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Assignment Title* Assignment one- four written tasks on inclusive practices

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Thankyou for the opportunity to submit this assignment when ready, not by due date. It allowed me to extensively read the e-readings, extra texts at the library in my state and develop a thorough understanding of inclusive practice. I really enjoyed researching programs in Question 8 and would love to have expanded on them, but I understand due to the word count this was not possible. It did allow me to develop my own information and I will use this in my future pedagogy. I look forward to researching further programs and their merits.

I really enjoyed all the e-readings and I could see their relevance to what was required. I have actually worked on most of the areas and will keep this information for use in the future.

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3. What are some ways in which a classroom teacher can make the educational environment more inviting to students from different cultural backgrounds? How may these changes influence the behaviour of some students and their relationship with others?

Australia is a multicultural society and this resonates into schools. To create a positive and inclusive classroom environment everyone needs to understand and appreciate each other’s culture, values, beliefs and experiences. This caring and accepting classroom environment is pivotal to the success of all students and their interrelationships with each other. A culturally responsive teacher can create classroom environments that make students feel empowered and successful, embracing cultural and linguistic differences and understanding the socio-cultural dynamics of the classroom.

A teacher can create an inclusive and positive environment in many ways. Opportunities can be provided for students to express their culture, so as other students can learn different cultural perspectives. A teacher must also understand fully their own culture through self-reflection, which will give them an insight into factors influencing their own pedagogy, and they should work towards attainment of cultural proficiency. Students must be encouraged to include and appreciate each other and opportunities should be provided to share cultural experiences and connections. Mason suggests incorporating diverse strengths into daily curriculum and instruction (Mason, 1993 from Hoover, 2009). Effective differentiated instruction is integral to empowering students and addressing their needs (Hoover, 2009).

By talking to carers/parents about cultural beliefs and values, a teacher can gain a greater understanding of a student’s culture. Individual differences within the same culture must be respected to avoid stereotyping students. Lessons can be adapted to include elements of the cultures represented in the classroom and social justice and equality must be adhered to. A teacher could display artwork, posters, various resources and information that reflect the cultural diversity within their classroom.

Teachers need to clarify cultural and linguistic learning difficulties, including attaining knowledge of behaviours typically associated with learning a second language, and not misrepresent difficulties as disabilities (Hoover, 2009). Hoover highlights the use of differentiated instruction to best facilitate their use of thinking strategies commensurate with their language abilities and cultural values (Lachat, 2004 from Hoover, 2009)

Many behaviours can be displayed in the process of acculturation of some students and their relationships to others may be influenced by the creation of a more culturally linguistic

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classroom. It is important to consider a student’s worldview and how it influences communication, individual goals, belief systems, problem solving, decision-making, socialization, conflict resolution and behaviour (Ibrahim & Kahn, 1984). Behaviour is a product of ongoing interactions between psychological needs and socio-environmental influences that are part of the human condition (Charles, c2011). Students would feel less alienated and isolated in a culturally inclusive classroom. If a child’s cultural/linguistic needs are met and they feel included with a greater sense of belonging then interactions with others will provide for a more positive experience. Students learning to respect and understand the diversity of their peers could minimize the incidences of provocation.

It is crucial create a positive environment that understands and celebrates diversity and promotes inclusion at every level. A teacher responsive to the needs of all children will help to empower students and help them achieve success.

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References: Task 3

Charles, C. M. ; Senter, Gail W.c2011 How can I anticipate my students' behavior and deal with factors that promote misbehavior? (Chapter 2) / C.M. Charles. Pages 21-40 Building classroom discipline / C.M. Charles; collaboration by Gail W. Senter ; contributions from Paula Cook, Eileen Vanwie, Terrell Brown. Boston : Pearson

Hoover,John.J 2009 Overview of learning difference and disability issues for diverse learners (Chapter 1) / Pages: 1-19 Source: Differentiating learning differences from disabilities : meeting diverse needs through multi-tiered response to intervention / John J. Hoover - Upper Saddle River, N.J. : Pearson, c2009. Description: 160 p.

Ibrahim, F.A and Kahn, H. 1984 Scale to assess worldviews. Unpublished manuscript, University of Connecticut at Storrs. From . Diversity in the classroom (Chapter 3) / Julia L. Orza and Janet Medina. Pages: 60-95 Source: Behavior management : applications for teachers / Thomas J. Zirpoli. - 5th ed. - Upper Saddle River, N.J. : Pearson/Merrill Prentice Hall, c2008. Description: 497 p.

