TEAC7153 - INCLUSIVE EDUCATION

PRINCIPLES AND PRACTICES

MODULE 1: DISABILITY IN CONTEXT

TUTORIAL
ACKNOWLEDGEMENT OF COUNTRY

I would like to acknowledge

traditional custodians of the land
on which we meet and honour
with respect and esteem the
Elders both past and present of
the Darug people. I extend this
respect to other Aboriginal
peoples present.

Mina Mina Dreaming” by: Betsy Lewis

From http://aboriginalartcollection.net/pressRelease4-11opening.htm
MEET THE TEAM

Subject Coordinator
 Kerry Staples
 Email: k.staples@westernsydney.edu.au

Tutor
 Claudia Vera C.Vera2@westernsydney.edu.au
 Anne Denham A.Denham@westernsydney.edu.au
 Denise Carrick D.Carrick@westernsydney.edu.au
 Samantha Woo S.Woo2@westernsydney.edu.au
 SEMESTER OVERVIEW
Beginning
Week

27/5 1/8 8/8 15/8 22/8 29/8 5/9 12/9 19/9 26/9 3/10

Day 1 2 3 4 5 6 7 8 9 10 11

Mid-Semester break

Assignment 1 & 3
Monday, Tuesday, or

Assignment 2
Wednesday

Key:
Face to Face or Independent study Assignment due
Zoom Tutorial learning modules dates

Note: Each week complete the learning module prior to attending the tutorial and then post the TO DO.
SUBJECT LEARNING OUTCOMES
1 Analyse theoretical, ethical, philosophical, legislative and policy
frameworks underpinning inclusive practices.
2 Reflect on how community and personal assumptions, values and attitudes
influence interactions, pedagogies and the provision of high-quality inclusive
environments.
3 Critically assess the enablers and barriers to play and learning which facilitate access,
meaningful participation, and social inclusion.
4 Apply knowledge of development, learning and dispositions to identify and refer
children/students who would benefit from educational and community support
services.
5 Design inclusion plans, personalised learning programs/ lessons, and differentiated
curriculum, in partnership with families and other stakeholders, that promote authentic
learning experiences, coordinated transitions and continuity of learning.
6 Create responsive physical and social environments, incorporating technology and
resources that facilitate health, wellbeing and inclusion.
*BOLD denotes focus for this week
SUBJECT EXPECTATIONS

This subject is about introducing you to the key concepts you will need as a teacher of
children with diverse learning needs. It is the beginning of the journey not the end.
We will
 discuss attitudes, beliefs, and expectations of teachers
 focus on your competencies, dispositions and skills to include all children
 promote the importance of working in partnership with families and other
professionals to support inclusion
 Use a strength–based approach and an action research process
 Assessment for learning, high quality learning environments, making modifications,
embedding learning , selecting appropriate teaching strategies, monitoring the child’s
progress, evaluating the effectiveness of the plan and reflecting on teaching practices
Remember there are no recipes – each child is unique.
KEY TO SUCCESS

1. Allocate time to complete the learning activities for this unit

2. It is expected that you allocate 10 hours per week to this unit. For
instance
a. 2 - 3 hours to complete the Learning Module, this replaces lectures and
includes learning activities, engaging in asynchronous discussions and readings
(Learning Module);
b. 3 - 4 hours independent research and assignments; and
c. 1 hour 45 minutes for tutorial attendance (Week 1-4, 6, 7 &11)

3. Each week complete the vUWS Learning Module. Watch the relevant
videos, complete readings and tasks. These activities will ensure you
can contribute meaningfully to the tutorial discussions and complete
your assignment.
4. Whilst completing the Learning Module make brief notes and then
respond to the provocation. Post this reflection to your discussion
board. By Sunday evening.
5. Check the discussion board for information that might help you with
your assignment
PREPARATION - READ YOUR TEXT…..

Early Childhood

Chapter 1
 Sets the scene for the unit
 What are 3 types of stigmatisation?
Chapter 2
 What is abelism?
Chapter 3 Cologon, K. (Ed.). (2014). Inclusive
education in the early years: Right
from the start. South Melbourne,
Victoria: Oxford University Press.
TUTORIAL FOCUS

1. Introductions
2. How is disability viewed in the community?
3. Models of disability
4. What is inclusion?
INTRODUCTIONS

Share:
1. Your name
2. Something that you have difficulty with
3. Something you are good at
DEFINE THE FOLLOWING TERMS

Reference your text to answer the following

1. What do we mean by diversity?

2. What is the difference between integration, segregation and exclusion?

3. What is ableism?

4. What is the difference between the medical model and social relational model of disability?

5. What is ICF?

6. What is inclusive language?

7. Why do we use person-first language?

8. What is the difference between equity and equality?

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9. What is inclusion?
STELLA
STELLA:

Reflect on the videos

How do they challenge your assumptions?

Stella Young: The assumption that my life has involved suffering is

a prejudiced assumption.

https://www.youtube.com/watch?v=-mphPb615b0
WELCOME TO HAPPYSVILLE
LEARNING ACTIVITY
THINKING ABOUT HAPPYSVILLE AND DISCUSS:

What are the barriers to doing and being?

