Context For Inclusion: Supporting an Inclusive Learning Environment Supporting Students ASME Tasmania Conference Inclusive Music Education University of.

Context For Inclusion:

Supporting an Inclusive Learning

Environment

Supporting Students

ASME Tasmania Conference

Inclusive Music Education

University of Tasmania, Launceston

May 4 & 5

A brief historical perspective…. As late as the 1970’s, only children deemed ‘educable’ were

entitled to an educationA student considered uneducable was sent to an institution such as Willow Court, or stayed at homeSome children considered ‘trainable’ has access to day training centres

In 1986 Tasmanian Department of education took responsibility for the education of students with severe and profound disabilities

Context For Inclusion

A brief historical perspective….

In 1994: Policy on the Inclusion of Students with Disabilities in Regular Schools

Review of the Inclusion Policy: 2000

In 2004: Review of Services for Students with Special and/or Additional Educational Needs (Atelier)

Essential Learnings for All

Context For Inclusion

Inclusion of Students with Disabilities in Regular Schools

Policy Statement:

Placement of students with disabilities in regular schools is the preferred educational option in Tasmania. To the fullest extent possible, students with disabilities should be educated in the company of their age peers, while also being provided with curriculum and support that effectively meets their needs.

Context For Inclusion

Inclusion…more than placement

The Inclusion Policy and Essential Learnings for All note a universal shift from thinking of inclusion as simply a placement issue to one that challenges us to think about the way we support the learning of students with additional learning needs.

Context For Inclusion

Inclusion is about creating schools that

…welcome and value diversity

…provide supports for all students to learn together

…engage all students in learning that is appropriate to their skills and needs

…invite all students to be partners in their own learning

Inclusion

Who are the students we support?

Inclusion

Where to start?

The start point for supporting a student with a disability is the student

Get to know the student

Inclusion – Supporting Students

Getting to know students

The Benefits

Encourages positive relationships with studentsStudents and staff feel comfortable and safe

Students are motivated to work and have a go

It’s less stressful on all involved

Supports the development of positive strategies to support learning

Individual planning

Inclusion – Supporting Students

Inclusion – Supporting Students

What types of information would be useful in helping a teacher support a students with special

and/or additional needs?

Where might it be found?

Think – Pair - Share

Inclusion – Supporting Students

Getting to know students...

Observation The Student Peers

Support Teachers Work Samples

Performances Previous Teachers

Therapists Reports Teacher Aides

Guidance Officers Families Cluster

Speech and Language Pathologists

……………………..

What is Individual Planning?

A written plan that provides a focus point for the identified learning priorities of a student with diverse learning needs.

Individual Planning

Who might need individual planning?

• Students who are on the Register of Students with Severe Disabilities. These students require the most comprehensive individual

education plan (IEP), which describes supports and accommodations, plus curriculum modifications.   

• Students with an intellectual disability who are not on the Register and for whom it has been agreed that the assessment continuum will not be used in reporting. Rather, the IEP will provide a major basis for reporting about learning. This agreement will be the result of discussion between the principal, appropriate teaching staff and parents/carers.

Individual Planning

Individual planning may also be used for:

Students who do not meet the eligibility criteria for the Register of Students with Severe Disabilities but are identified at the cluster or school level as having personalised learning needs.   Students who have been identified as highly able / gifted and have associated particular learning needs. An individual planning model will provide a structure for enhancing full engagement with the curriculum and addressing specified high-level outcomes.

Individual Planning

Individual Planning

How can individual planning inform and support my teaching?

Individual planning identifies key outcomes, strengths and interests, supports and accommodations, strategies and resources to support learning

Individual planning provides a structure that can assist teachers and other learning team members collaborate to support learning

Two Tasks

1. Look at the IEP for Student 2 Identify information that would help you support him, and his learning needs in a music program

2. Reflect on the practices and strategies that you currently use, or could use, to contribute to individual planning arrangements for students with additional needs

Sharing

Individual Planning

Individual Planning

Supporting individual planning

Have a copy of the IEP

Identify goals within the IEP that can be addressed within the music program

Be aware of supports and accommodations for students which will assist their learning in music

Contribute information you have of a student to the IEP planning team through conversations, written notes, attendance at meetings, writing observations in the IEP

Getting Started

A guide for teachers of students with disabilities in regular schools

Getting Started is booklet that contains basic information about teaching students with disabilities. It has an accompanying DVD containing interviews with principals, students, teachers and parents in

which they reflect on and discuss their experiences of inclusion and demonstrations of practice that expand

on the ideas contained within the book.

Resources

Specific Focus: Inclusive Practicehttp://ltag.education.tas.gov.au/focus/inclusiveprac/default.htm

Essential Learnings for All

Inclusive Curriculum Project 2005

Inclusive Curriculum Project 2006

Getting Started: A guide for teachers of students with disabilities in regular schools

Guidelines for Individual Education Planning (IEP)

Key information about IEP's and students with disabilities

LTAG Resources for Inclusive Practice

3 things to think about

2 things to try

1 thing to ask about

Reflection

3 -2- 1

Inclusive Practice

Acceptance of natural diversity and talent

Belonging through genuine partnerships

Community that assumes collective

responsibility