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ERIC Number: EJ777627
Record Type: Journal
Publication Date: 2007-Aug-15
Pages: 5
Abstractor: ERIC
Reference Count: 23
ISBN: N/A
ISSN: ISSN-0009-4056
School and Classroom Practices in Inclusive Education in Australia
van Kraayenoord, Christina E.
Childhood Education, v83 n6 p390 Aug 2007
This article describes practices in inclusive education in Australian schools and classrooms. In discussing the changes that schools have made in order to be inclusive and responsive to student diversity, the author refers to one Australian school and its re-organization and also to recent Australian research on building inclusive school cultures. With respect to the changes that need to be made to classrooms, the author highlights the work of Australian researchers and authors and their descriptions of teachers' pedagogical practices of differentiated instruction and Universal Design for Learning that are consistent with delivering inclusive education. Differentiated instruction comprises modifications to the curriculum, teaching structures, and teaching practices in combination that take into account the individual differences and needs of students. Universal Design for Learning is defined here as the conscious and deliberate planning of units and lessons so that all students have access to, and can participate in, the curricula, and can grow in their achievement of learning outcomes. The author concludes by promoting inclusive educational practices in Australian classrooms and schools, based on socially just practices, that address specific schools' contexts as well as the diversity of students in the classroom, and recognizing the benefits of such practices in international contexts.
Association for Childhood Education International. 17904 Georgia Avenue Suite 215, Olney, MD 20832. Tel: 800-423-3563; Tel: 301-570-2111; Fax: 301-570-2212; e-mail: headquarters@acei.org; Web site: http://www.acei.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia