Inclusion, Equality, Diversity, Differentiation | Webfolio | Institute for Learning Guidance on how to improve equality and diversity practices The Learning and Skills Improvement Service (LSIS) and LSC have jointly published guidance for FE colleges and providers, to help them to self-assess equality and diversity. Both bodies have worked closely with Ofsted and Lifelong Learning UK (LLUK) to develop the guidance, indicating a shared commitment to driving forward standards in self-assessment. Equality & Diversity Curriculum Audit Dyslexia, Dyspraxia and Dyscalculia Podcasts on Dyslexia, Dyspraxia and Dyscalculia best practice - by Katherine Hewlett & David Crabtree, AchieveAbility(www.achieveability.org.uk) Under Practitioner links there are useful slides from the research and development phase of AchieveAbility covering various disorders and how they should best be managed. Green, K. (2003). Heaton, P & Mitchell, G (2001). Klein, C et al (2002). Reid, G & Kirk, J (2001). Youtube video on Dyspraxia in the workplace - Equity Challenge Unit UK site
The Inclusive Class: 10 Easy Changes Teachers Can Make to Facilitate Inclusion "Over, under, around or through find a way, or make a way" is a quote by Paula Kluth that recently reminded me of how I found ways to include all my students in a classroom activity, regardless of their ability level. While I am speaking with Dr. Cheryl M. In order to have students aquire the same learning experiences, teachers have to be prepared for the differences in their student's abilities and learning styles. Here are 10 easy changes teachers can make to facilitate inclusion: r Time - change the time of day the activity is planned for, the duration of activity, the time of week or even the month. r Space - change the physical seating arrangement in the class, change the environment (turn off the lights, shut the door or open the windows), change the workspace or even the room (go to the library or sit outside). r Method – change how the lesson is delivered. r Product – change the assignment from writing to drawing, art, music, or drama. r Teacher – yes, change the teacher!
Engaging All Learners | Professional learning resources for Alberta educators 'Auti-Sim' Game Simulates Life With Childhood Autism In a playground filled with gleeful shouts, you approach a group of children. Suddenly, your vision turns blurry and pixelated. The echoing screams become raucous. It's the experience of sensory overload, according to a new game called Auti-Sim. The simulation, created by a three-member team at the Vancouver Hacking Health hackathon, aims to raise awareness of the challenges of hypersensitivity disorder and help people understand how it can lead to isolation. The closer you get to loud and active children, the more overwhelming the situation becomes. Taylan Kadayifcioglu (who goes by Taylan Kay), one of the game's programmers, says he was inspired by an excerpt from a documentary called Inside Autism. "It was striking how an ordinary, everyday environment could pose significant challenges," Kay tells Mashable. "It was striking how an ordinary, everyday environment could pose significant challenges," Kay tells Mashable. Screenshot courtesy of YouTube, Taylan Kay
Inclusive Education . Learning Disabilities . Education Inclusive education happens when children with and without disabilities participate and learn together in the same classes. Research shows that when a child with disabilities attends classes alongside peers who do not have disabilities, good things happen. For a long time, children with disabilities were educated in separate classes or in separate schools. People got used to the idea that special education meant separate education. But we now know that when children are educated together, positive academic and social outcomes occur for all the children involved. We also know that simply placing children with and without disabilities together does not produce positive outcomes. These are the principles that guide quality inclusive education: All children belong. Inclusive education is based on the simple idea that every child and family is valued equally and deserves the same opportunities and experiences. All children learn in different ways. It is every child’s right to be included.
The Inclusive Class: 25 Easy Ways to Improve Executive Functioning Skills How do we help our children or students who are perpetually losing things, often running late and seem completely disorganized? Do we reprimand them for being lazy? Do we keep them in at recess because they forgot to do their homework? Do we let our frustration and angst get the better of us and completely give up on helping them with anything at all? Or, do we wonder if there is a reason as to why this child just can't seem to pull things together? Instead of labeling the child or student as lazy, forgetful and inattentive, consider that perhaps they are struggling due to weak executive functioning skills. Teachers and parents often spend an inordinate amount of time supporting children with weak executive function skills. However, in a carefully planned and organized school day, there are 25 easy ways for teachers and parents to help strengthen weak executive functioning skills in kids: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25.
inclusiveeducation School Inclusion Given the recent ruling of the Supreme Court against the school board in the Jeffrey Moore case, we should ask ourselves whether we have improved in inclusive education in the last 15 years. The suit was filed in 1997 based on the tenet that Jeffrey was discriminated against, as he had a severe learning disability and was not receiving adequate literacy instruction. Jeffrey was denied a “service customarily available to the public.” According to the Canadian Association for Community Living website, the service that Jeffrey was entitled to was public education. This decision should make us all ask the question, “Are students with disabilities obtaining the supports they require to fully participate and be included in education services like any other students?” Settings that promote inclusion are more successful in achieving learning for all, the ultimate goal of education. Make no mistake, there are pockets of excellence. A: use active forms of learning; Universal Design for Learning