Write the proposal in the form of a paper to a leadership team, principal, senior education officer, to a person who has the power to influence policy and practice within the context of your system.

Addresses learning outcome(s):
On completion of this unit, students will be able to:

1. Demonstrate an understanding of the theoretical framework for understanding social justice, empowerment, learning diversity and inclusive education;

4. Demonstrate evidence-based professional insights or skills that link theory, international research and practice in relation to the topics studied; and

Related graduate attribute(s):
– communicate effectively

2. – adopt an informed and balanced approach across professional and international boundaries

3. – adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas

In this proposal you are making a case and recommendations for a more inclusive approach to education in your own context. Your context is the school/ education system with which you are most familiar.

You are to write the proposal in the form of a paper to a leadership team, principal, senior education officer, to a person who has the power to influence policy and practice within the context of your system.

Your proposal and recommendations needs to address the ways in which inclusive principles, policy and practice can build positive values, attitudes and understanding of diversity in school communities.

In your proposal you should:

Summarise the current situation regarding inclusion in your educational context, with particular reference to potential opportunities and challenges.

Make connections between inclusion in your educational context and inclusion in the broader international context.

Make some specific recommendations that would create a more inclusive approach to education in your context. Support those recommendations with relevant scholarly literature.
terature.

Criteria

Provides a clear analysis of inclusion and recommendations for a more inclusive approach to education in one current educational context. (30%)

You have provided an exceptionally clear analysis of inclusion. You have rigorously examined key recommendations in either a highly engaging, innovative or original manner. Your educational context is thoroughly examined and detailed.

Demonstrates a critical understanding of current scholarly literature regarding inclusion at national and international levels. (30%)

You have succeeded in providing an excellent critical understanding of current literature regarding inclusion at a national/international level.

Synthesises literature to develop specific recommendations to support future policy or practice. (30%)
You have demonstrated outstanding synthesis between your specific recommendations and how these apply to your context.

With consistent reference to scholarly literature you have rigorously provided clear, cohesive and logical links between theory and practical examples.

Demonstrates scholarly written skills including the ability to use conventional written expression with correct grammar, spelling, punctuation, and APA referencing. (10%)

Your writing demonstrates a highly effective academic style with excellent writing mechanics and correct APA referencing. A wide range of quality readings is evident, which are particularly relevant to your chosen context.

 

Introduction to inclusion. What is Inclusion? Principles underlying inclusion

What’s in a word – the language of inclusion
Social Justice Human Rights
All Children Can Learn

Ideology, Social Constructions of disability
Normalisation/social role valorisation

Legislation, Policy, National and International
UN perspective – WH DDA, DSE IDEA (US)

Inclusion in diverse school communities
Supporting Disability and Diverse Learning Needs in the classroom

Promoting and leading inclusive school communities.
Being an effective change agent and building staff capacity.

READING

Armstrong, D. A. (2011). Inclusion: by choice or by chance? International Journal of Inclusive Education, 15(1), 29–39. doi:10.1080/13603116.2010.496192

Ashman, A. (2015). Embracing Inclusion. In Education for inclusion and diversity/ (5th edition., pp. 2–34). Melbourne, Vic.: Pearson Australia.

Ferretti, R., & Eisenman, L. (2010). Delivering Educational Services that Meet the Needs of All Students. Exceptional Children, 76(3), 378–383.

Foreman, P. (2017). Introducing inclusion in education. In P. Foreman & M. Arthur-Kelly (Eds.). Inclusion in action (5th edition., pp. 2–49). South Melbourne, Vic.: Cengage Learning Australia.

Hyde, M. C. (2017). Understanding Diversity, Inclusion and Engagement. In M. Hyde (Ed.), Diversity, inclusion and engagement (Third edition., pp. 1–13). South Melbourne, Victoria.: Oxford University Press.

Adams, M. B. (2007). Teaching for diversity and social justice (2nd ed.). New York.: Routledge.

Foreman, P. (2017). Introducing inclusion in education. In P. Foreman & M. Arthur-Kelly (Eds.). Inclusion in action (5th edition., pp. 2–49). South Melbourne, Vic.: Cengage Learning Australia.

