Diversity, Inclusion and Engagement

Diversity & Inclusion in Australian Schools, 2e, is designed for undergraduate students and presents a clear, socially-oriented approach to understanding and developing inclusion in education. The text conveys positive dimensions to promoting the implementation of inclusive education policy in practice, while at the same time focussing on those areas that are currently providing challenges to many teachers in inclusive learning environments. Its many practical examples and suggested classroom activities are balanced with relevant evidence-based information to assist student with their understanding of the issues about diverse abilities as they relate to inclusion in classroom and associated school and community activities.

Table of Contents:
Part 1: Setting the Scene 1. Understanding Diversity, Inclusion and Engagement Mervyn HydeInclusion: what’s in a word? A UN perspective Some theory and a framework2. Australian Schools, Policy and Legislation in Perspective Robert ConwayGoals for young Australians Australian Curriculum, Assessment and Reporting Authority Australian Curriculum Assessment of students with special needs in the context of NAPLAN Legislation and special needs Adjustment levels in schools Key changes in the identification and funding of disability Teacher education and inclusive practices Changing student skills and technology Diversity in schoolsPart 2: Embracing Diversity3. Linguistic and Cultural Diversity Michèle de CourcyIntroduction Where do Australians come from? Student sociolinguistic profiles EAL/D students in the mainstream—who are the students? Classroom practice Developing models of literacy Assessment and reporting4. Indigenous Perspectives and Cultural Identity Clair Andersen and Maggie WalterThe state of Indigenous education in Australia Dominant curriculum-culture clash Understanding Indigenous learning: a clash in learning styles? Improving current practice5. Gender, Inclusivity and Engagement Michael Nagel and Laura ScholesIntroductionUnderstanding the term `gender’Understanding the biology and psychology of genderUnderstanding the sociology of genderConsidering various applications of gender to teaching and effective practicePart 3: Supporting Diverse Learning Needs in the Classroom6. Students with Literacy Difficulties Gary WoolleyIntroduction Understanding the terms `learning difficulties’ and `literacy disengagement’ Understanding the role of assessment Understanding engagement in a socio-cultural context Responsive approaches to intervention7. Assisting Children with Learning Difficulties in Mathematics Shelley DoleThe nature of learning difficulties in mathematics Errors and misconceptions as valuable insights into learning difficulties Assessing the nature of mathematics difficulties Diagnostic teaching Promoting good learning approaches Early intervention and good teaching8. Supporting Classroom Management for Challenging Behaviour Roberta Thompson and Lorelei CarpenterIntersectionality What is challenging behaviour? What causes challenging behaviour? Causes and characteristics of challenging behaviour Relationship between challenging behaviour and mental health Relationship between learning, teaching and student management Management of behaviour needs in individual classrooms and across school settings Adaptation and accommodation for challenging behaviour Behaviour issues relating to specific primary special needs Management strategies Behaviour issues relating to new digital environments9. Meeting Complex Communication Needs in the Classroom Julie McMillan and Parimala RaghavendraWhat are complex communication needs (CCN)? Augmentative and alternative communication systems Access needs of students with physical disabilities Participation of learners with CCN Teaching functional communication in the classroomFunctional communication and behaviours of concern Direct instruction: a systematic approach to teaching10. Supporting Students with Intellectual Disabilities Kathleen TaitThe nature of intellectual disability Adaptive functioning What causes intellectual disability? How many people have intellectual disability? School attendance of students with intellectual disability Considerations for teaching students with intellectual disability Interventions for behavioural strategies Instructional strategiesThe teacher as an ethical professional11. Understanding Vision Impairment Carolyn PalmerEducating students with vision impairments in Australia What do we mean by vision impairment? Vision impairment, learning needs and curriculum Approaches to teaching students with vision impairment: what works? Critical elements in teaching students with a vision impairment12. Understanding Hearing Impairment Mervyn HydeWhat do we mean by hearing impairment? What are some of the causes of hearing loss? The relationship between hearing and development Educating students with hearing impairments in Australia Teaching and classroom accommodationsCritical elements in teaching students with a hearing impairment13. Understanding Autism Spectrum DisorderLorelei CarpenterUnderstanding the continuum of Autism Spectrum Disorder Learning and teaching strategies for students with ASD Engaging students in learning14. Supporting Diverse Gifted Students Jane M. JarvisUnderstanding giftedness Diverse profiles of giftedness Twice exceptional students An inclusive framework for gifted education Tier I & II: Effective differentiation in the regular classroom Tier III: Individualised planning and supports15. Understanding Physical Impairment in Young ChildrenKathleen TaitDefinition of physical impairment Incidence and prevalence Causes of physical impairment Cerebral palsy Spina bifida Juvenile rheumatoid arthritis Muscular dystrophyA history of education and therapy programs for children with physical impairments Collaborating with other professionals Considerations for teaching students with a physical disability Utilising volunteers in the classroomPart 4: Creating Diverse and Inclusive Schools16. Creating Inclusive Schools Mervyn HydeSome concepts and principles A checklist for building inclusive schools The roles of the class teacher and of specialist teachers17. Accommodating Transitions across the Years Robert ConwayGeneral principles underlying transitions The importance of early intervention as a basis for inclusion in schools Transitions from early childhood intervention to school Transitions from primary school to secondary school Transition to a middle school model Transitions within secondary school Transitions from secondary school18. Inclusive Education: The Way to the Future Mervyn Hyde, Lorelei Carpenter and Robert ConwayInclusive education and poverty Sustainability NDIS—DisabilityCare Australia National testingAccess to technology Cultural sensitivity and human rights Funding Teachers and standards for teachers End point

About the Author :
Professor Merv Hyde AM is an educator and educational psychologist. He is Academic Director of the International Projects Group (IPG) and an active researcher in the School of Science, Education and Engineering in the Faculty of Science, Health, Education and Engineering at the University of the Sunshine Coast. Dr Lorelei Carpenter has worked in the area of Inclusive Education, Special Needs Education and Personal Counselling for more than twenty years. She currently teaches at Griffith University in the area of Inclusive Education. Lorelei's primary interest is in exploring how society defines and treats people of difference. Professor Robert Conway is the Dean of the School of Education at Flinders University. His background is as a teacher in both mainstream and special education. His main research and teaching is in the area of students with behaviour problems in both mainstream and specialist settings.