Inclusive Education Dr Julie White. As a teacher…. What do you expect you might you have to deal with?

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<ul><li><p>Inclusive EducationDr Julie White</p></li><li><p>As a teacher.What do you expect you might you have to deal with?</p></li><li><p>OverviewDeficit, difference, diversityThe language of disabilityInclusive educational practicesAnd you?</p></li><li><p>Deficits</p><p>Is the cup HALF FULL or HALF EMPTY?</p></li><li><p>GLEE CLUB </p><p>Check out this for Glee Cast pictureWhat do you notice about the contents of this picture?</p></li><li><p>Deficits</p><p>VisibilitySupportEnabling practices</p></li><li><p>Visible</p></li><li><p>InvisibleDiabetesADHDEpilepsyChrons DiseaseCystic FibrosisDepression</p><p>Chronic fatigue syndromeCancerHaemophilia LupusEating disorderAsthma </p></li><li><p>World Health OrganizationDisabilities is an umbrella term, covering impairments, activity limitations, and participation restrictions. Thus disability is a complex phenomenon, reflecting an interaction between features of a persons body and features of the society in which he or she lives.</p></li><li><p>What difference does language make?</p><p>CrippleSpasticRetardedMongoloidLunatic</p><p>ApartheidNazisStereotypingLabellingRights</p></li><li><p>What inclusive practices might you use?Speak with parentsEncourage and welcomeBe sensitive in your planning so that you include rather than excludeDont think that the answer is just in resourcesEvery person is different whatever their disability or health issueRemember that standards (e.g. VELS) are made up by bureaucrats children learn at their own pace</p></li><li><p>What can this child do?</p></li><li><p>How can I help this child to belong?</p><p>Pictures of three children shown</p></li><li><p>How can I help this child to learn and to achieve their full potential?</p></li><li><p>Potential</p><p>How do I know what their potential is?</p><p>Do I have the right to decide?</p></li><li><p>Myth No. 1Probably the most widely-held myth about teaching students with a disability is the belief that a detailed knowledge of the childs disability is needed before a teaching programme can be commenced. Teachers often say But I know nothing about Down syndrome or I havent studied cerebral palsy-how could I teach that child?Foreman, P. (Ed) (2001) Integration and Inclusion in Action (2nd ed.) Southbank, Nelson, p. 25.</p></li><li><p>Education InstituteRoyal Childrens Hospital, MelbournePhone: 9322 5100Website:</p></li><li><p>Overrepresented groupsAlexander, R. (Ed.) (2010) Children, their World, their Education. Final Report and Recommendations of the Cambridge Primary Review. London, Routledge.</p><p>See chapter 8: Children, Diversity and Equity. </p></li><li><p>Over represented groupsBoys (1 in 40, girls 1 in 100)The poorParticular ethnic groups. e.g Black Carribean children attributed to low teacher expectationsAlexander (2010, p. 115)</p></li><li><p>In AustraliaIn Australia, we know that boys from particular postcodes (poor ones) are often diagnosed as having ADHD and subsequently medicated on the referral of the primary teacher.And we know that the poor suffer more health issues (e.g. Indigenous Australians)</p></li><li><p>See Alexander Ch 8How the education system exacerbates inequalitiesEthnicityDiversityDifference</p></li><li><p>PedagogyPedagogy is the heart of the enterprise. It gives life to educational aims and values, lifts the curriculum from the printed page, mediates learning and knowing, engages, inspires and empowers learners or sadly may fail to do so.Alexander (2010, p. 307)</p></li><li><p>PedagogyPedagogy determines how teachers think and act. Pedagogy affects students lives and expectations. Pedagogy is the framework for discussions about teaching and the process by which we do our jobs as teachers. Pedagogy is a body of knowledge that defines us as professionals.</p><p>Anderson, P. M. (2005) The Meaning of Pedagogy, in Kincheloe, J. L. Classroom Teaching: An Introduction, New York, Peter Lang, pp. 53-69.</p></li><li><p>PedagogyPedagogy demands and constructs complex social relationships. Through exchange, pedagogy becomes productive, constituting the forms of knowing, the conditions for knowing, and the subjectivities of knowers. Pedagogy points to the agency that joins teaching and learning.Britzman, D. (2003) Practice Makes Practice: A Critical Study of Learning to Teach, New York, State University of New York Press. P. 54.</p></li><li><p>Your pedagogyAs a teacher, what are your values and beliefs in relation to inclusion and disability?How will you enact your pedagogy?PromptsSocial justiceRights of individualsSchools should sort out the students from strong to weakThis is not my problem</p></li><li><p>My own research5 years 10 young people with chronic illness All over VictoriaVisits in their homes long conversationsGave them cameras and video camerasInterested in getting their perspectives on identity, connection and education</p></li><li><p>3 useful websites:</p><p></p><p></p></li><li><p>AdviceRead a lotBe critical of everythingAsk lots of questionsLook for complexity not reductionism. Education is a complicated business.Think a lotWork out who you are and what you stand for (as a teacher) this year while youre an education student</p><p>*****</p></li></ul>