Inclusive Practice Through Layers of Learning Intervention

Title
Inclusive Practice Through Layers of Learning Intervention
Publication Date
2019
Author(s)
Graham, Lorraine
Berman, Jeanette
( author )
OrcID: https://orcid.org/0000-0002-4389-4193
Email: jberman@une.edu.au
UNE Id une-id:jberman
Editor
Editor(s): Santoshi Halder and Vassilios Argyropoulos
Type of document
Book Chapter
Language
en
Entity Type
Publication
Publisher
Palgrave Macmillan
Place of publication
Singapore
Edition
1
DOI
10.1007/978-981-13-5962-0_24
UNE publication id
une:1959.11/31503
Abstract

In this chapter, we, from our position as educators in Australia, outline an approach to inclusive practice that is flexible and adaptable. Instead of systems reacting to developmental delays and student learning difficulties by classifying learners and allocating them to alternative specialist programs, we advocate system responses that deliberately focus on removing potential barriers to learning from classrooms, thus making learning accessible for all learners. We believe that classroom teaching is enhanced by incorporating practices that have been shown to be most effective, such as an increased focus on individual learning needs, and the continual assessment of students' responsiveness to teaching. Collaborative educational casework processes through which the expertise of specialists in development and intervention are accessed, also strengthen the core business of effective classroom teaching, and support students with disabilities inclusively and responsively.

Link
Citation
Inclusion, Equity and Access for Individuals with Disabilities: Insights from Educators across World, p. 479-495
ISBN
9789811359620
9789811359613
Start page
479
End page
495

Files:

NameSizeformatDescriptionLink