Inclusive Assignment Reading Resource
Inclusive Assignment Reading Resource
Allen, E. K., & Cowdery, G. E. (2015).The exceptional child: Inclusion in early childhood education (8thed.). Cengage Learning. (Chapter 1 and Chapter 11)
Cologon, K. (2014).Inclusive education in the early years: Right from the start Oxford University Press. (Chapter 1 and Chapter 3)
Giugni, M. (n.d.).Rethinking Images of inclusion: A picture book for childrens servicesCologon, K. (2014).Inclusive education in the early years: Right from the start Oxford University Press. (Chapter 4)
Commonwealth of Australia. (2006).Disability Standards for Education 2005National Disability Insurance Agency. (2021).NDIS - Understanding the NDIS[Webpage].https://www.ndis.gov.au/understandingNational Disability Insurance Agency. (2020).Help for children under 7{Webpage].https://www.ndis.gov.au/understanding/how-ndis-works/help-children-under-7National Disability Insurance Agency. (2021).NDIS - Education[Webpage].https://www.ndis.gov.au/understanding/ndis-and-other-government-services/educationAustralian Government Department of Education, Skills and Employment. (2021).Inclusion Support Program Guidelines Version 2.3 July 2021 (https://www.dese.gov.au/child-care-package/resources/inclusion-support-program-isp-guidelines)Early Childhood Australia. (2016).Statement on the inclusion of every child in early childhood education and careUNICEF 2019 convention on the rights of the chid.pdfUN-Rights-Poster-Disabled Persons.pdfSalamanca_Statement_1994.pdfUnited National Guidelines on Intercultural Education 2006.pdfAllen, E.K. & Cowdery, G.E. (2015).The exceptional child: Inclusion in early childhood education Cengage Learning. (pp.13, 61-63, 71-72 and 476-477)
Cologon, K. (2014).Inclusive education in the early years: Right from the start Oxford University Press. (pp.110 and 171-178)
ACECQA. (2016).Quality Area 5: Relationships with ChildrenDolby, R. (2017).The Circle of Security: Roadmap to building supportive relationshipsAllen, E.K. & Cowdery, G.E. (2015).The exceptional child: Inclusion in early childhood education Cengage Learning. (Chapter 9)
Cologon, K. (2014).Inclusive education in the early years: Right from the start Oxford University Press. (Section 2 and Chapter 9)
Fleer, M. (2015).Inclusive pedagogy from a child's perspectiveDockett, S. & Perry, B. (2014).Continuity of Learning: A resource to support effective transition to school and school age care. Australian Government Department of Education.
NSW Government Education I Centre for Education Statistics & Evaluation. (2016).The Transition to School .NSW Department of Education.
NSW Government Education. (2021).Educator's Guide to the Transition to School Statement . NSW Department of Education.
NSW Government Education. (2021).Transition to School Statement. NSW Department of Education.
Allen, E.K. & Cowdery, G.E. (2015).The exceptional child: Inclusion in early childhood education Cengage Learning. (Chapter 10)
Cologon, K. (2014).Inclusive education in the early years: Right from the start Oxford University Press. (Chapters 10-12)
Australian Government Department of Education, Skills and Employment. (2021).Inclusion Support Program Guidelines Version 2.3 July 2021Chan, M., Chng, A., Wong, D., & Waniganayake, M. (2015).Developing inclusive relationships among early childhood staffGiugni, M. (n.d.).Inclusion through relatedness: Learning with. Inclusion support facilitators encountering the Early Years Learning Framework.
NSW Department of Education. (2020).Formative assessment practices in early childhood settings: evidence and implementation in NSW Research BriefKU Children's Services. (2018).Steps to Inclusion: A visual tool to assist educators through their inclusion journeyAllen, E.K. & Cowdery, G.E. (2015).The exceptional child: Inclusion in early childhood education Cengage Learning. (Chapter 7)
Cologon, K. (2014).Inclusive education in the early years: Right from the start Oxford University Press. (Chapters 15-16)
Australian Childhood Foundation. (2018).Making space for learning: Trauma informed practice in schools .Australian Government Department of Families, Housing, Community Services and Indigenous Affairs (FaHCSIA).
Beyou & Beyond Blue. (2021).Trauma [Webpage]. Australian Government Department of Health.
Child Safety Commissioner. (2007).Calmer classrooms: A guide to working with traumatised children . Victorian State Government.