Opening the School Gate: Engaging CLD families in schoolsPublished by the Centre for Multicultural Youth IssuesLevel 1, 308 Drummond Street, Carlton (Melbourne), Victoria 3053, Australia www.cmyi.net.au

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5. John is about to be integrated into a mainstream school from a residential school. His parents are worried that he might be bullied in the new setting. Describe a whole school approach to preventing bullying that will assure the parents that bullying is not acceptable behaviour in the setting in which John is being enrolled.

When a child is being integrated into a new setting such as a mainstream school, there can be inherent issues of inclusion. The possibility of being bullied should be thoroughly addressed by a whole school approach to prevent bullying. A successful approach to bullying will address behaviours, relationships, and the development of programs to create a positive, supportive learning culture celebrating diversity and empowering students.

Rigby stated that bullying is a repeated oppression, psychological or physical, of a less powerful person by a more powerful person or group of persons. (Rigby 1996, p15). There are many types of bullying behaviours and these can include;

Verbal bullying Physical bullying Extortion Visual/Cyber bullying Exclusion Racial bullying Sexual bullying

It is important for a whole school approach to respond to bullying through prevention and intervention.

Through prevention, problem solving and responsive behaviour management plans and practices the school will promote a safe and supportive learning environment and bullying will be seen as unacceptable behaviour. Self-esteem, confidence, resilience and interpersonal relationships need to be taught and this is done through the, “You Can Do It “program (1). Regular classroom meetings to address issues and to promote empowerment will also be held and a climate of respect will be maintained. Children will be able to speak openly in these meetings with discussion about the issues, rather than the parties involved, and will look at positive bystander actions (Rigby, 2006.) Clear and consistent school policies and procedures will be enforced in regards to discipline and rules.

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The whole school community are educated about bullying through the Bully Busters program (2), unacceptable behaviours will be identified, and strategies put in place to address these behaviours and promote appropriate behaviour. Anti bullying media will be displayed around the school. The curriculum will have an inclusive focus and activities will address diversity.

Through intervention, the school will provide consistency in its approach to bullying and staff must show respect to all parties involved in an incident. Formal steps will be taken in an incident, with students filling out a bullying report, and teachers will write out an incident report. Anyone, including bystanders is given the opportunity to fill out a report on bullying, they do no need to be directly involved. Repeat offenders will be involved in meetings with parents and staff and where appropriate referral to a student welfare counsellor or community service will be made available to the parties involved. Discipline policy will be implemented and bullying will not be tolerated. Restorative practice will be used where appropriate to stimulate remorse and help restore relationships (Rigby, 2010). Evaluation of strategies will take place once a year.

A school must be seen as a safe and supportive environment where diversity is valued. Bullying will not be accepted and preventative practices will be used to reduce bullying. Interventions will provide a consistent approach to deal with incidents of bullying. Every child has a right to safety and respect.

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APPENDIX Task 5

1. You can do it program2. Bully Busters

http://www.insideouted.com.au/programs.html

Bullying is unacceptable in any environment.In schools, it is often insidious and immensely damaging to targets in the short and long term.

Bully-Busters®, established in 1997, offers a highly engaging, practical program aimed at preventing bullying in primary schools. It is run by an enthusiastic, passionate team dedicated to raising awareness of all aspects of the bullying issue. To these ends, Bully-Busters offers a Whole School Approach to dealing with bullying, consisiting of workshops for teachers, parents and children. These workshops can be taken individually, or together.

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References: Task 5

Blueprint for Education and Early Childhood Development: One Year On Communications Division for Strategy and Coordination Division Department of Education and Early Childhood Development Melbourne November 2009 © State of Victoria (Department of Education and Early Childhood Development)

Council for Student Learning and Support Services Taskforce of the Ministerial Council on Education, Employment, Training and Youth Affairs Report 2003

Department of Education, Queensland. 1998 Bullying-No Way! A professional Development Resource for School Communities. Behaviour Management Unit and Open Access Unit, Education Queensland. Educational Psychology Vol. 26, No. 3, June 2006, pp. 425–440 ISSN 0144-3410 (print)/ISSN 1469-5820 (online)/06/030425–16 © 2006 Taylor & Francis DOI 10.1080/01443410500342047Educational Research Limited: Melbourne.

http://www.bullyingnoway.com.au/

http://www.deewr.gov.au/schooling/nationalsafeschools/Pages/overview.aspx

Imber, David. Opportunities for Every Victorian child to reach their full potential. Inclusive Education Working Group

Rigby, K 2010 Bullying Interventions in Schools: Six basic approaches Publisher: ACER Press 2010

Rigby, K. & Slee, P. (1993). Dimensions of interpersonal relating among Australian school children and their implications for psychological well-being. Journal of Social Psychology. 133. 33-42

Rigby, K. (1996). Bullying in schools: What to do about it.

