Description
For special education courses in schools of early childhood, primary and secondary education.
Educating Children for Inclusion and Diversity is a considerable revision of 2e of Educating Children with Diverse Abilities and continues to build on the concept of inclusive curriculum and the diversity of learning needs. This edition has been revised to give students a broad understanding of the principles of inclusive education, and the ways in which teachers can accommodate the differing learning needs of their students.
The text has now been split into four sections, each dedicated to specific areas of interest.
Section 1: Inclusive Societies deals with the context in which teaching and learning occurs and examines the many factors that affect what, how, and where we learn.
Section 2: Inclusive Schools looks at how inclusive schools bring together the human, physical, technological and education resources that provide opportunities that enable all students to achieve positive learning outcomes commensurate with their capabilities.
Section 3: Inclusive Practices examines literacy and numeracy across preschool, primary, the middle years and secondary.
Section 4: Inclusive Outcomes focuses on how an individual fits into the society in which they live.
New case studies have been added throughout to give students real-life scenarios to consider and analyse. These show that teaching does not come from reading alone and the practical activities allow them to gain insight and knowledge into the diversity of children's learning needs.
New To This Edition
* This edition is about empowering readers as inclusive educators. Each of the authors has included numerous practical suggestions that readers can use directly or adapt to their own teaching setting.
* Section 2 focuses on broad issues including ways in which education systems support inclusive practices in school. Numerous URLs take readers to key topics and system resources that they can apply in their own classroom or teaching-learning settings.
* Behaviour support and management has been expanded with specific information on bullying, ASD and ADHD.
* Section 3 includes a reconfigured chapter dealing with literacies and numeracy that highlights some of the similarities and differences related to the teaching of these basic skills.
* There are new chapters that focus specifically on the early and middle years of school and the particular characteristics of inclusive schooling at those levels, as well as a similar chapter that tackles the more difficult issue of inclusion in secondary schools.
* In Section 4 there are two new chapters that deal specifically with social and interpersonal development and ways in which the resources of the home, school and community can be harnessed to support inclusive policies and practices.
* An E-book on an accompanying CD provides basic information and resources on issues such as giftedness and talent, sensory and physical impairments, and intellectual disability. This information can be of great value to students looking for background material for assignments.
* Using this chapter in schools provides practical ideas that readers can use in their own classrooms.
* Website containing multiple choice, true/false, short answer and essay questions and Student Study Guide.
Features and Benefits
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* Practical activities at the end of each chapter are grouped according to two foci:
-Uni work-activities that can be undertaken on campus, via the www, or in a library.
-School work-activities that students or a newly qualified teacher can undertake during their practicum placement or in their first year of teaching.
* Each chapter starts with What you will learn in this chapter, providing an advance organiser that guides students through the areas that will be covered in the chapter.
* Suggested readings at the end of each chapter allow students to continue their learning by assisting them with areas for further research and study.
* A new section in each chapter called Using this chapter in schools focuses attention on how the ideas presented in the chapter can be applied to the reader's own teaching practice.
Table of Contents
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Section I: Inclusive Societies
1.Contemporary cultures and education
2.Legislation, policies and principles
3.Diversity and educational environments
Section 2: Inclusive Schools
4.Education systems and services
5.Behaviour support and management
6.Information and technologies
Section 3: Inclusive Practices
7.Curriculum, adjustments, and adaptations
8.Literacies and numeracy
9.Early and middle years of schooling
10.Secondary school and transitions
Section 4: Inclusive Outcomes
11.Social and interpersonal development
12.Home, school, and community relationships
About the Authors
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Adrian Ashman
Adrian Ashman is Professor of Education at the University of Queensland. He has a 30-year history of research and publication in the fields of education and psychology with a particular interest in students' learning problems and inclusive education policy and practices. He is a Fellow of the American Psychological Association and of the International Association for the Scientific Study of Intellectual Disability.
Doug Bridge
Dr Doug Bridge has worked in the field of education for over 30 years, initially as a classroom teacher, then in the area of special education. Doug was principal of several special schools in Tasmania before moving into administrative roles with the Tasmanian Department of Education. Doug has a PhD through Curtin University of Technology that explores the inclusive schooling as practised in a range of settings and countries. Doug has been involved in research related to literacy teaching and learning and into homophobia in schools. Recently Doug has completed a period of work at the University of Tasmania in the Institute for Inclusive Learning Communities.
Suzanne Carrington
Suzanne Carrington is Professor and Head of School of Learning and Professional Studies, Faculty of Education, Queensland University of Technology. She has 10 years' experience in early childhood, primary, special and secondary schools and she was the Foundation Director and Manager of the Staff College, Inclusive Education in Education Queensland (2002-04). In this position, she directed professional development of Education Queensland teachers to progress a more inclusive approach to curriculum and pedagogy. She has conducted research and published in international journals in the areas of inclusive culture, policy and practice, learning support, autistic spectrum disorder, teaching/professional development and service learning.
Rod Chadbourne
For much of the 1960s, Rod Chadbourne taught in secondary schools in Western Australia, New Zealand, Canada and England. While in London he completed an MA in comparative education. He began tertiary teaching at Adelaide Teachers College in 1971 and moved to Edith Cowan University in 1973. From 1975 to 1980 he studied on a part-time basis for his doctorate in sociology at Murdoch University. For the past six years at ECU he has been teaching, researching and publishing in the field of middle schooling. Rod is Associate Professor in the Faculty of Education and the Arts.
