inclusive+education

Human Rights form the basis of inclusive education. Here is a link to the [|Universal Declaration of Human Rights]

__**I****NCLUSIVE TEACHING USING**__ **__AUSLAN__**

[|Sign Planet] is a user friendly website with great ideas and resources for learning to sign using AUSLAN. AUSLAN is the native sign language for Australian signing community who need it as their main means of communication, including people with varying levels of hearing impairment, Downs’s syndrome, speech dyspraxia, Cerebral Palsy, Autism and ADHD. Sign language is a necessary skill for anyone who shares the life of a signing person e.g. family member, carers, friends, teachers and other professionals. The material on the Sign Planet website can be used for learning just a few phrases or songs in AUSLAN to teaching it as a full LOTE curriculum. The Sign Planet homepage is divided into separate easily accessible sections for [|Kids & Carers] and [|Teachers and Trainers] depending on the user requirements. The Kids and Cares section is aimed for use for children up to 12 years of age and their parents and has online games, printable activities and games as well as song sheets in AUSLAN. The Teachers and Trainers section is designed for teaching AUSLAN as a LOTE in educational settings. It has access to all of the Kids and Carers pages (which can be used by students) as well as to several other advanced features for downloading and producing customised class materials, including: Many sections of the Sign Planet site are open access and have a number of free pages, printable resources and tutorials. The right to use all of the features requires a subscription which costs $60 - $95 for 12 months depending on the subscription type. This can purchased thorough the website.
 * ** Class plans, workshop activities and curriculum material ** for teaching AUSLAN as a LOTE. The curriculum material has been divided into 5 levels / age categories:
 * Baby signing (0-4 yrs)
 * Kindergarten/ Preschool
 * Primary school
 * High school
 * Conversational AUSLAN for adults
 * ** Sign Swap ** searchable **AUSLAN Dictionary** with outline sign images plus video, colour clipart and pictograms
 * ** Resource Database ** - Search for a resource on a topic or containing certain signs (worksheets, song sheets, cards etc.)
 * ** Customised Worksheet Generator ** with Categories, Learning Levels or one’s own word list
 * Online **Text-To-Key sign Converter**
 * ** Printable Worksheets **
 * ** Online games and activities ** for adults and children
 * ** Phrase Interpreter ** – enter an English phrase and have the signs displayed in Auslan grammar order
 * ** Online tutorial ** system with AUSLAN resource examples and ideas, and step-by-step guide to using the sections of the Sign Planet website
 * ** Online discussion board ** on resources and how to use them
 * ** Information pages ** on AUSLAN, Key sign and other sign languages as well as advice on inclusive teaching practices

Reference:

Bilby Publishing and Consulting. (n.d.). //Sign Language Dictionary, Learning and Resources Online.// Retrieved June 18, 2011 from []

=__** 'NUMICON'- Inclusive Education Resource **__= [|Numicon] is an inclusive approach to teaching and learning about numeracy. The philosophy behind Numicon is that it provides, 'a clear image to maths' (Numicon Online 2011)

Numicon is a multi-sensory resource in which assists students of all abilities to understand visually and kinaesthetically number relationships and representations. A particular emphasis is based on understanding how numbers connect and this is represented through what Numicon refer to as 'strong visual imagery' (Numicon Online 2011) of colour patterns and shapes. Below is an example of one of the Numicon resources. The shapes are colour coded and can be easily pieced together which assists particularly with addition, subtraction and representing double digit numbers.

According to the [|Numicon website], many Numicon resources are now available in grey, black and white as many children with Autism Spectrum Disorder find the colours distracting.

Numicon is recommended for student's from early years (preschool) to year 6. There are a number of different programs in which Numicon offer, including an [|intervention program]specifically aimed at catering for student's with special needs.

I came across an interesting [|article] in which explains how Numicon is beneficial particularly for children with Downs Syndrome. An interesting point in which Wing and Tacon (Online 2007) make is 'because children with Downs Syndrome are relatively strong in their visual thinking, the numicon approach appeals to their strengths and relies much less on their auditory capacities' (Wing & Tacon Online 2007)

References:

Image Source: //Google Images 'Numicon'//. Online 2011. Accessed 20.6.11. Available at []

Numicon Online 2011. Accessed 20.6.11. Available at []

Down Syndrome Education Online. Wing. T & Tacon. R. //Teaching Number Skills and Concepts with Numicon Materials 2007//. Accessed 20.6.11. Available at []

Numicon is a multi-sensory approach to teaching number that is utilised in a number of ACT schools in both the mainstream and special education settings. The Numicon shapes provide a clear representation of how numbers relate to one another in a manner that written numerals alone fail to show. When placed in order the numbers provide an accurate demonstration of these relationships covering such concepts as one more and one less, odd and even as well as the four operations; addition, subtraction, multiplication and division. The distinctive ten plate and 100 board help to reinforce the learning of the base 10 model. The Numicon shapes are designed in such a way that they are engaging to the learner. Some of the fun activities that can be undertaken with Numicon shapes include: building a Numicon tower, partner play with the Feely Bag, using the Numicon dice or spinner to challenge a partner with mental computations, balancing the scales and exploring the Numicon software on the interactive Whiteboard. Research conducted in the UK found that students who suffered from learning difficulties benefited from the multi-sensory approach to learning that Numicon provides and the results showed a dramatic improvement in visual memory and quantative reasoning.

