Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/31503
Title: Inclusive Practice Through Layers of Learning Intervention
Contributor(s): Graham, Lorraine (author); Berman, Jeanette  (author)orcid 
Publication Date: 2019
Early Online Version: 2019-03-03
DOI: 10.1007/978-981-13-5962-0_24
Handle Link: https://hdl.handle.net/1959.11/31503
Field of Research (FoR) 2008: 130312 Special Education and Disability
170103 Educational Psychology
130313 Teacher Education and Professional Development of Educators
Field of Research (FoR) 2020: 390411 Special education and disability
520102 Educational psychology
390307 Teacher education and professional development of educators
Socio-Economic Objective (SEO) 2008: 930299 Teaching and Instruction not elsewhere classified
939907 Special Needs Education
930199 Learner and Learning not elsewhere classified
Socio-Economic Objective (SEO) 2020: undefined
160203 Inclusive education
undefined
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.

Publication Type: Book Chapter
Source of Publication: Inclusion, Equity and Access for Individuals with Disabilities: Insights from Educators across World, p. 479-495
Publisher: Palgrave MacMillan
Place of Publication: Singapore
ISBN: 9789811359620
9789811359613
HERDC Category Description: B1 Chapter in a Scholarly Book
Editor: Editor(s): Santoshi Halder and Vassilios Argyropoulos
Appears in Collections:Book Chapter
School of Education

Files in This Item:
2 files
File Description SizeFormat 
Show full item record

Page view(s)

306
checked on Dec 7, 2021

Download(s)

4
checked on Dec 7, 2021
Google Media

Google ScholarTM

Check

Altmetric

WEB OF SCIENCETM
Citations

 

Items in Research UNE are protected by copyright, with all rights reserved, unless otherwise indicated.