Inclusive Education & Sustainable Learning. Lorraine Graham

Transcription

1 Inclusive Education & Sustainable Learning Lorraine Graham

2 Who are we? What do we bring to this learning journey? Lorraine Anne Jeanette

3 tist.gov.au/wpcontent/uploads/transf orming-learning-ewgreport-final.pdf

4 What we will cover The Road to Inclusive Education Inclusive education and sustainable learning Removing barriers to learning and well-being ATRiUM and the Responsive Teaching Framework Key levers for progressing towards inclusive education

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7 ww.worldofinclusion.com

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9 Inclusive education is Based on the principles of social justice Ocurs in educational institutions The population within schools and classrooms is representative of society Philosophy of non-exclusion Suitable for the age and stage of students learning Teaching methods include cooperative learning, peer tutoring, teacher collaboration

10 The road to inclusive education

11 The road to inclusive education

12 Figure 1.1 Sustainable learning: Learning for all, teaching that matters, learning that lasts (p.3)

13 Sustainable learning is

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15 Every era needs its own education. In the 21 st century education needs to become sustainable education in which: no talent is wasted: education should work for every single student in the system, irrespective of students background energy-for-learning is renewed: the energy that students and teachers invest in education is maximally turned into learning and development, which produces new energy for learning crucial needs are addressed: students develop the competences that are crucial for their future lives, and for the future of our planet. Van den Branden, K Sustainable education: basic principles and strategic recommendations. School Effectiveness and School Improvement 23 (3):

16 Sterling s four implications (2008) Sustaining it helps sustain people, communities and ecosystems Tenable it is ethically defensible and works with integrity, justice, respect and inclusiveness Healthy it is itself a viable system, embodying and nurturing healthy relationships and emergence at different system levels Durable it works well enough in practice to encourage people to keep doing it Sterling, S Sustainable education: towards a deep learning response to sustainability. Policy & Practice: A Development Education Review 6 (Spring):

17 Activity 1.2 Considering contextual factors

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19 Universal Design for Learning Providing multiple means of representing the curriculum material to allow access for all (perception, language, mathematical expressions and symbols, and comprehension) Providing multiple means of engagement (physical action, expression and communication, and executive functioning), and Providing multiple ways for learners to manage and express their learning (recruiting interest, sustaining effort and persistence, and self-regulation) (CAST, 2011, p.5)

20 Response to intervention Figure 3.1 p.43

21 Ten Essential Skills of Differentiation 1. Planning inclusively 2. Setting clear learning intentions 3. Using routine procedures 4. Using flexible activities 5. Probing understanding 6. Reteaching and extending 7. Using different ways 8. Adjusting on the spot 9. Following through with data 10.Reflecting and refining

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23 Learning processes in terms of capabilities Relating to others Graham, Berman & Bellert, Thinking Active learning Using language, symbol systems and ICT Managing self Figure 1.3 ATRiUM capabilities and five dimensions of human functioning

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25 ATRiUM capabilities Active learning Thinking Relating to others Using ict, language and symbol systems Managing self

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27 Adapted from Graham, Berman & Bellert, Attention Perception (auditory and/or visual) Memory Planning or Executive functioning Sensory reception Reasoning Problem solving Successive and/or Simultaneous processing Decision-making Motivation Curiosity Engagement Creativity Risk taking Growth mindset Interests Thinking Active learning Social skills Turn-taking Help seeking Leadership skills Cooperative/collaborative group skills Relating to others Managing self Using language, symbol systems and ICT Self-regulation Persistence Confidence Self-system (self-concept, self-efficacy and selfesteem) Metacognition Scaffolding Emotion and/or mood regulation Receptive language Expressive language Oral language and listening Auslan Writing Reading Numeracy ICT skills Functional literacy/numeracy/ict Assistive technology Concept mapping/graphic organisers

28 Responsive Teaching Framework EVALUATION & REFLECTION TEACHING & LEARNING, ASSESSMENT & FEEDBACK PLANNING

29 Responsive Teaching Framework Chapter 3 of Graham, Berman & Bellert (2015)

30 Levers for change in inclusive education Quality teaching/teacher capability Leadership for inclusive schools Resourcing schools and systems appropriately Changes to school and system organisation structures