A list of research is available at [|Numicon NZ]

An example of numicon being used for students with special needs is a paper written by Wing & Tacon (2007) which states that “Because children with Down syndrome are relatively strong in their visual thinking, the Numicon approach appeals to their strengths and relies much less on their auditory capacities, with which they generally have more difficulty”.

The paper can be viewed at [|Down Syndrome Education]

To find out more about the program I conducted an interview with an experienced special needs teacher at Turner School in the ACT. Turner began trialling the program 2 years ago and has now implemented the program as part of its core learning. The program now runs in all mainstream classes up to year two and to year six in all small group classes that cater for children with special needs. The teacher I interviewed outlined the fact that the kids enjoy the hands on approach of Numicon and have shown improving results due in part to the strong visual imprint that the shapes leave on the user. She was particularly impressed with the programs versatility to be used by kids with such varying levels of ability.

References:

 Numicon Online (2011) Accessed July 1, 2011 from []

 Numicon **, **// Multi Sensory Maths Research**,** // New Zealand. Accessed July 1, 2011 from http://www.numicon.co.nz/186812/html/page.html

Turner School Interview conducted June 30, 2011.

Wing, T & Tacon, R. (2007). //Teaching number skills and concepts with Numicon materials,// Retrieved July 1, 2011, from Down syndrome education online from http://www.down-syndrome.org/practice/2018/


 * ‘Finding Nemo’ and the Inclusive Classroom **

The film, //Finding Nemo// would be a great resource for teachers to use in identifying themes regarding disability.

Nemo is a young clownfish who has a physical disability; one of his fins is smaller than the other. Initially, his father Marlin leads him to believe that he cannot do certain things like other fish his age can. The theme of the movie is predominantly centered on Marlin and his new-found friend Dory, who embark on an adventure to find Nemo after he is captured by divers. Nonetheless, there are underling themes throughout the film that educators can use to help promote inclusiveness in the classroom.

Throughout the film, the audience is enlightened and humbled by the fact that Nemo’s smaller fin is referred to as his “lucky” fin. From this, a teacher may hope to show children that a disability does not mean a life-less fulfilled, but rather something that should be embraced. This film would be most appropriate for children in the primary years, especially ages five and over. Even though the resource is not explicitly aimed at teaching children with a disability, it still allows for learning outcomes to be achieved across the board. I believe it is valuable in helping students with or without a physical or learning disability understand that we are all equal and should be treated with respect, regardless of physical or intellectual ability.

Below is a direct link to a PDF file that teachers can refer to that makes recommendations and suggestions for studying the theme of individuality and disability in the film ([]). It is not until page 12 that the topic of disability is addressed. I envisage that this resource would be able to develop:
 * __How__** __can the teacher use this film in the classroom?__
 * Social interactions between students other members of their school community
 * Ideas, thoughts and opinions that are stimulated and processed with the appropriate information and guidance from the film and teacher
 * An understanding that we are all valued members of the community who each have different but significant contributions to make

This resource is an example of promoting social inclusion, which includes peer acceptance, friendships and participation in group activities (Foreman, P 2008, page 207). This is a concept that will develop throughout their young lives and transcend into adolescence and beyond. Furthermore, it is an issue that is never too early to introduce too students.

There is an activity that asks students to answer questions about the characters and identify what makes them special. These questions are specific to older age groups (possibly year 3 onwards); however the content can be altered to be age appropriate. Questions include:
 * What makes each character unique?
 * What makes them the same as others?
 * How do they see themselves and how do others see them?
 * What makes them feel good about themselves?

The following is a link to a report and analysis about the film, providing an honest insight into how disability is portrayed throughout. It is worth the read and would be a valuable resource to further guide teachers in developing lesson plans and activities appropriate for their classrooms. []

Foreman, P (2008) //__Inclusion in Action: Second Edition__; 207, Cengage Learning Australia Pty Limited; Melbourne, Victoria Australia.// Film Education, //__The Quest to Find Nemo: a study guide and Teachers’ notes;__// text adapted by Julie Roberts from a resource produced by ©The Great Barrier Reef Marine Park Authority ©Disney/Pixar Disability World, //__Finding Nemo: a great disability movie__//; retrieved from website: [], Issue 22; January-March 2004
 * References:**

__[].__ This is a fantastic resource for teachers who are working for an increased inclusive environment. The website provides discussions on learning problems, experts opinions and activities for us as teachers to conduct to grasp a better understanding on particular additional needs and furthermore ways we can implement effective strategies in our inclusive classrooms. In short it gives teachers a better understanding on learning processes, insights into difficulties, and strategies for responding. There are great activities included on the website called, “Try it for yourself” activities, and are simple simulations that allow you to experience completing a task if you had the learning disability, difference or sensory distortion yourself. This is a very beneficial website that will broaden your awareness of inclusive education.
 * __Teaching resource for inclusive education__**

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