Inclusion in Action


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Table of Contents

Standards mapping grid PART A: Inclusive Environments 1. Introducing inclusion in education 2. Legislation and policies supporting inclusive practices 3. Practicing inclusion in diverse school communities PART B: Inclusive Teaching and Learning Practices 4. Curriculum, learning, teaching and assessment adjustments 5. Planning effective teaching strategies 6. Encouraging positive interactions PART C: Strategies to Support Inclusive Teaching 7. Developing communication skills 8. Understanding and supporting literacy competence 9. Understanding and supporting numeracy competence PART D: Inclusion Across the School Years 10. Inclusion in early childhood 11. Inclusion in primary schools 12. Secondary school inclusion and successful post-school transitions Appendix 1: Common abbreviations and shortened forms Appendix 2: List of fact sheets

About the Author

Michael Arthur-Kelly is a Conjoint Professor in the School of Education at The University of Newcastle. He has experience as a classroom teacher in both regular and special schools, as a consultant and as a teacher educator. He is especially committed to the needs of students with multiple and severe disability. Phil Foreman is Emeritus Professor of Education at the University of Newcastle. He was Chair of the NSW Institute of Teachers from 2007-2013, and was Professor and Dean of Education at the University of Newcastle from 2002-2008. In 2013 he was appointed a Member of the Order of Australia (AM) for services to tertiary education, particularly in the area of special education, and to people with a disability.

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