Haegele, J. A. & Hodge, S. (2016). Disability Discourse: Overview and Critiques of the Medical and Social Models. Quest, 68(2), 1–14. doi:10.1080/00336297.2016.1143849

Owens, J. (2015). Exploring the critiques of the social model of disability: the transformative possibility of Arendt’s notion of power. Sociology of Health & Illness, 37(3), 385–403. doi:10.1111/1467-9566.12199

Varenne, H., & Mcdermott, R. (2008). Adam, Adam, Adam, and Adam: The Cultural Construction of a Learning Disability. In Successful Failure The School America Builds (p. 1 online resource (285 p.). Boulder, CO: Westview Press.

Ainscow, M., Booth, T & Dyson, A. (2006). Inclusion and the standards agenda: negotiating policy pressures in England. International Journal of Inclusive Education, 10(4-5), 295–308. doi:10.1080/13603110500430633

Conway, R. (2017). Australian Schools, Policy and Legislation in Perspective. In M, Hyde et al., Diversity, inclusion and engagement (Third edition., pp. 14–38). South Melbourne, Victoria.: Oxford University Press.

Foreman, P. (2017). Legislation and policies supporting inclusive practice. In P. Foreman, & M. Arthur-Kelly. Inclusion in action (5th edition., pp. 50–85). South Melbourne, Vic.: Cengage Learning Australia.

Lupart, J. & Webber, C. (2013). Canadian Schools in Transition: Moving from Dual Education Systems to Inclusive Schools. Exceptionality Education International, 22(2), 8–37.

Norwich, B. (2014). Changing policy and legislation and its effects on inclusive and special education: a perspective from England. British Journal of Special Education, 41(4), 403–425. doi:10.1111/1467-8578.12079

Poed, S (2015). The Australian Educational Landscape. In A. Ashman, Education for inclusion and diversity (5th edition., pp. 35–63). Melbourne, Vic.: Pearson Australia.

Srivastava, M., De Boer, A. & Pijl, S. J. (2013). Inclusive education in developing countries: a closer look at its implementation in the last 10 years. Educational Review, 1–17. doi:10.1080/00131911.2013.847061

Ballard, K. (2012). Inclusion and social justice: teachers as agents of change. In S. M. Carrington (Ed.), Teaching in inclusive school communities (pp. 65–87). Milton, Qld.: John Wiley & Sons Australia.

Boscardin, M. & Lashley, C. (2012). Expanding the leadership framework to support socially just Special Education policy, preparation, and standards. In J. B. Crockett (Ed.), Handbook of Leadership and Administration for Special Education (pp. 37–51). Routledge, Taylor & Francis.

Carrington, S. & Robinson, R. (2004). A case study of inclusive school development: a journey of learning. International Journal of Inclusive Education, 8(2), 141–153. doi:10.1080/1360311032000158024

Deppeler, J. (2008). Improving Inclusive Practices in Australian Schools: Creating Conditions for University-School Collaboration in Inquiry. European Journal of Psychology of Education, 21(3), 347–360. doi:10.1007/BF03173421

Gilley, A., Dixon, P. & Gilley, J. (2008). Characteristics of Leadership Effectiveness: Implementing Change and Driving Innovation in Organizations. Human Resource Development Quarterly, 19(2), 153–169. doi:10.1002/hrdq.1232

Hargreaves, A. (2004). Inclusive and exclusive educational change: emotional responses of teachers and implications for leadership. School Leadership & Management, 24(3), 287–309. doi:10.1080/1363243042000266936

Kugelmass, J. & Ainscow, M. (2011). Leadership for Inclusion: A Comparison of International Practices. Journal of Research in Special Educational Needs, 4(3), 133–141. doi:10.1111/j.1471-3802.2004.00028.x

Pearce, M. , Campbell-Evans, G. & Gray, J. (2010). Capacity to be inclusive: secondary teachers’ perspective. Special Education Perspectives, 19(1), 15–27.

Sapon-Shevin, M. (2010). Because we can change the world : a practical guide to building cooperative, inclusive classroom communities (2nd ed.). Thousand Oaks, Calif.: Corwin Press.

Wilson, G. L. (2008). Be an Active Co-teacher. Intervention in School and Clinic, 43(4), 240–243. doi:10.1177/1053451208314911

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