Bob Conway
Professor Robert Conway is the Dean of Education at Flinders University in Adelaide. He has a background as both a regular education and a special education teacher and has worked extensively with schools and educational jurisdictions both across Australia and internationally. He has a particular teaching and research interest in students with emotional and behaviour problems and the ways in which systems respond to the management needs of these students. He has also conducted a number of reviews of behaviour and special education services both nationally and internationally.
Ruth Croser
Ruth Croser has qualification in professional education from the Universities of Tasmania, Newcastle and South Australia and also from Flinders University. She was employed in the South Australian education system as a computer access specialist following a career as an occupational therapist. Since 2003 she has been employed in the State Support Service and Inclusive Learning Support Service and in the Tasmanian Department of Education. Ruth has a particular interest in the application of electronic aids in daily living.
Susan Danby
Susan Danby is Professor of Education and senior researcher in the Early Years program at Queensland University of Technology. She publishes in the area of adult-child interaction and children's peer interactions. Her current Australian Research Council research investigates talk and interaction on help-lines and twin children's social worlds in the early years.
John Elkins
John Elkins is Emeritus Professor of Education at The University of Queensland and has been Professor of Literacy Education at Griffith University since 2003. He chairs the Queensland Minister's Advisory Committee on Students with Disabilities. His interests include policy and practice in inclusive education.
Robyn Gillies
Robyn Gillies PhD is a Professor of Education at the University of Queensland. She has worked extensively in primary, middle and high schools to help teachers embed cooperative learning pedagogical practices into their classroom curricula, and more recently has researched teacher and student discourses in the cooperative classroom. In 2007 she published, Cooperative Learning: Integrating Theory and Practice, a textbook designed to present evidence-based practices that teachers can use in classrooms to promote socialisation and learning.
Ian Hay
Ian Hay is Professor of Special Education and the Head of the School of Education at the University of New England, New South Wales. He has authored some 200 publications for international and national peer reviewed journals, chapters in books, and conference proceedings. His main research interests relate to students with special education needs, students' literacy development, and the interactions between students' psycho-social development and their academic achievement. Professor Ian Hay has had academic appointments at the University of Queensland and Griffith University. He is a Fellow of the International Academy of Research into Learning Disabilities, and is both a registered teacher and Member of the Australian Psychological Society.
Heather Jenkins
Heather Jenkins is Associate Professor of Special Education at Curtin University of Technology, and has been lecturing and researching in inclusive and special education since 1995. She was the president of the WA Chapter of the Australian Association of Special Education from 2002 to 2004, and is the academic representative on the WA Department of Education and Training's Building Inclusive Schools steering committee. Her current Australian Research Council grants are investigating the early detection of children at-risk of developing learning and attentional problems, and the impact of the new nonstimulant medication on the development of children with Attention Deficit Hyperactivity Disorder.
Peter Merrotsy
Peter Merrotsy is a Lecturer in Gifted and Talented Education at the University of New England. Previously, he enjoyed 18 years' experience as a teacher and head teacher of mathematics in rural New South Wales, during which time he completed his doctorate on curriculum for gifted students. His current research is focused on gifted children and youth from backgrounds of disadvantage such as rural and isolated contexts, low socio-economic status, and cultural minority status. He is involved in professional training and development of teachers and in community-based workshops all over Australia. He is the editor of the journal TalentEd, and co-editor of the journal Gifted and Talented International.
Karen Moni
Dr Karen Moni is a senior lecturer in English and literacy education at The University of Queensland. She is the Executive Director of Latch-On (Literacy and Technology-Hands On), a post-school literacy program for young adults with intellectual disabilities. Her research interests include, teaching and learning in higher education, literacy and young adults with intellectual disabilities and teacher education. Karen is also the Editor of the peer-reviewed journal English in Australia and past President of the English Teachers' Association of Queensland.
John Munro
John Munro is Associate Professor in the Faculty of Education at the University of Melbourne. John has been involved in special needs education almost since he began his career as a teacher. He has experience in the state education authority in Victoria and has particular interest in the development of inclusive schools, inclusive practices and professional learning.
Paul Pagliano
Paul Pagliano is Associate Professor of Education at James Cook University. He has more than 34 years' experience working in inclusive education in Australia, North America, Europe and Asia. His PhD focused on parents living with a child with a disability and his particular research interest is in the role of sensory stimulation in education and therapy. Paul is on the editorial boards of the Australasian Journal of Special Education, Australian Education Researcher, Journal of Intellectual and Developmental Disability, the British Journal of Visual Impairment and the Journal of the South Pacific Educators in Vision Impairment.
Donna Pendergast
Donna Pendergast is Associate Professor of Education at The University of Queensland. She has expertise in teaching and education for the middle years, providing ministerial advice and conducting research and professional development in the field. In addition, she has an international profile in Family and Consumer Studies. She has researched and published widely, including her recent books Teaching Middle Years: Rethinking Curriculum, Pedagogy and Assessment that was selected as a Choice Outstanding Academic Title, and The Millennial Adolescent that focuses on teaching Generation Y students.
Christina van Kraayenoord
Christina van Kraayenoord is an Associate Professor of Education at the University of Queensland. She teaches courses in literacy, and diversity and education. Her research and publications are in the areas of literacy related to reading, writing, metacognition and motivation, learning difficulties, and inclusive education, especially Universal Design for Learning and differentiated instruction. She is a Fellow of the International Academy for Research in Learning Disabilities and is the Editor of the International Journal of Disability, Development and Education.