Rigby, K. (1997). What children tell us about bullying in schools, Children Australia, 22, 2, 28 – 34.

Rigby, K. (1999). Bullying – no way! … a commentary. Educational Views, March

Rigby, Ken and Johnson, Bruce Expressed Readiness of Australian Schoolchildren to Act as Bystanders in Support of Children who are Being Bullied University of South Australia

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8. Research and evaluate four programs that encourage families and schools to have equal involvement in the education of students with diverse needs. Identify these needs.

Take the age level at which you intend to teach (early, primary, middle or secondary), and:

· Describe unacceptable behaviours typical of students at this level of maturation;

· Explain how socio-cultural and economic realities can affect student behaviour;

Many programs exist to encourage families and schools to equally involve themselves in the education of students with diverse needs. At the age level of intermediate grades (ages 9 to 11), I will research four programs and evaluate their strategies, highlighting factors affecting behaviour and unacceptable behaviours at this level of maturation.

Behaviours that are typically unacceptable at intermediate grades are tantrums, attention seeking, argumentative and uncooperative behaviour, loud and abusive interactions, aggressive, self-abusive and destructive behaviours (Charles, c2011 and Kauffman et al, 1991). If a child’s diverse needs are inadequately met, they are more likely to display these unacceptable behaviours. The socio-economic culture of a child also has a profound impact on behaviour and educational outcomes as does school ecology, pedagogy and curriculum. Children living in poverty have a higher incidence of health problems and intellectual, emotional disorder/disturbance, and behaviour disorders including poor academic, particularly literacy development (Ashman & Elkins, 2008). The affects of poverty are compounded when cultural diversity exists.

The You Can Do It Program (1) is designed to help children with achievement and promote social, emotional and behavioural well being. The four foundations of the program are:ConfidencePersistenceOrganisationGetting along.These positive affirmations develop emotional resilience. Explicit instruction is taught in many areas, which helps to address the following needs; the need to feel included-belonging, security, dignity, hope, power, enjoyment and competence (Glasser, 1998 & Charles, 2008)

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Kids Matter (2), a mental health initiative, looks at improving the mental health and well-being of children, reducing mental health problems and providing support for students in need. The four components of the program are:- Promoting a positive school community- Social and emotional learning (SEL) for students -Parenting support/education-Early intervention for students experiencing mental health difficultiesIt addresses the socio-emotional needs of students by promoting inclusion, security and belonging. Social and emotional skills are taught aimed at improving enjoyment for students and assisting families.

The National Accelerated Literacy Program (NALP) (3) is designed to foster common understandings amongst a variety of students with diverse needs, using instruction based on a Zone of Proximal Development (ZPD) (Vygotsky, 1978). It is used for improving literacy outcomes for marginalized students and it applies accelerated literacy methodology. Growth in assessments has taken place with positive progress and the need for strategies for non-readers has been identified (NALP report, 2007). This programs looks at addressing changeable variables and the learning characteristics of memory skills, learning strategies, vocabulary knowledge and language coding (Baker et al., 1998).

From an international perspective, a program developed in the UK is the Behaviour Improvement Programme (BIP). The key objectives are full-time provision for excluded pupils, audited and structured approaches to manage behaviour, reduction in truancy and innovative staff with multidisciplinary backgrounds supporting children at risk and their families (Hayward, 2006). Early interventions exist to assist students at risk of exclusion and strategies address resources, support teams and behaviour policies and procedures.

Behaviour of students is based on their innate needs, habits and interests and the motivations to attain these needs. Quality instruction and high quality programs seek to address these needs.

