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1 - Definitions
2 - Responsibilities of teachers
3 - Creating a culture of inclusion
4 - Working with parents
5 - A whole school approach

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E-book available from library

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The Inclusive Classroom School Resource:
-assists teachers and schools to work together with families to create inclusive educational experiences for children with a disability.
It covers topics such as:
-Students with disabilities in mainstream schools
-Education planning
-Family perspectives
-Teachers and families working together
Association for Children with a Disability (2010)
http://acd.org.au/inclusive-classroom-school-resource/

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(Forlin, Chambers, Loreman, Deppler, & Sharma, 2013)

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Includes "physical, intellectual, psychiatric, sensory, neurological and learning disabilities."
(Department of Education and Training, 2015)

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Association for Children with a Disability (2010). Inclusive classroom school resource.Retrieved from http://acd.org.au/inclusive-classroom-school-resource/
Australian Institute for Teaching and School Leadership (2017). Australian Professional Standards for Teachers. Retrieved from https://www.aitsl.edu.au/teach/standards.

Clarke, L. S., Haydon, T., & Bauer, A. (2016). Inclusive of students with an intellectual disabilitiy in the general education classroom with the use of response cards. Preventing School Failure, 60(1), 35-42.
Cologon, K. (2015). Inclusive education means all children are included in every way, not just in theory. Retrieved from https://theconversation.com/inclusive-education-means-all-children-are-included-in-every-way-not-just-in-theory-45237

Department of Education and Training (2015a). Disability Discrimination Act 1992. Retrieved from https://docs.education.gov.au/system/files/doc/other/dse-fact-sheet-1-dda_0.pdf

Disability Discrimination Act (1992). (Cth). Retrieved from https://www.legislation.gov.au/Series/C2004A04426

Disability Standards for Education (2005). (Cth). Retrieved from https://docs.education.gov.au/system/files/doc/other/disability_standards_for_education_2005_plus_guidance_notes.pdf
Doll, B., Brehm, K., & Zucker, S. (2014). Resilient Classrooms: Creating Healthy Environments for Learning (2nd ed.). New York: Guilford Publications.

Eredics, N. (2011). Designing a Classroom for Inclusive Learning. The Whole Child. Retrieved from http://www.wholechildeducation.org/blog/designing-a-classroom-for-inclusive-learning
Equal Opportunity Act (2010). (Vic). Retrieved from http://www.austlii.edu.au/cgi-bin/viewdb/au/legis/vic/consol_act/eoa2010250/
Forlin, C. I., Chambers, D. J., Loreman, T., Deppler, J., & Sharma, U. (2013). Inclusive education for students with disability: A review of the best evidence in relation to theory and practice.

Hehir, T., Grindal, T., Freeman, B., Lamoreau, R., Borquaye, Y., & Burke, S. (2016). A summary of the evidence on inclusive education. Retrieved from http://alana.org.br/wp-content/uploads/2016/12/A_Summary_of_the_evidence_on_inclusive_education.pdf.
Larkey, S. (2015). How to Teach Children with Autism : Setting up Classroom. YouTube. Retrieved from https://www.youtube.com/watch?v=AL1VT2jj2Z4
Marder, C., Wagner, M., & Sumi, C. (2003). The social adjustment of youth with disabilities. In The Achievements of Youth With Disabilities During Secondary School: A Report From the National
Longitudinal Transition Study-2 (NLTS2). Menlo Park, CA: SRI International.

Mitchell, D. (2015). Chapter 24: Strategy 22: Classroom Climate. Retrieved from http://routledgetextbooks.com/textbooks/_author/mitchell-9780415623230/chapter24.php.
Snow, C., (2017). If you Show Up They'll Surprise You, Educational Leadership, 74(7), 30-34.

Staub, D., & Peck, C. A. (1995). What are the outcomes for nondisabled students? Educational Leadership, 52(4), 36-40.

State Government Of Victoria Department of Education and Early Childhood Development. (2013). Programs for students with disabilities: Roles and responsibilities in the assessment process. Retrieved from http://www.education.vic.gov.au/Documents/school/teachers/teachingresources/diversity/psdprocess.pdf

United Nations Convention on the Rights of Persons with Disabilities. (2006).  Retrieved from  http://www.un.org/disabilities/documents/convention/convoptprot-e.pdf

University of Canberra (2014). Disability standards for education: A practical guide for individuals, families and communities. Retrieved from  http://resource.dse.theeducationinstitute.edu.au/content/same-basis.

Victorian Institute of Teaching (2017). Special Needs Plan. Retrieved from http://www.vit.vic.edu.au/registered-teacher/special-needs-plan
Visual Aids for Learning (2014). Visual Aids for Learning. Retrieved from http://www.visualaidsforlearning.com/.

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3.1 AITSL standard: Create and maintain supportive and safe learning environments 

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3.1 AITSL standard: Create and maintain supportive and safe learning environments 

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-important to create a culture of inclusiveness so all students have the opportunity to learn (Australian Institute for Teaching and School Leadership, 2017).
https://www.aitsl.edu.au/teach/standards.

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"Inclusive education involves the full inclusion of all children. No children are segregated".
(Cologon, 2015)

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1.6 Strategies to support full participation of students with disability
(Australian Professional Standards for Teachers)

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According to the Disability Standards for Education 2005, students with disabilities are allowed reasonable adjustments to allow participation and opportunities comparable to other students.

