On the Same Page

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

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

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How has support evolved?
Ignoring
Segregating
Integrating
Inclusion
1860 (Qld) Education Act
1981 Inter- national Year of Disabled Persons
1992 DDA 2005 Education Standards
26 May 2008, Margaret Lynch, Govt of SA, Dept of
Education and Student Services
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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

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Inclusion

• Presence
• Participation
• Achievement

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Inclusion at all levels

• Systemic level

• School level

• Classroom level

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Systemic influences on inclusive planning

• Legislation
• Policy
• Vision, Purpose and Strategy

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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

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Commonwealth Legislation

• Disability Services Act 1986
• Disability Discrimination Act 1992
• Disability Standards for Education 2005

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Disability Standards for Education 2005

• The Five Areas of the Standards
• Enrolment
• Participation
• Curriculum development, accreditation and
  delivery
• Student support services
• Harassment and victimisation

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

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State Legislation

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

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Vision and Strategic Documents

• Support positive outcomes for all students
  including students with disabilities

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P-12 Curriculum Framework

• Every student achieving their potential
• Equitable outcomes for all students
• Excellence in teaching
• Excellence in learning

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Curriculum Guidelines

• 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

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Inclusion at all levels

• Systemic level

• School level

• Classroom level

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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

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Ingham SHS
http//mediasite.eq.edu.au/EQ/Viewer/?peida5a2a9e
2-dd7a-4e68-ac88-71716fa0762b
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School Improvement and Accountability Framework

• Provides an integrated framework for EQ
  schools to assist with planning and reporting,
  and supporting the departments mission and
  values

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Destination 2010 Action Plan

• Outcome LE1 Improved learning outcomes for the
  diverse range of students in Education Queensland
  schools

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Inclusive Education Statement 2005
Inclusion is for everyone and is everyones
business Roger Slee, 2005
http//education.qld.gov.au/studentservices/learni
ng/docs/inclusedstatement2005.pdf
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Education Policy Procedures Register (EPPR)
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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

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Inclusion at all levels

• Systemic level

• School level

• Classroom level

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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

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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

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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

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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

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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.

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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/developmen
  t/pdfs/profstandards.pdf

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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 students age, rather than developmental
  levels
• Use teaching techniques and materials that are
  consistent with students ages
• (Hammill and Everington 2002)

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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)

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• 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

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School conversation starter

• Are you on board?

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