Diversity and inclusion in Australian schools:
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
South Melbourne, Vic.
Oxford University Press
2010
|
| Ausgabe: | 1. publ. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XX, 396 S. |
| ISBN: | 9780195558838 |
Internformat
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| 245 | 1 | 0 | |a Diversity and inclusion in Australian schools |c ed. by Mervyn Hyde, Lorelei Carpenter, Robert Conway |
| 250 | |a 1. publ. | ||
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Datensatz im Suchindex
| _version_ | 1804143922136481792 |
|---|---|
| adam_text | IMAGE 1
CONTENTS
LIST OF FIGURES X
LIST OFTABLES XI
~A RI
ACKNOWLEDGMENTS XVI
ABOUT THE AUTHORS XVII
PART 1: SETTING THE SCENE 1
CHAPTER 1: UNDERSTANDING DIVERSITY AND INDUSION 3
MERVYN HYDE
INTRODUCTION 4
INCLUSION: WHAT S IN A WORD? 5
A UN PERSPECTIVE 8
SOME THEORY AND A FRAMEWORK 9
CHAPTER 2: AUSTRALIAN SCHOOLS, POLICY AND LEGISLATION IN PERSPECTIVE 14
ROBERT CONWAY
INTRODUCTION 15
GOALS FOR YOUNG AUSTRALIANS 15
AUSTRALIAN CURRICULUM 16
AUSTRALIAN CURRICULUM, ASSESSMENT AND REPORTING AUTHORITY 17
ASSESSMENT OF STUDENTS WITH SPECIAL NEEDS IN THE CONTEXT OFNAPLAN 18
LEGISLATION AND SPECIAL NEEDS 23
FUNDING AND DISABILITY 29
TEACHER EDUCATION AND INCLUSIVE PRACTICES 29
CHANGING STUDENT SKILLS AND TECHNOLOGY 30
DIVERSITY IN SCHOOLS 31
V
IMAGE 2
VI CONTENTS
PART 2: EMBRACING DIVERSITY 35
CHAPTER 3: LINGUISTIC AND CULTURAL DIVERSITY 37
MICH~LE DE COURCY
INTRODUCTION 38
WHERE DO AUSTRALIANS COME FROM? 40
WHAT ARE THE LANGUAGES SPOKEN BY NON-INDIGENOUS AUSTRALIANS? 41
WHERE DO THE SPEAKERS OF THE VARIOUS LANGUAGES LIVE? 43
STUDENT SOCIOLINGUISTIC PROFILES 44
ESL STUDENTS IN THE MAINSTREAM-WHO ARE THE STUDENTS? 45
CLASSROOM PRACTICE 49
DEVELOPING MODELS OF LITERACY 57
ASSESSMENT AND REPORTING 59
CHAPTER 4: INDIGENOUS PERSPECTIVES AND CULTURAL IDENTITY 63
CLAIR ANDERSEN AND MAGGIE WALTER
INTRODUCTION 64
THE STATE OF INDIGENOUS EDUCATION IN AUSTRALIA 66
DOMINANT CURRICULUM-CULTURE DASH 71
UNDERSTANDING INDIGENOUS LEARNING: A DASH IN LEARNING STYLES? 73
IMPROVING CURRENT PRACTICE 80
CHAPTER 5: GENDER AND DIVERSITY IN THE CLASSROOM 88
MAXINE COOPER AND LYNDSEY ILES
INTRODUCTION 89
GENDER IN AGLOBAI CONTEXT 89
UNDERSTANDINGS OF GENDER AND OF DIVERSITY IN DASSROOMS AND SCHOOLS 91
DIVERSITY AND INDUSION 93
HOW GIRLS AND BOYS POSITION THEMSELVES IN THE DASSROOM 95
FORMS OF HARASSMENT IN SCHOOLS AND DASSROOMS 101
INTERSECTIONS WITH SOCIAL AND CULTURAL MINORITIES AND STUDENTS WITH
SPECIAL
LEARNING NEEDS 104
WAYS THAT TEACHERS, PARENTS AND STUDENTS CAN WORK TOGETHER ON INCLUSION
AND EQUITY 111
IMAGE 3
CONTENTS VII
PART 3: SUPPORTING DIVERSE LEARNING NEEDS IN
THE CLASSROOM 117
CHAPTER 6: ADDRESSING LEARNING DIFFICULTIES 119
RAYMOND BROWN AND ELIZABETH HIRST
INTRODUCTION 120
