| Category | Assignment | Subject | Education |
|---|---|---|---|
| University | Queensland University of Technology (QUT) | Module Title | EUB207 Inclusive Education: Teaching Diverse Learners |
(Slide 2) Hello, this is Hannah Cowan, student code 12029982, presenting a 2025 Assessment 1 Professional Development Resource for EUB207 inclusive Education: Teaching Diverse Learners. (Slide 3)We will be exploring literature, policy, and differentiation strategies as a teaching framework for sustainably delivering students with quality inclusive education and practicing responsive teaching.
Scholarly explanation of what is inclusive education and what is not. Inclusive Education:
Explain what inclusive education is, drawing on the Convention on the Rights of Persons with Disability (incl. General Comment 4, Sections 1 and 2) and scholarly literature.
(Slide 4) Let us first understand what inclusive education is as a teacher. Inclusive education is a concept surrounding teaching, diversity, learners and their learning. It provides students of all ranges to be equitable participants in learning experiences, aligning with individual students' preferences and requisites. This commands educators to be actively involved with continually challenging systematic reform regarding teaching approaches. Drawing on the Rights of Persons with Disability General Comment No. 4 (United Nations, 2016), inclusive education is recognised as when students with disabilities access education on a basis of equal opportunity, with no discrimination. This is foundational for curating cultures of fairness in the classroom, progressing toward a peaceful society, and is prevalent for students with disability to academically and socially prosper (...).
Exclusion, Segregation and Integration: Define and differentiate these terms in contrast to inclusive education, drawing on the Convention on the Rights of Persons with Disability (incl. General Comment 4 Sections 1 and 2) and scholarly literature. Utilise examples and actual approaches.
(Slide 5) There are three common provisional models that directly contradict inclusive education. Exclusion, segregation, and integration, are incompatible with how General Comment No. 4 portrays inclusive education, not corresponding with the concepts of participatory and equitable learning experiences. (Slide 6)Exclusion ensues when a school fails to provide people with disabilities access to schooling in any way or practices disproportionate use of suspension or expulsion measures. Exclusion, therefore, juxtaposes inclusive education according to General Comment No. 4 as it not only prevents critical learning experiences but provides students with disparities in education's social context and prospects of learning (...). (Slide 7) Segregation contradicts the concept of inclusivity as it categorises students and institutes them in physical learning environments different from other students of the same year level. This includes when students are separated into groups according to academic abilities or aptitudes, creating a discriminatory social context that stagnates growth, therefore going against policy as it uses subjective criteria for groupings (...). (Slide 8) Integration embodies unifying qualities as students are placed in an educational setting with peers of their year level, which commonly misconstrues it as inclusive. However, it is inconsistent with inclusive education concepts as it limits students' ability to fully
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Order Non Plagiarized Assignment(Slide 12) Equity in an education context means providing differentiated support that is responsive to students' individual requirements. As educators, we are obligated to prioritise removing barriers and providing differentiated scaffolds to achieve the academic standard (...). It is important to note that equality and allowing the provision of the same resources may prove insufficient for some students (...). PACE framework for equity, seen in the diagram provided, effectively represents the process components for educators instructional vision for equity. The framework emphasises factors such as the impact of intentionally using inclusive language, high-quality instruction and scaffolding learning utilising differentiated strategies on students with disabilities' academic growth and positive attitude towards learning (Johnson, 2015).
(Slide 13) The dilemma of difference, an expression coined by Martha Minow (...), illustrates the aspect of uncertainty that comes with classroom teaching classroom teaching in reference to the coinciding beliefs of whether people with different support requirements should receive those support, or receive equal support as their peers, so to not reinforce stigmatization (Johson, 2015). As educators, we have the responsibility of identifying barriers and enabling support systems for students with disabilities to succeed without being perceived in a stigmatizing light through seamless scaffolding of differentiation and consistent support (Graham, 2019). The barrier of negative perception where students may perceive peers with disabilities in an ableist light can be overcome through mainstreaming and modelling of these inclusive strategies and language.
(Slide 14) Inclusive language combats aspects that construct ableist realities, abandoning offensive terms and putting the value of the person with a disability and their preferences first. Two varied positions of inclusive language are identity-first and person-first. Identify-first language affirms people's disabilities as their identity. This utilises terms such as 'disabled person' or 'Autistic'; however, according to the individual's preference can be seen as dehumanising and labelling, defocusing agents of social control for the individual and attaching stigmatising stereotypes, inconsistent with the attributes of a classroom that values fairness (...). Person-first language frames language that foregrounds the person over their medical diagnosis, seen in terms like 'student diagnosed with a disability'. Both modes of language are preferential depending on the individual, emphasising how important it is that educators consult with students about preferences, acknowledging their disability respectfully and build an understanding of the individual that can be references for adjustments. This helps model to students how conversations are integral in understanding differences. As terms that spread negative perceptions of people with disability can significantly impact the culture of inclusivity within a classroom, it is critical that educators carefully listen to and model responsiveness to the preferences of students with disabilities (...).
Scholarly explanation of educators' legal obligations for implementing inclusive practice for diverse learners including students with disability.vDrawing on the Disability Standards for Education (DSE) 2005, the Queensland Inclusive Education Policy (QIEP) and scholarly literature,you should present the following obligations for supporting inclusive practice: (Slide 15)
(Slide 16)Practicing inclusive education involves addressing arising barriers within interactions between students and individuals, pedagogical approaches, and physical environments. As educators, consulting with parents and carers of students with disabilities can feel tense; however, there are 6 principles provided by ... that underpin effective conversation with parents, prioritising respect and positive outcomes. The principles include being student-focused, having mutual respect, accessibility and transparency, balancing power, fairness and accountability. Employing these along with problem-solving frameworks such as the GROWTH model allows students to consider issues and focus on the desired outcome in a structured approach that is student-focused (...). These responsive approaches effectively allow students and parents to consider opportunities for success through adjustments in a non-confrontational way that prompts open conversation to reach collaborative outcomes and adjustments for students.
(Slide 17) Inclusive education, in accordance to the DSE (...), requires teachers to apply an instructional-focused approach that purposefully provides the needs of students to have a quality education, building on students' current capabilities to meet the achievement standards as effective learners through adjustments (Berman, 2024). These adjustments can range from having a translator for students with hearing impairments, to students who struggle with writing to have access to a computer during writing tasks. Reflection and considerations for social and academic outcomes of these adjustments make for an effective teacher in accordance to the teacher standards of ... (...).
(Slide 18) QIEP provides the understanding that implementing developed strategies as preventative measures for victimisation and harassment of people with disability is a teacher standard that enables educators to promote positive attitudes towards divergence (...). Implementation strategies such as anti-bullying policies on a school- wide standard subsequently create a culture of consistent respect for all people that can be followed through on a classroom level by the way students interact with differences. This is supported by the DSE principles, as educators institute fairness through addressing different views for outcomes, transparency through being involved with communicating the shared agendas of diminishing ableism and harassment and enforcing school cultures of inclusivity through language and action. -NEED AT LEAST 8 REFERENCES IN THE VIDEO -Section 1 (needs min 2 scholarly references) -Section 2 (needs min 4 scholarly references) -Section 3 (needs min 2 scholarly references)
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