Reasonable adjustments balance the needs of all; the student with a disability; the others students; staff; and the educational institution to e.g. providing an extra session for a student with an intellectual disability to teach key terms important for a class.

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4.2 Giving Children the Space they need - (Snow, 2017)

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4.2 Giving Children the Space they need - (Snow, 2017)

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Sometimes children need to have command over their own environment or some space from others to process their emotions. You can do this by creating a cool down zone this also gives children autonomy over their learning. See more: https://eds-b-ebscohost-com.ezp.lib.unimelb.edu.au/eds/pdfviewer/pdfviewer?vid=0&sid=d897355c-f9c5-4608-9411-ea83864de924%40sessionmgr102

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4.3 Setting Up the Classroom (Larkey, 2015)

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4.3 Setting Up the Classroom (Larkey, 2015)

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-Author Sue Larkey describes 10 Strategies for setting up the classroom. She makes the point that "to know an autistic child is not to know autism". These are not necessarily things that will fix issues but are certainly things to consider. https://www.youtube.com/watch?v=AL1VT2jj2Z4
https://suelarkey.com.au/tip-sheet/

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3.5 Positive benefits of inclusiveness: 

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3.5 Positive benefits of inclusiveness: 

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-students whom engage in supporting other students with disabilities are more accepting of people whom are different from themselves  (Hehir et al., 2016)
-Common communication systems encourages students to feel part of a team and students become responsive of each others’ needs
-Allows all students to interact and communicate with each other, creating an inclusive environment  (University of Canberra, 2014)

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-Creating a classroom environment that is emotionally safe, predictable and motivating (Mitchell, 2015).
-allows all students to feel part of the class
-This can achieved by creating a common communication system
http://routledgetextbooks.com/textbooks/_author/mitchell-9780415623230/chapter24.php.

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-like visual cards, response cards are a great way of allowing all students to give feedback and express their feelings (Clarke, Haydon, & Bauer, 2016)
-students might put the card "I need space" on their table so other students are aware
-However many teachers may not see the point of teaching this to the whole class (Clarke, Haydon, & Bauer, 2016).
--Implementing common communication systems creates belongingness for students with disabilities  (Staub & Peck, 1995; University of Canberra, 2014)
- important for wellbeing

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3.3 Visual Cards to create a culture of inclusion: 

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3.3 Visual Cards to create a culture of inclusion: 

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-a common communication system allows all students to communicate with each other (Visual Aids for Learning, 2014).
-breaks down a procedure ie washing hands so students can process what is being asked of them or writing a narrative
-all students have access to these cards - so not singling out students with disabilities
-sign language is another alternative

http://www.visualaidsforlearning.com/index.php

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2.8 Role of the School in applications under the Program for Students with Disabilities. 

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2.8 Role of the School in applications under the Program for Students with Disabilities. 

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The Program for Students with Disabilities provides funding to schools based on student needs for purposes such as support staff or classroom adjustments.
To obtain funding schools must:
-Establish a Student Support Group
-Gather evidence about students eligibility and needs
-Gather documentation from professionals to support applications e.g. specialists, early childhood intervention services
-Create an Individual Student Case in the online case system
(State Government of Victoria Department of Education and Early Childhood Development, 2013).

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2.7 Victorian Institute of Teaching Requirements

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2.7 Victorian Institute of Teaching Requirements

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Teachers required to undertake learning to increase their capacity to teach students with disabilities.

Links to Professional Development Opportunities

(Victorian Institute of Teaching, 2017) http://www.vit.vic.edu.au/registered-teacher/special-needs-plan

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2.6 United Nations Convention on the Rights of Persons with Disabilities (2006)

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2.6 United Nations Convention on the Rights of Persons with Disabilities (2006)

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People with disabilities have the right to inclusion in the general education system whilst receiving support to assist their academic and social development.

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It is against the law for education providers to treat or suggest to treat someone adversely or discriminate against them due to personal characteristics including disabilities.

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2.3 Disability Standards for Education 2005 (Cth)

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2.3 Disability Standards for Education 2005 (Cth)

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Education and Training must be made accessible to students with disabilities in:

-Enrolment

-Participation

-Curriculum development, accreditation and delivery

-Student Support Services

-Removal of harassment and victimisation

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2.2 Disability Discrimination Act 1992 (Cth)

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2.2 Disability Discrimination Act 1992 (Cth)

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-Prevents discrimination against persons with disabilities in areas including education.

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2. 1. What Legislation Must a Teacher Comply With?

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2. 1. What Legislation Must a Teacher Comply With?

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-Disability Discrimination Act 1992 (Cth)

-Disability Standards for Education 2005 (Cth)

-Equal Opportunity Act 2010 (Vic)

-United Nations Convention on the Rights of Persons with Disabilities (2006)

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4.1 Creating an Inclusive Classroom Set Up (Eredics, 2011)

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4.1 Creating an Inclusive Classroom Set Up (Eredics, 2011)

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-Setting tables up in groups so all students have the opportunity to collaborate
- Create centres for particular learning areas, helps children to focus their learning
-Avoid overly cluttered 'noisy' decor. Students should be able to learn without distraction.
See more:
http://www.wholechildeducation.org/blog/designing-a-classroom-for-inclusive-learning