 “Barriers to doing involve socially imposed restrictions in the form of
environmental and economic barriers such as access issues, be that access
to the building or the curriculum” (Cologon, 2014, p16)
 “Barriers to being involve inappropriate, hurtful or hostile behaviours that
has a negative impact on an individual’s sense of self, thus affecting who or
what an individual feels they can be” (Cologon, 2014, p.38).

What can be done to prevent or avoid this?

DISABILITY IS CONTEXTUAL

 Diagnosis does not predict

 Adjustments needed to facilitate access to the community
 Support services needed
 Level of care required
 School success
 Individual performance
 Social acceptance
HISTORICALLY, DISABILITY WAS VIEWED ..……

“In the personal tragedy theory, disability, or rather impairment –

which is equated with disability – is thought to strike individuals
at random, causing suffering and blighting lives. This view is so
dominant, so prevalent and so infused throughout media
representations, language, cultural beliefs, research, policy and
professional practice.”

(French & Swain, 2004, p.34)

Thanks To Kathy Cologon (2015)

MEDICAL/CHARITY/TRAGEDY VIEW OF DISABILITY

The World Health Organisation definition of a

Medical Model:
– Disability is a feature of the person;
– Disability is directly caused by disease, trauma or
health conditions;
– Disability requires treatment or intervention to ‘fix’
the ‘problem’ with the individual.
(WHO, 2002, p.8)
EDUCATION AND THE MEDICAL MODEL

“In education, the medical model positions students

labelled with disabilities as abnormal, unfortunate
patients in need of expert remediation. If we perceive
students labelled with disabilities as qualitatively not
like other students, even the most frequently
recommended education supports – adaptations or
modifications – take on an exclusionary tone.”
(Baglieri, 2008, p.587)
To what extent do you still see this?
 SOCIAL MODEL OF DISABILITY

For a person who uses a wheelchair who cannot get into a

building due to the steps, this disabling experience “is caused by
having steps into buildings and not by the inability to walk”.
(Finkelstein 1975, p.34)

Retrieved from http://www.abc.net.au/rampup/articles/2011/04/13/3190210.htm and https://blog.miragestudio7.com/ramp-stairs-for-the-able-and-disable-less-able/3979/

SOCIAL RELATIONAL MODEL

 Disability is defined through lived experience

 Disability exists within an unequal social relationship
 Like racism or sexism, restrictions are imposed through the social on
individuals who have impairments
(Thomas, 1999, 2001)
HOW DO YOU VIEW DISABILITY?

https://au.pinterest.com/pin/80079699600228236/ and
https://http://brandchannel.com/2016/02/22/new-york-fashion-week-
http://www.amsvans.com/blog/special-needs-kids-achieve-success-
diversity-022216/ and http://myledi.net/fashion/12801model-z-sindromom-
dauna-stala-oblichchyam-modnih-brendiv.html modeling-clothing-not-disabilities/
DO YOU AGREE?

“Disability is the degree to which a person, because of

environment, prejudices or expectations, is unable to
take part in the everyday life of their family and
community. Disability is imposed on a person by those
around them.”
(Mother, Family #119)

(Cologon, in press)
DISCUSS:
WHAT IMPLICATIONS DOES THIS HAVE FOR YOU AS AN EDUCATOR?

“Petriwskji (2010a) argues that understandings of inclusion reflect beliefs

about diversity in any given context. Graham and Spandagou (2011) found the
the “contextual characteristics of a school and its community inform
discussions of diversity and define what inclusive education means in specific
schools.” (p. 255). Consequently, greater diversity in a school results in a
broader understanding of inclusive education (Graham & Spandagou, 2011)”
as cited in Cologon, 2014 p. 12.
One of the most powerful and fundamental ways we can create

inclusion is by the language we use.

 Words are power.

 OVERVIEW OF ICF
Body function and structure

Context

Attitudes
Architecture
legal/social structures
Age, education
experience character
ICF MULTIDIMENSIONAL

Body functions and Structures Activities and Participation Environmental Factors

IMPAIRMENTS of functions and LIMITATIONS BARRIERS

structure CAPACTIY PERFORMANCE FACILITATORS
PROBLEM

Medical Treatments Rehabilitation, education De-stigmatise

Campaign support informal care
Health Condition Impairment Activity Participation restrictions
Limitation
Child with CP Unsteady on feet and Needs assistance School sports program
(Hemiplegia) difficulty grasping getting on/off bus;
objects unable to run fast values athleticism and
no assistance with
transportation > no
participation in
sporting activities

Juvenile diabetes Pancreatic None Does not go to school

dysfunction (impairment because of
controlled by stereotypes about
medication) disease

Person who None None Denied employment

formally because of
had a mental health employer's prejudice
problem
• Social justice underlies the correct use of terminology

• Don’t refer to a disability unless necessary or relevant

• Focus on individual needs or additional needs of student and not on disability

• Remember ‘People First’ principle unless somebody requests otherwise

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LANGUAGE USED IN THIS UNIT

 You will use person-first language and appropriate anti-bias language.

