1,720,989 research outputs found
Inclusive Education Statement - policy analysis
No full textThis study analyses the Inclusive Education Statement – 2005, Education Queensland. (Appendix 1). The Statement was a product of the Queensland State Government response to Federal Legislation.\ud
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The Federal Disability Discrimination Act (DDA), 1992 and the subsequent Standards for Education 2005, sought to eliminate discrimination against people with disabilities. Under Section 22 of the Act, it became unlawful for an educational authority to discriminate against a person on the grounds of the person’s disability. \u
Inclusion Statement : a proposal for implementation
No full textThis paper proposes a plan to evaluate ways in which EQ Staff undertake their responsibility to implement the substantive policy, Inclusive Education Statement- 2005, Education Queensland. The Inclusive Education Statement, 2005 (Education Queensland), is a substantive policy that drove the development of the subsequent procedures, CRP-PR-009: Inclusive Education. These procedures state that “All Education Queensland (EQ) staff have responsibilities ........to implement the Inclusive Education Statement 2005”
The use of the Index for Inclusion in a regional educational learning community
No full textThis project utilised the materials of the Index for Inclusion (Booth & Ainscow, 2002) to enhance the development of a learning community of educators in Education Queensland in 2009. The values, dimensions and indicators of the Index for Inclusion, were incorporated into the professional development package, On the Same Page (Education Queensland, 2008), to enhance its wider purpose to improve inclusive education practices explicit within the P-12 Curriculum Framework (Education Queensland, 2008). The incorporation of the values, dimensions and indicators of the Index enabled deeper reflection by participants about their expectations of students and their resulting teaching practices. The subsequent development of action plans assisted participants to develop “a curriculum for all” (Education Queensland, 2008, p. 9). Deeper reflection, action planning and ‘distance travelled’ in understanding of inclusive education were apparent in the comments by participants and their evaluation of the professional development package
How can secondary schools enact assessment policy for students with disabilities?
No full textThis report investigates effective ways secondary schools can enact curriculum policy related to assessment for learning with students with disabilities. Assessment for learning (AfL) has gained recent importance through inclusion in assessment policy. AfL is the frequent assessments of student progress that identifies learning needs and informs future teaching and learning. The application of AfL principles provides opportunity for teachers to improve the achievement of students with disabilities. AfL is an element of the Queensland P-12 Curriculum Framework. School leaders can use this report’s suggestions to make sense of policy; develop common and shared beliefs and actions; organize professional learning opportunities; arrange collaborative curriculum planning to influence staff to effectively implement curriculum policy
Inclusive practice in kindergarten\ud
No full textProfessional Development module video interview\ud
What does the principle of inclusive practice look/sound/feel like in the early years setting? (7min09sec; 15 MB)\ud
What do you see as the role of the teacher and support personnel in terms of inclusive practice? Why is collaboration so important? (3min; 6 MB)\ud
What communication strategies would help support inclusive practices with parents? (4min; 9 MB
Powering a curriculum for all : a critical ethnographic study of inclusive education
No full textThis project makes a contribution to knowledge about the successful leadership practices that enhance education for young people with a disability in a Queensland Secondary School. The project used a critical ethnographic approach with a variety of data collection methods and analysis. For example, the use of work diaries, semi-structured interviews, document analysis and observation. These leadership practices were found to be relevant to the development of inclusive schools for all learners.The most powerful leadership practices found were those used by the leader to challenge, interupt and replace exsisting discourse and processes that led to exclusion of students with a disability
Where does it say I have to do that? How can secondary schools enact assessment policy for students with disabilities
Full text linkThis paper describes effective ways secondary school leaders can enact curriculum policy, particularly assessment practices, to support learning for students with disabilities in mainstream schools. Assessment for learning (AfL) as a pedagogic practice, has gained recent importance through inclusion in curriculum policy in Queensland, Australia. AfL is the frequent assessment of student progress that identifies learning needs and informs future teaching and learning. Assessment of student progress of the standards based curriculum has provided challenges for schools attempting to meet the needs of “all” learners. This paper highlights findings of a small case study to model successful leadership practices used in an inclusive secondary school to improve achievement of students with disabilities through assessment. Successful leadership practices that can be generalized to improve achievement of all learners include making sense of policy for staff; developing staff common and shared beliefs and actions; organizing professional learning opportunities and arranging collaborative curriculum planning and co-teaching
Education for all : providing curriculum for students with disabilities in a standards-based environment : implications for Queensland schools
No full textThis report investigates lessons learned by educators in the United States when providing a standards-based curriculum for all students including Students with Disabilities (SWD). Assumptions about implementation of these lessons are then made to the Queensland school system. Queensland mainstream schools currently provide a standards-based curriculum for over sixteen thousand-four hundred students with mild-moderate disabilities and appear to be challenged by this new educational reform and its implications to school and teacher practices, beliefs and attitudes. The analysis of US research, literature and educational policy for this report, has provided some implications for Queensland schools in the areas of student participation, achievement and curriculum planning to provide an “education for all”. The analysis and comparison of legislation and policy, which demonstrates some significant similarities, provides greater validity for the application of lessons learned in the United States to the Queensland context. The key findings about lessons learned provides Queensland schools with some assumptions as to why and how they need to refocus school leader and teachers’ practices, beliefs and attitudes to provide an “education for all”. These lessons infer that school leaders and teachers to explicitly focus on equity, expectation, accountability, performance, alignment and collaboration so that effective curriculum is provided for SWD, indeed all students, in the Queensland standards-based curriculum environment
Joining the dots: Piloting the work diary as a data collection tool
No full textThis paper describes and analyses the pilot of one data collection tool, the work diary, for an educational research project. Before inclusion in the wider research project, the researcher developed, piloted and qualitatively assessed the feasibility of the data collection tool. As the wider research project will be conducted in and investigate inclusive education practices, the processes and design surrounding the development and pilot of the work diary were aligned to the principles of inclusivity. This paper provides reflections and lessons learnt about the importance and relevance of the pilot as worthwhile research practice. It also provides specific discussion about focused preparation by the researcher to overcome some of the limitations associated with the use of the work diary and its implementation in educational research. Specifically, the pilot was undertaken to 1) determine what research partners thought and felt about the use of the work diary; 2) determine what improvements and or changes needed to be made to the work diary and related processes before implementation. Findings of the pilot confirmed wider research commentary about the benefits and limitations about the use of the dairy under the themes of 1) purpose, 2) format and ease of use and 3
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