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| Foreword | |
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| Figures | |
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| Preface to the second edition | |
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| The case for inclusion | |
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| What is inclusion? | |
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| Teacher concerns about inclusive education | |
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| The benefits of inclusion | |
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| Case study: Outlining the process approach | |
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| Key terms | |
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| For discussion and reflection | |
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| Further reading | |
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| Who are our students with diverse learning needs? | |
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| Defining diversity | |
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| Using medical definitions: Special education model | |
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| Using socio-political definitions: Inclusive education model | |
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| Discrimination | |
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| To label or not to label? | |
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| Labels and teaching the full spectrum of diverse needs | |
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| How do I talk about students from diverse backgrounds? | |
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| Key terms | |
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| For discussion and reflection | |
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| Further reading | |
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| Attitudes and inclusion | |
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| Is history repeating itself? | |
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| Attitudes | |
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| Values | |
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| Ideologies | |
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| Facing disability | |
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| Plan realistically | |
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| Key terms | |
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| For discussion and reflection | |
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| Further reading | |
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| Psychological and teacher-based assessment | |
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| Intelligence tests: What are they and what are they good for? | |
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| The normal curve | |
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| Percentile ranks | |
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| The pieces of intelligence | |
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| Qualitative assessment | |
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| Classroom-based assessment | |
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| Assessment for learning (AFL) | |
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| Key assessment for learning practices | |
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| Curriculum-based assessment | |
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| Specific assessment tools and strategies | |
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| Key terms | |
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| For discussion and reflection | |
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| Further reading | |
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| Collaboration | |
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| Professional learning community | |
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| Collaborative inquiry | |
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| Teacher reflection and collaborative discussion | |
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| Collaboration with the wider school community | |
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| Collaboration within the inclusive classroom | |
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| Collaboration with families | |
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| Collaboration with students | |
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| Key terms | |
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| For discussion and reflection | |
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| Further reading | |
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| How to develop and manage an individualised program | |
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| The individual program plan | |
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| Role of the Program Support Group in individual program planning | |
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| Compiling an individual program plan | |
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| Vision statement | |
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| Assessment results summary | |
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| Long-term goals | |
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| Specific objectives | |
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| Indicators of achievement | |
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| Inclusive strategies and materials | |
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| Review and monitoring schedule and strategies | |
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| Key terms | |
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| For discussion and reflection | |
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| Further reading | |
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| Inclusive instructional design | |
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| Defining curriculum | |
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| Universal design for learning or curriculum adaptations? | |
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| Universal curriculum design for learning | |
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| Differentiated instruction and universal design | |
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| The educational environment | |
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| Curriculum adaptations and modifications | |
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| Identifying links between individual objectives and the classroom curriculum | |
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| Unit planning | |
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| Individual lesson plans | |
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| Key terms | |
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| For discussion and reflection | |
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| Further reading | |
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| Collaborative student learning | |
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| Collaborative learning arrangements | |
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| Cooperative learning | |
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| Enhancing the effectiveness of cooperative learning groups | |
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| Peer support | |
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| Key terms | |
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| For discussion and reflection | |
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| Further reading | |
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| Organising the inclusive classroom | |
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| Physical layout of the inclusive classroom | |
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| Seating plans | |
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| Traditional expository teaching seating plan | |
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| Ability groups | |
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| Heterogeneous grouping | |
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| Individual learning spaces | |
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| Using a combination of approaches | |
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| Classroom procedures | |
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| Plans for substitute teachers | |
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| Meeting students' personal care needs | |
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| Medication in the classroom | |
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| Key terms | |
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| For discussion and reflection | |
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| Further reading | |
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| Inclusive classroom management | |
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| What is challenging behaviour? | |
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| Understanding the reasons for the challenging behaviour of individuals | |
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| Developing an action plan for individual students | |
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| Violence and touching | |
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| Building a classroom community | |
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| Class meetings | |
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| Classroom management tips that work | |
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| Key terms | |
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| For discussion and reflection | |
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| Further reading | |
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| Social and emotional learning | |
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| What is social and emotional learning? | |
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| Benefits of social and emotional learning | |
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| What supports social and emotional learning? | |
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| Social and emotional learning and the school curriculum | |
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| Social and emotional learning programs | |
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| Teachers and social and emotional competence | |
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| Key terms | |
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| For discussion and reflection | |
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| Further reading | |
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| Reflection: The key to lasting change | |
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| Mentally coping with diversity | |
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| The importance of practice | |
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| Deliberate practice | |
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| Reflecting on practice | |
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| Tools for teacher reflection | |
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| The effects of reflective practice on teaching | |
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| Key terms | |
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| For discussion and reflection | |
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| Further reading | |
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| Useful forms | |
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| Bibliography | |
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| Index | |