Inclusive+practices

Inclusive Practices The document [|"Students with disabilities in mainstream classrooms"] is a resource for teachers who will have a child entering their mainstream class who has a disability. It is quite a long document, but provides easy to read, valuable information. The document discusses strategies, from how to prepare for teaching a student with a disability to enjoying the teaching experience. It also explains what inclusive practices is and ways of implementing these into a mainstream classroom. It is a valuable resource, as it will be very unlikely that any teacher will go through their entire career with out a student who requires adjustments to be made and assistance due to their disability.

//__References:__// //Anthony Shaddock, A., Giorcelli, L., Smith, S. (2007) Students with disabilities in mainstream classrooms. Retrieved from http://www.dest.gov.au/NR/rdonlyres/D3113371-7E2C-49FE-8017-8495030736BF/19755/InclusiveClassroomTeacherResourceFinal1.pdf. on the 4th July 2011.//

=**Communication leads to Inclusion**=

An inclusive practice that is vital to promoting inclusion is communication. Positive communication between parents and teachers is a strategy that goes towards creating an inclusive environment in schools. It is a well-known fact that parents know the most about their child (especially when first starting school), therefore it is important that teachers utilise this to fully inform themselves about a particular child’s needs (George, Pewitt-Kinder & Ray, 2009). It is the teacher’s responsibility to understand where the student is at in their education, therefore discussions between parents and teachers will be necessary to establish all the information required. Foreman (2008) calls it ‘using families as partners in the learning process’ (pg. 332). Without communication teamwork like this with parents would be irrelevant. “The main barriers to family involvement appear to be problems of communication...”(Foreman,2008 pg. 333). Creating working relationships between educators and families is an integral strategy to creating a inclusive environment for students with learning disabilities of all ages. Communication is one of the best ways to build these relationships. Through communication parents and educators understand where each party is at in regard to the specific child. With a good working relationship teachers and parents should feel able to broach topics that may be difficult, but are being discussed for the needs of the student/child. One way to create open communication is by offering to address the parents concerns in the first meeting, but also maintaining that you are there to talk to if they have more concerns throughout the term. This is often when parents are anxious as their child may be starting school, or moving from another one – which will involve enormous changes. Concerns which parents may need addressed: (Adapted from Foreman, 2008, pg. 73) All of the above issues should be addressed early on through positive communication to make the students schooling easier. It is a strategy which is going to be applied throughout the day and when done well will make the student's, teacher's and parents lives easier. //﻿//
 * Safety for their child
 * Their child will be treated with respect
 * Mainstream is the right place for their child
 * Any social problems
 * Their child will cope without parents
 * Teachers will plan for the additional needs ofthe child (i.e. toileting)
 * George, S. Pewitt – Kinder, J. Ray, J.A. 2009.Partnering with Families of Children with Special Needs. YC: Young Children;Sep2009, Vol. 64 Issue 5, p16-22, 7p. Retrieved from []
 * Foreman,P. (Ed.). 2008. //Inclusion in Action// (2nded). South Melbourne, Australia. Cengage Learning.