3989070974518On Moodle Week one, Chapter 4 Legal Obligations, I realised that my actions as a teacher need to be informed not only by theory, but by

Week 1:

3989070974518On Moodle Week one, Chapter 4 Legal Obligations, I realised that my actions as a teacher need to be informed not only by theory, but by the legislative requirements of our government. Children have the right to access school, and it is my responsibility to provide for those individuals. I worry about the fact that schools may accept children with disability but that teachers may not be willing to have them in the classroom.

4000020000On Moodle Week one, Chapter 4 Legal Obligations, I realised that my actions as a teacher need to be informed not only by theory, but by the legislative requirements of our government. Children have the right to access school, and it is my responsibility to provide for those individuals. I worry about the fact that schools may accept children with disability but that teachers may not be willing to have them in the classroom.

In week one there were some powerful messages that reminded me about how we perceive disability matters not only for people with disability, but as part of an education to the general public who havent thought of it before.

311467547625I am able to respond to the needs of all children and enshrine their rights in the actions that I take. In chapter 2, week 1, there is a discussion on integration versus inclusion. I am able to take actions by making changes in my practice to enable all children to learn. Booth and Ainscow (2002) say that inclusive education relates to the identification and removal of barriers that impede participation and engagement. This means that I work with children in my classroom, and modify my actions to enable them to learn. I learnt that children going to programs outside of the classroom is considered to be integration. I have seen this a lot at schools, and feel very confused about the actions I see and how they are labelled in schools. This is something I would like to know more about.

020000I am able to respond to the needs of all children and enshrine their rights in the actions that I take. In chapter 2, week 1, there is a discussion on integration versus inclusion. I am able to take actions by making changes in my practice to enable all children to learn. Booth and Ainscow (2002) say that inclusive education relates to the identification and removal of barriers that impede participation and engagement. This means that I work with children in my classroom, and modify my actions to enable them to learn. I learnt that children going to programs outside of the classroom is considered to be integration. I have seen this a lot at schools, and feel very confused about the actions I see and how they are labelled in schools. This is something I would like to know more about.

Week 2

This week I decided to do a video reflection. Please follow the URL link:

https://cdnapisec.kaltura.com/index.php/extwidget/preview/partner_id/2246991/uiconf_id/38197341/entry_id/0_br75ktva/embed/dynamic

Week 3

Example is given in a PowerPoint as a potential way of responding to the assessment task. CLICK HERE to access

Inclusive vision

Notes for inclusion vision:

Week 1 and 2 inclusion can be achieved as we work towards the removal of barriers.

Week 3 differentiation can help us remove barriers links between environtmental, experiential, and intrapersonal barriers and content/ process/ product/ environment?

References to draw on: Tomlinson, 2014; Holcombe & Plunkett, 2017

References

Baglieri, S., & Knopf, J. H. (2004). Normalizing difference in inclusive teaching.Journal of learning disabilities,37(6), 525-529.

Booth, T., & Ainscow, M. (2002).Index for inclusion: Developing learning and participation in schools. Centre for Studies on Inclusive Education (CSIE)

Silva, E. (2013). The Carnegie unit revisited. Retrieved August 6, 2019 from: https://www.carnegiefoundation.org/blog/the-carnegie-unit-revisited/

Tomlinson, C. A. (2014).The differentiated classroom: Responding to the needs of all learners. Ascd.

EDBED 1014 Assessment Task 3

Annotated portfolio and inclusive vision

DUE DATE: Week 12, Friday October 28, 11:59pm

Word count: 1500 words

Marks: 40 marks worth 40% of the available marks for the course, 10 marks per criteria

Method of submission: uploaded to Moodle in AT3 submission box

Description:

This task requires you to choose 10 specific artefacts from the course materials that have been pivotal to your learning this semester. These may be creative artworks (e.g., photos, painting, poetry, collage, etc) specific resources (e.g., websites, PDF documents, and frameworks), images (e.g., flow charts and diagrams that explain a concept), videos (e.g., series of insightful videos developed and posted on YouTube), synthesis of workshop activities, readings and course work.

The 10 artefacts must clearly demonstrate engagement with readings or other elements from the course.

Each of the 10 artefacts need to be annotated and referenced using APA 7.

The annotations should demonstrate how they have contributed to your knowledge on inclusive education and connect with your learning for throughout the semester.

AT3 N (0-4) P (5) C (6) D (7) HD (8-10)

Knowledge and application of how legislative requirements translate into classroom obligations. Does not meet the requirement of a Pass Provides a descriptive exploration of the role of legislation and policy in relation to the obligations of the teacher in the classroom Meets the conditions of a Pass.

Provides some detailed analysis of the role of legislation and policy in relation to the obligations of the teacher in the classroom Meets the condition of a Credits

Provides a comprehensive analysis of the role of legislation and policy in relation to the obligations of the teacher in the classroom Meets the conditions of a Distinction.

Provides a comprehensive and insightful analysis of the role of legislation and policy in relation to the obligations of the teacher in the classroom

Explains elements of preventative practices and classroom settings that promote inclusive environments. Does not meet the requirement of a Pass Clear understanding of preventative practice and classroom setting for the promotion of inclusive environments. Meets the condition of a Pass.

Researched understanding of preventative practice and classroom setting for the promotion of inclusive environments. Meets the condition of a Credit.

Research and judicious understanding of preventative practice and classroom setting for the promotion of inclusive environments. Meets the conditions of a Distinction.

Research, judicious and insightful understanding of preventative practice and classroom setting for the promotion of inclusive environments.

Annotations contain theoretical links and practical examples to aid in responding to diverse needs. Does not meet the requirement of a Pass. Annotations demonstrate some engagement with theory and provide practical thinking when responding to diverse needs Meets the conditions of a Pass.

Annotations demonstrate clear engagement with theory and provide practical thinking when responding to diverse needs Meets the conditions of a Credit.

Annotations demonstrate judicious engagement with theory and provide practical thinking when responding to diverse needs Meets the conditions of a Distinction.

Annotations demonstrate judicious and insightful engagement with theory and provide practical thinking when responding to diverse needs.

Applies comments from annotations to display knowledge of creation of inclusive classroom in inclusive vision. Does not meet the requirement of a Pass Effective articulation of their vision of an inclusive classroom. Meets the condition of a Pass.

Exhibiting knowledge and adherence to course content in the articulation of their vision of an inclusive classroom.

Meets the condition of a Credit.

Exhibiting depth of knowledge and substantial adherence to course content in the articulation of their vision of an inclusive classroom.

Meets the conditions of a Distinction.

Exhibiting depth and breadth of knowledge and extensive adherence to course content in the articulation of their vision of an inclusive classroom.