UNDERSTANDING THE TERM LEARNING DIFFICULTY 120
UNDERSTANDING LITERACY 122
UNDERSTANDING STUDENT-CENTRED ACTIVITY 123
CONSIDERING STUDENT-CENTRED APPROACHES TO TEACHING 124
PROMOTING LEARNING HOW TO LEARN 132
DEVELOPING LITERACY IN THE CLASSROOM 134
CHAPTER 7: SUPPORTING BEHAVIOUR CHANGE 137
LORELEI CARPENTER AND ROBERTA THOMPSON
INTRODUCTION 138
INTERSECTIONALITY 139
WHAT IS CHALLENGING BEHAVIOUR? 141
WHAT CAUSES CHALLENGING BEHAVIOUR? 141
RELATIONSHIP BETWEEN BEHAVIOUR PROBLEMS AND MENTAL HEALTH 143
CAUSES AND CHARACTERISTICS OF CHALLENGING BEHAVIOUR 144
RELATIONSHIP BETWEEN LEARNING, TEACHING AND STUDENT MANAGEMENT 146
ISSUES OFBEHAVIOUR RELATING TO OTHER PRIMARY SPECIAL NEEDS 147
BEHAVIOUR-MANAGEMENT POLICIES: WHOLE-SCHOOL CONTEXT 153
CHAPTER 8: MEETING COMPLEX COMMUNICATION NEEDS IN THE CLASSROOM 169
JULIE MCMILLAN AND PARIMALA RAGHAVENDRA
INTRODUCTION 170
WHAT ARE COMPLEX COMMUNICATION NEEDS? 172
AUGMENTATIVE AND ALTERNATIVE COMMUNICATION SYSTEMS 173
ACCESS NEEDS OF STUDENTS WITH PHYSICAL DISABILITIES 178
PARTICIPATION OF LEARNERS WITH CCN 179
TEACHING FUNCTIONAL COMMUNICATION IN THE CLASSROOM 185
FUNCTIONAL COMMUNICATION AND BEHAVIOURS OF CONCERN 193
DIRECT INSTRUCTION: A SYSTEMATIC APPROACH TO TEACHING 196
IMAGE 4
VIII CONTENTS
CHAPTER 9: SUPPORTING STUDENTS WITH INTELLECTUAL DISABILITIES 202
KATHLEEN TAIT
INTRODUCTION 203
THE NATURE OF INTELLECTUAL DISABILITY 203
CONSIDERATIONS FOR TEACHING STUDENTS WITH INTELLECTUAL DISABILITY 208
INTERVENTIONS FR PROBLEM BEHAVIOUR 217
INSTRUCTIONAL STRATEGIES 222
CHAPTER 10: UNDERSTANDING SENSORY IMPAIRMENT 235
MERVYN HYDE AND CAROLYN PALMER
INTRODUCTION 236
EDUCATING STUDENTS WITH VISION OR HEARING IMPAIRMENTS IN AUSTRALIA 238
WHAT DO WE MEAN BY VISION IMPAIRMENT? 239
VISION IMPAIRMENT, LEARNING NEEDS AND CURRICULUM 245
APPROACHES TO TEACHING STUDENTS WITH VISION IMPAIRMENT: WHAT WORKS? 250
WHAT DO WE MEAN BY HEARING IMPAIRMENT? 253
WHAT ARE SOME OF THE CAUSES OF HEARING LOSS? 257
TEACHING AND CLASSROOM ACCOMMODATIONS 260
CRITICAL ELEMENTS IN TEACHING STUDENTS WITH A SENSORY IMPAIRMENT 263
CHAPTER 11: UNDERSTANDING UTISM SPECTRUM DISORDER 267
LORELEICARPENTER
INTRODUCTION 268
UNDERSTANDING THE CONTINUUM OF AUTISM SPECTRUM DISORDER 268
HOW DOES AUTISM SPECTRUM DISORDER OCCUR? 273
INCIDENCE 274
DIAGNOSIS 275
LEARNING AND TEACHING STRATEGIES FOR STUDENTS WITH ASD 277
CLASSROOM ADAPTATIONS 279
CHAPTER 12: SPECIAL LEARNING NEEDS: GIFTED AND LEARNING DISABLED 290
HARRY J.O. MILNE
INTRODUCTION 291
REFLECTIONS ON INTELLIGENCE AND THE NORMAL CURVE 294
WHAT GIFTED MEANS: DEFINITIONS AND IDENTIFICATION 296
HOW CAN WE MEET STUDENT NEEDS? 302
IMAGE 5
PART 4: CREATING DIVERSE AND INCLUSIVE SCHOOLS
CHAPTER 13: CREATING INCLUSIVE SCHOOLS MERVYN HYDE
INTRODUCTION
SOME CONCEPTS AND PRINCIPLES
A CHECKLIST FOR BUILDING INDUSIVE SCHOOLS?