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Appendix: Task 8

1. You Can Do It. www.youcandoit.com.au

2. Kids Matter www.kidsmatter.edu.au

3. NALP www. nalp.edu.au

4. Behaviour Improvement Plans (BIP) www.ofsted.gov.ukwww.education.gov.uk

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References: Task 8

An overview:NALP evaluation interim report March 2007 Accelerated Literacy Evaluation TeamSchool for Social and Policy Research Charles Darwin University

Arthur-Kelly, Michael., Lyons, Gordon., Butterfield, Nancy., Gordon, Chris. (2006) Classroom Management: Creating positive learning environments. Thomson. Nelson, Australia.

Ashman, Adrian & Elkins, John (2008) Education for inclusion and diversity 3rd Ed Pearson Education, Australia

Baker, Scott, Kameenui,Edward.J and Simmons, Deborah C. (1998) pg 8. Characteristics of students with diverse learning and curricular needs (Chapter 2) / S. Pages: 19-44 Source: Effective teaching strategies that accommodate diverse learners / [edited by] Edward J. Kameenui, Douglas W. Carnine. - Upper Saddle River, N.J : Merrill, c1998. Description: 222 p

Charles, C. M. 2008. Today's best classroom management strategies: Paths to positive discipline. Boston: Allyn &.Bacon.

Charles, C.M., (c2011) How can I anticipate my students' behavior and deal with factors that promote misbehavior? (Chapter 2) / Pages: 21-40 Source: Building classroom discipline / C.M. Charles; collaboration by Gail W. Senter ; contributions from Paula Cook, Eileen Vanwie, Terrell Brown. - 10th ed. - Boston : Pearson, c2011. Description: 322 p.

Conway, R.N.F.(2005) Behaviour in and out of the classroom. In A.F. Ashman and J.Elkins(eds), Educating Children with Diverse abilities, pp.137-82). Sydney: Prentice Hall.

Dempsey, Ian.,Arthur-Kelly, (2007) Michael.Diverse classrooms and educational outcomes (Chapter 2) / Pages: 4-22 Source: Maximising learning outcomes in diverse classrooms / Ian Dempsey, Michael Arthur-Kelly. - South Melbourne : Thomson Learning, c2007. Description: 158 p.

Glasser, W. (1998). The quality school: Managing students without coercion. New York: HarperCollins.

Haberman, Martin (1995b) pg 1 Star teachers of Children in poverty. West Lafayette, IN:Kappa Delta, Pi from Miller, Susan Peterson 2002 pg 24 Validated practices for teaching students with diverse needs and abilities ,Pearson Publishing, Boston

Hayward, Anne. (2006) Making Inclusion Happen-A practical guide Paul Chapman Publishing London

http://www.education.gov.uk/

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Kauffman, J.M., Wong, K.L.H., Loyd, J.W., Hung, Li-Yu & Pullen, P.L (1991). What puts pupils at risk? An analysis of classroom teachers’ judgments of pupils’ behaviour. Remedial and Special Educationl, 12, 7-16 Apter, S.J. (1982) Troubled Children/Troubled Systems. New York: Pergamon Press

National Accelerated Literacy Program www.nalp.edu.au

Paper: COW08119The National Accelerated Literacy Program: its results and potential for improving literacy outcomes for marginalised students. Wendy Cowey. Charles Darwin University.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychologicalwww.dfes.gov.uk/behaviourandattendance/ processes. (M. Cole, S. Scribner, V. John-Steiner, & E. Souderman Eds.)Cambridge, Mass: Harvard University Press

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9. Examine why some students can feel powerless and what you can do to help.

Some students can feel powerless or undervalued. They may feel unequally treated and experience differentiation in their instruction, feeling that their performance has little to do with class outcomes. There is a variety of factors affecting why students feel powerless and teachers can address these through effective instruction and promoting a positive inclusive classroom.

Students can feel powerless if they are subject to exclusion based on their culture or socio-economic class. As Alkins suggests, this differing treatment may occur as a natural result of teachers’ inadequate understanding of their students’ backgrounds; their thinking is not synchronized with all their students’ ways of looking at important life matters (Alkins, 2007). Teachers must understand, respect and integrate the home and school ecologies to gain insights into their own learning, behaviours and perceptions and that of their students. Interrelationships, group dynamics, an individual child’s sense of belonging and self-esteem in the classroom can in part be determined by socio-cultural factors (Arthur-Kelly et al. Pg 16). Differences in students’ educational outcomes are greatly affected by their social backgrounds and by the company they keep in school (Council for the Australian Federation, 2007). Socio-cultural factors influence the attitudes of students and their total environment.

