inclusionED celebrates the diversity of Australian classrooms.
Educators are expected to respond to individual differences in a way that treats them not as a problem, but acknowledges them as each person’s contribution to the rich diversity of the society we live in.
This view informs how educators work with students with disability, including students on the autism spectrum, who perceive and interact with the world differently from people who are not on the spectrum.
In Australia, teachers have a responsibility to design differentiated curricula to enable students with disability to be successful in their learning, and to meet the needs of diverse students in their classrooms.
The complex professional work of teachers comprises three fundamental dimensions: knowing, doing, and being – or, the head (knowledge), hand (skill), and heart (attitudes and beliefs). These components of teaching inform the ways that teachers support students’ needs, and influence the ways in which teachers think, perform, and act with integrity. To engage in effective practice as professionals, educators must develop these three components.
How inclusionED supports teachers
inclusionED supports teachers to develop their practice by enhancing their:
- ability to support diverse student needs in school contexts
- knowledge and understanding of evidence-informed teaching strategies.
inclusionED takes research about students on the spectrum and turns it into resources that guide effective everyday teaching practices.
Universal Design for Learning
The principles of Universal Design for Learning ( UDL ; Center for Applied Special Technology, 2018) underpin inclusionED’s work, and have provided inclusionED with a blueprint for the creation of instructional goals, methods, materials, and assessments that work for everyone – not a single, one-size-fits-all solution, but flexible approaches that can be customised and adjusted for individual needs.
An example of inclusion