Reference no: EM133849809 , Length: word count:1200
Inclusive Practice in Education
Case Study - Proportionate Universalism
Scenario One
Lisa has a diagnosed learning disability. She requires more time to write tests.
"That's not fair! She gets more time than me!"
Other students may say things like.
"Why don't I get to do it the same?"
Work with the person next to you for two to three minutes to answer the following questions. You may be asked to volunteer your answers to the questions: Is it fair Lisa gets more time? Why or why not?
Scenario Two
Ms.K reminds students that everyone is required to show up to class on time, at 9 a.m. sharp. Mark lives farther away than everyone else. He asks Ms.K if he can be given an exception to the rule and be allowed to come to class at 9:15 a.m.
Is it fair that Mark be given an exception to the rule? Why or why not?
Assessment - Purpose and learning outcomes
As an educator, listening to these stories is an active process, as you engage with what families and children are sharing, form relationships with these families and children, and integrate how you have understood these stories into your teaching practice with children.
This assignment is about making visible our ways of listening to stories and considering how our ways of understanding the stories we are told influence our understandings of inclusion & inclusive practice. Get top assignment help at pocket friendly prices!
The unit learning outcomes assessed are:
LO1: Argue that all children have rights in terms of diversity, equity and social justice
LO2: Review early childhood policy regarding inclusion and diversity and its implication for curriculum across early childhood settings
LO4: Reflect on perspectives that include the broad principles of justice, inclusion and difference.
In this assessment, you will submit two short videos.
Video 1: share your story
Create a video telling/ sharing your own story of inclusion.
Submit your video
Video 2: listen to a story
Listen to a story.
Record a video reflecting on how you listened.
Submit your video + a copy of your script/transcript with in-text citations from your video along with at least 2 references from the unit.
Video 1: Share your story
Tell us your story (3 mins)
Create a video telling/ sharing your own story of inclusion. This is the narrative you have constructed from the events of your life (refer to: A mile in my shoe).
You can use a video recording method of your choosing, but the file should be uploaded to Panopto for submission.
For support using Panopto, see the VU Collaborate Student Help Site: Panopto.
If you record a video in a different program i.e. PowerPoint, you can Upload a Video to Panopto using these instructions.
If you would like to use Panopto to record your video, you can Record a Video in Your We Browser using these instructions.
Submit your Panopto Video via the Assessment Dropbox using these instructions.
Video 2: Listen to a story
Listen to a story
Look through one of the following websites. Choose a story which includes an audio or visual recording. Carefully listen to your chosen inclusion story of another person.
Option 2, Peer-swap: You can have video 1 ready early and swap with another student and listen to each other's stories. Using this option will not provide you an extension of time. Get top assignment help at pocket friendly prices!
Share your thoughts on the way you listened to the story of diversity, immigration, privilege and other experiences of inclusive practice matter. (3 minute video). Use the below as a guide for what to include.
How did you listen to the story?
What moments of the story were most impactful for you? Why? Think about how you felt, your emotions, and your relationship with the storyteller. Consider why these moments might have been most impactful for you - do these moments connect to your personal experience? To things you are interested in? To things you are unfamiliar with?
What concepts, ideas, or experiences from your own life did you bring to your listening practice? For example, consider how your understanding of privilege, gender, race, or ability might have influenced how you listened to these stories.
What did you not hear when listening to the story? What might have been excluded in your listening practice?
How do your practices of listening influence your approach to inclusive practices a teacher?
What words might you use to describe how you listen to stories? How might your approach to responsive listening be unique? How does your approach to responsive listening align with your understanding of inclusive practice?
How does your way of listening to the story impact your ability to respond by forming relationships, to create belonging, to understand identity, to acknowledge children with special rights, to make visible children's practices of engaging with difference, or to advocate for inclusive practices?
You can use a video recording method of your choosing, but the file should be uploaded to Panopto for submission.
