School and Classroom Practices in Inclusive Education in Australia

Autor/in	van Kraayenoord, Christina E.
Titel	School and Classroom Practices in Inclusive Education in Australia
Quelle	In: Childhood Education, 83 (2007) 6, S.390 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-4056
Schlagwörter	Learning Theories; Inclusive Schools; Educational Practices; Student Diversity; Foreign Countries; Access to Education; Teaching Methods; Mainstreaming; Special Needs Students; School Culture; Individualized Instruction; Academic Accommodations (Disabilities); Planning; Lesson Plans; Australia + Suchen Sie Ihr Suchwort? Learning theory; Lerntheorie; Inclusive school; Integrative Schule; Bildungspraxis; Ausland; Education; Access; Bildung; Zugang; Bildungszugang; Teaching method; Lehrmethode; Unterrichtsmethode; Sonderpädagogischer Förderbedarf; Schulkultur; Schulleben; Individualisierender Unterricht; Ablaufplanung; Planungsprozess; Lesson planning; Unterrichtsplanung; Australien
Abstract	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. (ERIC).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10