 In many of the readings you will see the term ‘disabled person’; often this
term is used by the media and others for efficiency of words.

 In this unit person-first language will be used to reaffirm personhood,

recognizing that the label identifies just one characteristic of the person and
does not define them.

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It does matter!

1. Subtle discrimination

2. Individual person first then the disability

3. Think about the words you use. – mentally retarded, spastic, kids?

• Avoid expressions such as suffering, a victim of blindness, autistic children and

normal children

• Use expressions such as people with a disability, she uses a wheelchair or he has
spina bifida

 3. Think about the tone you use. Maintain a neutral tone, not judgemental or
emotive
REDUCING BIAS IN LANGUAGE

 Put people first, not their disability

 Put the person first then the disability…A child with Down Syndrome NOT ‘The
Downs’…or Down Syndrome child
 child with (who has) a disability

 You will not know all about all the different types impairments

 Causes are often interesting but they don’t tell us about that child and families
individual story
 Do not label people by their disability
 child with a vision impairment

 Do not label persons with disabilities as patients or invalids

 Not “treatment” “fixing” “curing”

Retrieved from http://www.apastyle.org/

REDUCING BIAS IN LANGUAGE

 Disability is not a disease so….use emotionally neutral

expressions
 not “suffering” from CP – use child with CP
 she does not “experience” CP…. Jo has cerebral palsy
 Jo experiences disability because of others’ attitudes
 Seeing people with disabilities as a resource and as contributing
community members, not as a burden or problem.
 Not a burden use support needs
 Cope
 Emphasize abilities, not limitations
• Not “Wheelchair bound”
REDUCING BIAS IN LANGUAGE

 Avoid offensive expression

 Cripple, spastic
 Focus on the right and capacity of people with disabilities to
express their own goals and preferences and to exercise
control over their own services and supports
 Determination, placement
 Do not overextend the severity of a disability
 Chronic, severe, mild
PERSON FIRST LANGUAGE
The language we use is important. You need to put the person before the disability.
Use:

1. The child with the disability not the disabled child.

2. The girl who is visually impaired rather than the blind girl

3. The boy for whom English is a second language - Not the ESL boy

4. The child who has intellectual disability - Not the mentally retarded kid.

5. The person experiencing or living with ADHD - Not “suffering from”

6. Wheelchair user - Not Wheelchair bound /confined to a wheelchair

Why is this so important?

Correct use of current inclusive language, such as
person-first and appropriate anti-bias language.
Learners (Child/students)
• with speech/ language difficulties/ disability
• with physical disability

• with cognitive disability e.g. mild or moderate intellectual disability

• with social-emotional difficulty/ disability, e.g. anxiety/ depression

• with social-emotional difficulty/ disability, e.g. emotional disturbance/ behaviour

difficulty (ED/BD)
• with vision impairment
• with hearing impairment
• with Autism Spectrum Disorder (ASD)
• who are Gifted and Talented
HOW WOULD YOU RESPOND?

You are at a social function and a friend makes a comment

“I was watching television last night and you know it was just great; did you
see it? You know the Olympics for retarded people. Wasn’t it wonderful, I
didn’t really know they could do that when they suffer from so many
problems.”

“And did you see that girl, you know the spastic one, win gold. I don’t know
that I would have let my daughter go to a foreign country when they are
confined to a wheelchair? But I suppose the family must be so proud of her,
after being such burden on them, I wonder what she suffers from?”
YOUR TURN:

These have been taken from actual newspaper headlines.

Rewrite them inclusively using no more than two words longer than the existing
headline.
1. Deaf girl missing, believed drowned
2. Cerebral palsy victim completes half marathon
3. Home for the retarded to close
4. Aborigine student graduates
5. Blind UK politician visits Auckland
6. Autistic student missing in Alpine Country
Key takeaway message from this tutorial

This unit is about

 Attitudes – yours, mine, ours collectively. It’s all about assumptions /

perceptions …

 Challenging assumptions about diversity/disability/ability

 Language matters

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PREPARATION FOR NEXT WEEK – SEE THE LEARNING
GUIDE

Learning Module and Preparation

 Complete the vUWS Learning Module
 SUMMARISE your learning and bring it to class so you can refer to it during tutorial learning
activities.
Assignment 1
 Review the Assessment 1 folder and read the stimulus.
 Select a focus for your position statement and mind map key points;
 Identify key search terms so you are prepared to find relevant literature/research to justify and
support your argument. Identify your knowledge gaps, then research and read to deepen your
understanding.
Communication
 If you have any questions post them on the vUWS discussion board – use a clear subject line.
 Check student email twice weekly.
 Check announcements and the discussion board for more information.
YOUR DISCUSSION POST FOR THIS WEEK

Think about what you have taken from this module. Draft a short
reflection (100 - 150 words) in response to the following provocation.

Go to vUWS – Look for TO DO!

Your reflection should reference your text using APA 7.

ANY QUESTIONS?
THANK YOU