Alkins and Murrell suggest that the remedy for this condition lies in equipping future teachers with adequate information about the students they are teaching, including what to expect from these students in class settings (Charles pg 11 c2011) The whole behaviour and needs of a student must be understood and not simply their characteristics and culture. Unequal power relationships do exist in classrooms, these dynamics must be recognized, and this information then applied to classroom management plans and organized instruction. Teachers should use psycho educational strategies in the classroom to promote positive behaviours and needs satisfaction. Using a goal-centred theory, the teacher promotes positive behaviour by creating an environment where children feel they matter, where they are noticed, empowered and cared about..(Miller, 2001)

Glasser sees one of the basic needs of an individual as being power, the need to have power within a group and to take part in decision making (Glasser, 1998) Students should be empowered to believe they can satisfy their needs by way of positive behaviours. Co-operative learning activities should be encouraged with positive group interrelationships and responsibility. Co-operative learning activities that support equal status contact with differing socioeconomic groups has been shown to increase cross-ethnic friendships in classrooms (Vaugh et al. pg 268)

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A teacher should understand principles of best practice and effective instruction (Dempsey, Arthur-Kelly 2007) and Bowd (1990) suggested areas in instruction and these include; coping/resilience, confidence and self worth, accepting direction and asking for assistance, development of acceptable behaviours amongst peers and the development of good working habits and organization. It is important to impart ownership and students could develop a behaviour improvement plan and improve self-efficacy through cognitive and metacognitive strategies.

Where teaching and learning are productive, behavioural problems are reduced and positive social inclusion is enhanced (Foreman, P 2008 pg 199). Everyone is valuable no matter what their difference and ability. Every student has special skills and talents. These differences make us unique individuals and nobody should feel powerless.

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References: Task 9

AIkins, K. (2007). AACfE proposal 2008. Student-teacher relationships: Through the eyes of six beginning teachers. w ww.allacademic.com/meta/p_mla_apa_research_citation/2/0/5/4/6/pages205469/p205469- 4.php

Arthur-Kelly, Michael., Lyons, Gordon., Butterfield, Nancy., Gordon, Chris. (2006) Classroom Management: Creating positive learning environments. Thomson. Nelson, Australia.

Baker, Scott K.,Kameenui, Edwards J., Simmons, Deborah C. (1998) Washington, DC: U.S. Government Printing Office. From Characteristics of students with diverse learning and curricular needs (Chapter 2) / Pages: 19-44 Source: Effective teaching strategies that accommodate diverse learners / [edited by] Edward J. Kameenui, Douglas W. Carnine. - Upper Saddle River, N.J : Merrill, c1998. Description: 222 p

BLOOM, B. (1982). Human characteristics and school learning. New York: McGraw-Hill.

Bowd, A. (1990) Exceptional Children in the class, 2nd ed. Melbourne: Hargreen Publishing Company.

Charles, C.M (C2011) How can I anticipate my students' behavior and deal with factors that promote misbehavior? (Chapter 2) / Pages: 21-40 Source: Building classroom discipline / C.M. Charles; collaboration by Gail W. Senter ; contributions from Paula Cook, Eileen Vanwie, Terrell Brown. - 10th ed. - Boston : Pearson, c2011. Description: 322 p. Unit code: ETL414

COLEMAN, J. S., CAMPBELL, E. Q., HOBSON, C. J., MCPARTLAND, J., MOOD, A. M., Dempsy,Ian, Arthur-Kelly, Michael. (2007) Pages: 4-22 Source: Diverse classrooms and educational outcomes (Chapter 2)Maximising learning outcomes in diverse classrooms / - South Melbourne : Thomson Learning, c2007. Description: 158 p. Unit code: ETL414

Foreman, Phil. (2008) Inclusion in Action. Cengage Learning, Harcourt, Australia.

Glasser, W. (1998) Choice Theory: A new psychology of personal freedom. New York: Harper Perennial.

Miller,M. (2001) Using group discussions to improve social problem-solving and learning. Education, 121, 3, 470-5

Vaughn, Sharon, Bos. Candace,S., Schumm, Jeanne,Shay. (2007) Teaching Students who are exceptional, diverse, and at risk- in the general classroom 4th Ed Pearson Education, Boston.

WEINFELD, F. D., & YORK, R. L. (1966). Equality of educational opportunity.

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