Week 3 Tutorial
Week 3 Tutorial
Week 3 Tutorial
From http://aboriginalartcollection.net/pressRelease4-11opening.htm
SEMESTER OVERVIEW
Beginning
Week
Day 1 2 3 4 5 6 7 8 9
Mid-Semester break
Tuesday, Wednesday or
Assignment 1 & 3
Assignment 2
Thursday
Key:
Face to Face or Independent study Assignment due
Zoom Tutorial learning modules dates
Note: Each week complete the learning module prior to attending the tutorial and then post the TO DO.
UNIT LEARNING OUTCOMES
After successful completion of this Unit, students will be able to:
1. Analyse theoretical, ethical, philosophical, legislative and policy frameworks underpinning
inclusive practices.
2. Reflect on how community and personal assumptions, values and attitudes influence
interactions, pedagogies and the provision of high-quality inclusive environments.
3. Critically assess the enablers and barriers to play and learning which facilitate access,
meaningful participation, and social inclusion.
4. Apply knowledge of development, learning and dispositions to identify and refer
children/students who would benefit from educational and community support services.
5. Design inclusion plans, personalised learning programs/ lessons, and differentiated
curriculum, in partnership with families and other stakeholders, that promote
authentic learning experiences, coordinated transitions and continuity of
learning.
6. Create responsive physical and social environments, incorporating technology and resources
that facilitate health, wellbeing and inclusion.
* Bold indicates this week’s focus
IN THIS TUTORIAL
2. READ: Cologon (2014) Inclusive Education in the Early Years Chapter 9 and 11;
READ APPLY
PRIMARY AND SECONDARY
PREPARATION FOR THIS WEEK
READ APPLY
THE DANCE OF PARTNERSHIP – 5 DIMENSIONS:
In small groups (8) discuss the
reading: What stood out for you?
As a teacher how might
1. Do you wanna dance? this influence the way
you interact with
2. Too close for comfort families?
We need to be aware of
Who has the knowledge?
Who is confident in the relationship?
Who is powerful in the relationship?
Who is being listened to?
BUILDING RESPECTFUL RELATIONSHIPS WITH FAMILIES
Demonstrate teamwork with workers from other agencies, to develop a coherent and
consistent approach in support of the family.
Enable families to identify the ways in which they themselves, rather than the experts are
making a difference for their child;
Develop partnership in which both the family and professional contributions are valued
and respected, with the family acknowledged as the primary stakeholder.
Play to pause Discuss: What can we learn from families? then to 1:50
STACEY TALKS ABOUT PARENT PARTNERSHIPS IN SCHOOL
NEXT:
Dunst, C.J., Trivette, C.M. and Deal, A.G. (1994). Supporting and Strengthening Families
Volume 1 Cambridge: Brookline. (p.100)
TO RECAP
Ask parents if they would be willing to share a little about their child. I want to plan
for your child’s interests and preferences and it would be good to hear from you.
When would be a good time to do that?
Ask the parents about their child’s play preferences, what do they like to do at home,
when do they play with others, what do you enjoy doing together as a family?
Can you tell me a little more about your child? What do they do well?
What is your child learning about or learning to do at the moment?
Are there some things your child finds hard?
Are there other people/professionals supporting your child’s learning/development?
What is important for me to know about their involvement?
What do you hope your child learns whilst at the ECEC setting?
Is there anything else you would like me to know to help me support your child’s
learning and play?
ASSIGNMENT 2 PREPARATION
HAVE YOU LOOKED IN THE ASSIGNMENT 2 FOLDER?
A POSITION PAPER REQUIRES YOU TO TAKE A STAND
NO SITTING ON THE FENCE
WHERE DO YOU STAND?
All learners with disabilities should attend their local school and
learn alongside their peers.
Ashman, A. & Elkins, J. (2012). Education for inclusion and diversity. Frenchs Forest, N.S.W. : Pearson Australia.
Cologon, K. (Ed.). (2014). Inclusive education in the early years: Right from the start. South Melbourne, Victoria: Oxford University Press.
Cook. R.E., Klein, D. & Chen, D. (2012). Adapting early childhood curricula for children with special needs. (8th ed). Upper Saddle River, N.J. :
Pearson.
Early Childhood Australia & Early Childhood Intervention Australia. (2012). Position statement on the inclusion of children with disabilities in early
childhood education and care. Retrieved from http://www.disabilityinclusionstatement.org.au/
Early Childhood Australia & Early Childhood Intervention Australia. (2012). Position statement on the inclusion of children with disabilities in early
childhood education and care. Retrieved from http://www.disabilityinclusionstatement.org.au/
Guralnick, M. (ed.) (2001). Early Childhood Inclusion: Focus on change. Baltimore, MD: Paul H. Brookes.
Hollo, A. (2009). Early Childhood Intervention Practitioner Competencies Retrieved from Early Childhood Intervention Australia (Victoria
Chapter) http://www.eciavic.org.au/documents/item/24
Odom, S. L., Buysse, V., & Soukakou, E. (2011). Inclusion for young children with disabilities: A quarter century of research perspectives.
Journal of Early Intervention, 33(4), 344-356. doi: 10.1177/1053815111430094
Salend, S.J. (2011). Creating inclusive classrooms: Effective and reflective practices (7th ed.).
Salter, G., Johnston, C., & Lunn, H. (Eds.). (2005) Does this child need help? Identification and Early Childhood Intervention. ( 2nd Ed.). Sydney: ECIA
(NSW Chapter).
Sandall, S.R. & Schwartz, I.S. (2008). Building blocks for teaching preschoolers with special needs. (2nd ed.). Baltimore, MD: Paul H. Brookes.
Siddiqi, A., Irwin, L.G. & Hertzman, C. (2007). Total environment assessment model for early childhood development (TEAM-ECD). World Health
Organisation’s Commission on the Social Determinants of Health. Retrieved July 17, 2009, from
http://www.earlylearning.ubc.ca/globalknowledgehub/documents/Evidence_Report-Total_Environment_Assessment_Model_for_ECD.pdf
Winter, S.M. (2007). Inclusive early childhood education : a collaborative approach. Upper Saddle River, NJ : Prentice Hall Higher Education.