World Bank Teacher Training for Inclusive Education Database
SECTION I: Training Manuals, Modules, Packages, Programs, etc. (Last updated on 1/2/2006)
Entry ID: AP**-2 / PermissionCOUNTRY: Australia / YEAR: / LANGUAGE: English
TITLE:
Education Queensland: Staff College Inclusion Website /
AUTHOR/DEVELOPER: Education Queensland
CONTACTS/AVAILABILITY:
· Staff College Inclusion website: http://www.learningplace.com.au/default_suborg.asp?orgid=19&suborgid=19
· Staff College, Inclusive Education
Floor 13, Workforce Learning, PO Box 33, Brisbane Albert Street QLD 4002
Contact: Clare Grant -
Tel: 3237 0982 Fax: 3239 6536
[Introduction]
Aims of College
The Staff College is a concept that enables teachers and other professionals in Education Queensland to build their capacity through a networked learning approach to attain optimal learning outcomes for all students.
The Staff College undertakes four key roles:
· We cultivate an environment for growth and sustainability of localised learning communities.
· We strengthen local capacity to action innovative learning solutions to overcome barriers.
· We connect individuals and professional learning communities to optimise ongoing learning and collaboration.
· We shape learning to align local strategies and actions with system priorities.
The Staff College, Inclusive Education aims to:
· Identify staff learning needs relating to inclusive education;
· Identify and share stories of good practice in inclusive education;
· Strengthen established networks for inclusive education;
· Cultivate, strengthen, connect and shape communities of learning for inclusive education in schools and districts with a focus on
i) sustained and networked learning and
ii) quality learning focussed on specific needs.
[Selected Materials from the Website]
(1) Index for Inclusion – A tool for Community Building
http://www.learningplace.com.au/deliver/content.asp?pid=15924
BUILDING COMMUNITY
· Knowing and showing yourself
· Knowing others
· Helping one another
DEVELOPMENT OF AN INCLUSIVE SCHOOL
· The Vision – where we want to be
o What kind of society do we want?
o What kind of school do we want?
· The Reality – where we are
o What is the current school culture?
o Who/what has shaped it?
o What are the subcultures?
· Critical Reflection – what it’s like where we are
o Does the culture absorb or reflect change?
o Is the culture healthy?
o Is one of the subcultures the dominant culture?
o How wide is the centre of influence?
o Is this influence helpful or hindering?
· Gap Analysis – how do we get to where we want to be
o What action do we need to take to take our vision to a reality?
o What is each person’s responsibility?
o What is the role of the leaders?
(2) DSSU: Inclusive Culture, Policy and Practice
(Presentation by D. Carrington & Robinson)
http://www.learningplace.com.au/uploads/documents/store/doc_19_1639_disabilityservicessupportunit.ppt
Except from the Presentation
· Understanding the difference between integration and inclusion
o “Inclusive education is everybody’s business”
· Inclusion…
o Education needs to be non-discriminatory in terms of ability, culture, gender, and family background.
o Students have equal rights to be present and access, participate, and achieve success in age appropriate classrooms.
o There is an emphasis on diversity rather than assimilation
o Not simply about placement of students…but it is about placemen of students
· Double-edged responsibilities
o How can teachers be supported in maximising student achievement and ensuring inclusivity while our system supports categories of disability, ascertainment, coding of units?
o How can a focus on inclusive culture, policy and practice work alongside a focus on standards testing based on identifying the winners and the losers in learning?
o How can teachers be helped to understand the features of particular impairments and avoid disabling individual students with that knowledge?
· We need to consider…
o School culture – The culture is made up of collective understandings that are related to particular roles
o School policy –
§ school plans and priorities
§ staff roles and expectations
§ approach to curriculum planning
§ behaviour management policy
o School practice –
§ service-delivery models for difference
§ curriculum planning
§ teaching practices
§ use of resources
§ hidden curriculum
§ behaviour management practices
§ use of inclusive language
(3) Partnership Activity Document
This form is used for examining the partnerships between students, teachers, and school communities in creating inclusive culture. Written by Sue Carrington.
http://www.learningplace.com.au/deliver/content.asp?pid=15853
· 4 Indicators for creating Inclusive Culture in school
o Students help each other
o Staff collaborate with each other
o Staff and students treat one another with respect
o There is a partnership between staff and parents/carers
· 4 Questions to think about for each indicator
o My personal response
o What can I do about this?
o Good ideas fro other people in the group
o Priorities what I will do first
(4) Planning Checklist
An example of a planning checklist used as a reminder/prompt for classroom planning.
http://www.learningplace.com.au/deliver/content.asp?pid=15861
· Teaching is planned with the learning of all students in mind.
· Lessons encourage the participation of all students.
· Students are actively involved in their own learning.
· Students learn collaboratively.
· Assessment contributes to the achievements of all students.
· Teacher Aides support the learning and participation of all students.
· Support services are distributed fairly and coordinated so that they support inclusion.
(5) Inclusion at Smithfield State High School
(Presentation by Tracey Griggs, Head of Student Support Services)
http://www.learningplace.com.au/uploads/documents/store/doc_19_1639_inclusionatsmithfieldshs.ppt
Excerpt from the Presentation
· Aims
o This presentation is about how a secondary school in FNQ, changed its junior curriculum to become more inclusive.
o I want to highlight the process of creating a more inclusive schooling.
o I want to emphasise how culture, policy and practice were used to facilitate change.
· Student Support Services created
o Student with disabilities
o Aboriginal and Torres Strait Islander students
o English as a second language
o Gifted and talented
· Take home message
o Ownership
o Timing for Change
o Leadership
o Support
TARGET: £ policy makers £ school administrators £ preschool teachers £ primary ed teachers £ secondary ed teachers £ higher ed teachers £ sped teachers £ pre-service teachers £ related service providers £ families £ students £ community members
TOPIC: £ introduction/philosophical understanding of inclusive education/getting started £ effective teaching/assessment strategies £ challenging behaviors £ team work, collaboration £ family/community involvement £ networking £ developing policy £ dealing with change £ HIV/AIDS £ advocacy/leadership skills £ others
PHASE: £ awareness raising/introduction/advocacy phase £ on-going support £ follow-up/monitoring £ others
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