For support using Panopto, see the VU Collaborate Student Help Site: Panopto.
If you record a video in a different program i.e. PowerPoint, you can Upload a Video to Panopto using these instructions.
If you would like to use Panopto to record your video, you can Record a Video in Your We Browser using these instructions.
Submit your Panopto Video via the Assessment Dropbox using these instructions + a copy of your script/transcript with in-text citations from your video along with a reference list.
Research: Inclusion & Equity
RECAP
Discriminatory attitudes and behaviours of teachers, children, families and the community in general
Inadequate or insufficient access to information, equipment and resources
A lack of available funded places in schools (we will cover funding in the next session)
Insufficient planning time for teachers
Limited prior experience and training can cause teachers to lack confidence in their ability to include a child with additional need
REFLECT
Reflect on your practice or your experience through placement & discuss the additional strategies and/or information that helped you get to know and more effectively include children with additional needs.
List some specific strategies to support inclusion?
For the child's family
For other children
For other families
For other teachers/educators
CONSIDER THE FOLLOWING:
What language did/will you use when communicating with the stakeholders?
Use honest and objective language
Ask the child and family their preferences regarding terminology
Use children's names rather than labelling by differences
Use general terms such as ‘has a disability' or ‘has additional needs' or ‘diverse abilities'
Completely avoid labels unless pertinent to the situation
Avoid negative terms like ‘victim' and ‘suffers from'
1. Use the below resource to guide you through some classroom scenarios as a basis for further activity.
2. After completing the activity, look at this link: Equity Imagery in the Context of Targeted Universalism and work through the documentation tool below to answer some key questions. At the end of this, you can export the responses in a document for your notes.
When watching the video have a think about
What does an additional educator do?
What is the best way to use an additional educator at your early or middle childhood service
Is an additional educator always the best solution?
Session 5
This page has all the activities, resources and instructions you will need for Session 5. As you are working through this unit Online Self-Paced, it is important that you work through all available elements to achieve success in your study.
Research: Frameworks for Inclusion & equity, funding & support
Go through the following information on frameworks for inclusion & equity, funding & support.
Use the Padlet to identify:
Question 1: What does it mean to be an active member and be a part of a community?
Question 2: What links can you make between community development that can be applied to our EC settings?
Question 3: How can building community open up possibilities to enhance inclusion of children with special rights including First Nations community and new families to your community?
Create: Reconceptualising belonging Mindmap
Select 1 reading from the list below:
Spend around 30 minutes reading 1 article.
You will then make notes your thoughts on, and learnings from, the article you read.
You will need to explain the main ideas in your article.
Construct a mindmap which makes some connections between the understandings of belonging (or becoming or being) that were in your article. There might be questions included in this too. To create the mindmap you can use paper, Miro, or canva.
Answer the questions:
What does the term belonging mean to you in the context of your own life?
What does the term mean to you in the context of early childhood education and care in Australia?
How do different understandings of belonging promote different approaches to inclusive practice?
Share your mindmaps and answers on Session 6: Mindmap discussion forum or check with your lecturers.
Activity: The child as citizen: holder of rights and competent.
Review the reading below and consider how children are active citizens with inherent rights. Consider the role of educators in upholding these rights and provide some examples of how educators can achieve this.
To get started, please follow the below instructions.
Download the Building Belonging resource pack from the Australian Human Rights Commission
Read the Educators guide and notice the links to the National Quality Standards and frameworks.
Reflect on the questions below and take notes on how this toolkit is useful and what you would/wouldn't use.
What is the document saying about education and the practice/s of inclusion?
Is this resource helpful?
What would you use?
What would you change?
How would you use it if you were given the responsibility of implementing this resource into your centre or school, how would you do so?
Read 'All my friends and me'
, please take notes on the questions below:
?How would you use this book? ?
How would you not use this book? ?
What is this book telling you? ?
What is missing from the book??
What messages (including political) are being expressed in the book???