
• Student support services
• Harassment and victimisation
What are the rights of learners?
Acknowledgement: On the same basis: Implementing the Disability Discrimination Act Standards for Education, Dept of Education &
Children’s Services, South Australia 2007
The Standards in Schools
• 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
www.ddaedustandards.info/audio/CS_David.mp3
State Legislation
• Education (General Provisions) Act 2006
• Anti-Discrimination Act 1991
• Disability Services Act 2006
“Vision and Strategic” Documents
Support positive
outcomes for all
students including
students with
disabilities
P-12 Curriculum Framework
• Every student achieving their potential
• Equitable outcomes for all students
• Excellence in teaching
• Excellence in learning
Curriculum Guidelines
• Curriculum Guidelines Students with Disabilities
• Curriculum Guidelines for Students with nonEnglish 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
Inclusion at all levels
Systemic level
School 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
http://mediasite.eq.edu.au/EQ/Viewer/?peid=a5a2a9e2-dd7a-4e68-ac88-71716fa0762b
School Improvement and
Accountability Framework
Provides an integrated
framework for EQ schools
to assist with planning and
reporting, and supporting
the department’s mission
and values
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
http://education.qld.gov.au/studentservices/learning/docs/inclusedstatement2005.pdf
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
Systemic level
School level
Classroom level
Indicators of Inclusive Education
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
Professional Standards for Teachers
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.
http://education.qld.gov.au/staff/development/pdfs/profstandards.pdf
Research – Curriculum Planning
• 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 – Teachers and Collaboration
• 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)
“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
School conversation starter
Are you on board?
Are you on board?
Exhaust –
What is being
left behind?
The Baggage
– What we
are taking
along?
The
Passengers Who are we
taking?
The Fuel –
what is our
motivation?
Destination
- Where are
we going?
Why Plan ?
Reflection and discussion