THE ROLES OF THE DASS TEACHER AND OF SPECIAL IST TEACHERS
CHAPTER 14: ACCOMMODATING TRANSITIONS ACROSS THE YEARS
ROBERT CONWAY
INTRODUCTION
GENERAL PRINCIPLES UNDERLYING TRANSITIONS
THE IMPORTANCE OF EARLY INTERVENTION AS A BASIS FOR INDUSION IN SCHOOLS
TRANSITIONS FROM EARLY CHILDHOOD INTERVENTION TO SCHOOL
TRANSITIONS FROM PRIMARY SCHOOL TO SECONDARY SCHOOL
TRANSITIONS FROM SECONDARY SCHOOL
CHAPTER 15: INCLUSIVE EDUCATION: THE WAY TO THE FUTURE
MERVYN HYDE, LORELEI CARPENTER AND ROBERT CONWAY
INTRODUCTION
SUSTAINABILITY
FUNDING
TEACHERS
END POINT
APPENDICES
GLOSSARY
REFERENCES
INDEX
CONTENTS IX
..........
309
311
312 312 316 317
320
321 321 323 326
330 332
336
337 338 341 341
342
344 354 361 389
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| spelling | Diversity and inclusion in Australian schools ed. by Mervyn Hyde, Lorelei Carpenter, Robert Conway 1. publ. South Melbourne, Vic. Oxford University Press 2010 XX, 396 S. txt rdacontent n rdamedia nc rdacarrier Inclusive education / Australia Schüler (DE-588)4053369-4 gnd rswk-swf Integrativer Unterricht (DE-588)4138728-4 gnd rswk-swf Behinderung (DE-588)4112696-8 gnd rswk-swf Australien Australien (DE-588)4003900-6 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Australien (DE-588)4003900-6 g Schüler (DE-588)4053369-4 s Behinderung (DE-588)4112696-8 s Integrativer Unterricht (DE-588)4138728-4 s DE-604 Hyde, Mervyn Sonstige oth V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=021201585&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
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| title | Diversity and inclusion in Australian schools |
| title_auth | Diversity and inclusion in Australian schools |
| title_exact_search | Diversity and inclusion in Australian schools |
| title_full | Diversity and inclusion in Australian schools ed. by Mervyn Hyde, Lorelei Carpenter, Robert Conway |
| title_fullStr | Diversity and inclusion in Australian schools ed. by Mervyn Hyde, Lorelei Carpenter, Robert Conway |
| title_full_unstemmed | Diversity and inclusion in Australian schools ed. by Mervyn Hyde, Lorelei Carpenter, Robert Conway |
| title_short | Diversity and inclusion in Australian schools |
| title_sort | diversity and inclusion in australian schools |
| topic | Inclusive education / Australia Schüler (DE-588)4053369-4 gnd Integrativer Unterricht (DE-588)4138728-4 gnd Behinderung (DE-588)4112696-8 gnd |
| topic_facet | Inclusive education / Australia Schüler Integrativer Unterricht Behinderung Australien Aufsatzsammlung |
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