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Inclusive EducationDr Julie White
As a teacher….
What do you expect you
might you have to deal
with?
OverviewDeficit, difference, diversity
The language of disability
Inclusive educational practices
And you?
Deficits
Is the cup HALF FULL or HALF EMPTY?
GLEE CLUB http://www.examiner.com/tv-in-national/glee-stars-lea-michele-
jane-lynch-following-lady-gaga-with-comic-book-1
Check out this for Glee Cast picture
What do you notice about the contents of this picture?
Deficits
Visibility
Support
Enabling practices
Visible
Invisible Diabetes
ADHD
Epilepsy
Chron’s Disease
Cystic Fibrosis
Depression
Chronic fatigue syndrome
Cancer
Haemophilia
Lupus
Eating disorder
Asthma
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 person’s body and features of the society in which he or she lives.
http://www.who.int/topics/disabilities/en/
What difference does language make?
Cripple
Spastic
Retarded
Mongoloid
Lunatic
Apartheid
Nazis
Stereotyping
Labelling
Rights
What inclusive practices might you use?
Speak with parents
Encourage and welcome
Be sensitive in your planning so that you include rather than exclude
Don’t think that the answer is just in resources
Every person is different – whatever their disability or health issue
Remember that standards (e.g. VELS) are made up by bureaucrats –children learn at their own pace
What can this child do?
How can I help this child to belong?
Pictures of three children shown
How can I help this child to learn and to
achieve their full potential?
Potential
How do I know what their potential is?
Do I have the right to decide?
Myth No. 1Probably the most widely-held myth about teaching students with a disability is the belief that a detailed knowledge of the child’s disability is needed before a teaching programme can be commenced. Teachers often say ‘But I know nothing about Down syndrome’ or ‘I haven’t studied cerebral palsy-how could I teach that child?
Foreman, P. (Ed) (2001) Integration and Inclusion in Action (2nd ed.) Southbank, Nelson, p. 25.
Education InstituteRoyal Children’s Hospital, Melbourne
Phone: 9322 5100
Website:
http://www.rch.org.au/edinst/index.cfm?doc_id=10385
Overrepresented groupsAlexander, R. (Ed.) (2010) Children, their World, their Education. Final Report and Recommendations of the Cambridge Primary Review. London, Routledge.
See chapter 8: ‘Children, Diversity and Equity’.
Over represented groups1 Boys (1 in 40, girls 1 in 100)
2 The poor
3 Particular ethnic groups. e.g Black Carribean children – attributed to low teacher expectations
Alexander (2010, p. 115)
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)
See Alexander Ch 8How the education system exacerbates
inequalities
Ethnicity
Diversity
Difference
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)
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.
Anderson, P. M. (2005) ‘The Meaning of Pedagogy’, in Kincheloe, J. L. Classroom Teaching: An Introduction, New York, Peter Lang, pp. 53-69.
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.
Your pedagogyAs a teacher, what are your values and beliefs in relation to inclusion and disability?
How will you enact your pedagogy?
Prompts
Social justice
Rights of individuals
Schools should sort out the students from strong to weak
This is not my problem
My own research5 years
10 young people with chronic illness
All over Victoria
Visits in their homes – long conversations
Gave them cameras and video cameras
Interested in getting their perspectives on identity, connection and education
http://www.edfac.unimelb.edu.au/keepingconnected/
3 useful websites:http://www.chronicillness.org.au/invisible/
http://www.education.vic.gov.au/healthwellbeing/wellbeing/disability/default.htm
http://www.primaryreview.org.uk/
Advice Read a lot
Be critical of everything
Ask lots of questions
Look for complexity not reductionism.
Education is a complicated business.
Think a lot
Work out who you are and what you stand for (as a teacher) this year while you’re an education student