The Royal Children's Hospital Melbourne. (2021).A Child's Guide to HospitalMarotz. L. (2019).Health, Safety and Nutrition for the Young Child. (10thEd.). Cengage Learning. (Chapter 4)
Allen, E.K. & Cowdery, G.E. (2015).The exceptional child: Inclusion in early childhood education Cengage Learning. (Chapters 6, 8, 12, 13 & 16)
Cologon, K. (2014).Inclusive education in the early years: Right from the start Oxford University Press. (Chapters 22, 23 & 24)
Kaiser, B. & Rasminsky, J. (2021).Addressing Challenging Behaviour in Young Children: The Leader's Role National Association for the Education of Young Children. (Chapters 2, 9, 10, 11, 12, 13)
Dunlop, J. (n.d.).Understanding sensory impairmentDownload Understanding sensory impairment. Teach Nursery.
Include Me. (n.d.).Inclusive Practices for Positive Engagement: Case Studies on Challenging BehaviouDownload Inclusive Practices for Positive Engagement: Case Studies on Challenging Behaviour.Big Fat Smile.
Victoria State Government education and Training. (2017).Understanding children's behaviourLinks to an external site.[webpage].
Wexler, A., & Luethi-Garrecht, A. (2015).Beyond accommodations: Designing for nonverbal/nonauditory learners in the inclusive art roomDownload Beyond accommodations: Designing for nonverbal/nonauditory learners in the inclusive art room.Art Education,68(2), 15-21.
Allen, E.K. & Cowdery, G.E. (2015).The exceptional child: Inclusion in early childhood educationLinks to an external site.. Cengage Learning. (Chapter 17)
Cologon, K. (2014).Inclusive education in the early years: Right from the startLinks to an external site..Oxford University Press. (Chapters 17, 18 & 19)
Owens, A. (2012).Curriculum decision making for inclusive practice .NQSPLP e-Newsletter,(38),1-4.
Sensory Trust. (2020).Inclusive Play . sensorytrust.org.uk
Stonehouse, A. (2012).Additional needs: Looking beyond disability .NQS PLP e-Newsletter,(41), 1-4.
Reading Rockets. (2019).Inclusiveclassrooms:Getting StartedReading Rockets. (2019).Inclusive Literacy LearningReading Rockets. (2019).Literacy in the Inclusive ClassroomClarke, B. & Faragher, R. (2015).Inclusive Practices in the Teaching of Mathematics: Supporting the Work of Effective Primary Teachers . In M. Marshman, V. Geiger, & A. Bennison (Eds.). Mathematics education in the margins(Proceedings of the 38th annual conference of the Mathematics Education Research Group of Australasia), pp. 173180. Sunshine Coast: MERGA
Allen, E.K. & Cowdery, G.E. (2015).The exceptional child: Inclusion in early childhood education Cengage Learning. (Chapter 17)
Cologon, K. (2014).Inclusive education in the early years: Right from the start Oxford University Press. (Chapters 17, 18 & 19)
Owens, A. (2012).Curriculum decision making for inclusive practice .NQSPLP e-Newsletter,(38),1-4.
Sensory Trust. (2020).Inclusive Play . sensorytrust.org.uk
Stonehouse, A. (2012).Additional needs: Looking beyond disability .NQS PLP e-Newsletter,(41), 1-4.
Reading Rockets. (2019).Inclusiveclassrooms:Getting StartedLinks to an external site.
Reading Rockets. (2019).Inclusive Literacy LearningReading Rockets. (2019).Literacy in the Inclusive ClassroomClarke, B. & Faragher, R. (2015).Inclusive Practices in the Teaching of Mathematics: Supporting the Work of Effective Primary TeachersCologon, K. (2014).Inclusive education in the early years: Right from the start Oxford University Press. (Chapter 20)
Extension Foundation. (2019).Creative Arts Activities for Children with Special Needs[Webpage].https://childcare.extension.org/creative-art-activities-for-children-with-special-needs/Miki Henderson, C. & Lasley, E. (2014).Creating Inclusive Classrooms through the Arts.Dimensions of Early Childhood, 42(3), 11-17.
Niland, A. (2017).Music & Inclusion The Spoke: Early Childhood Australia's Blog
Cologon, K. (2014).Inclusive education in the early years: Right from the start Oxford University Press. (Chapter 21)
Essex, J. (2020).Towards truly inclusive science education: a case study of successful curriculum innovation in a special school .NASEN Support for Learning, 35(4), 542-558.
Stinken-Rsner, L., Rott, L., Hundertmark, S., Baumann, Th., Menthe, J., Hoffmann, Th., Nehring, A. & Abels, S. (2020).Thinking Inclusive Science Education from two Perspectives : inclusive Pedagogy and Science Education.RISTAL, 3, 3045.
ICTE Solutions Australia. (2021).10 Things that are good about ICT in an Early CHildhood Education Inclusive Classroom.https://www.ictesolutions.com.au/blog/10-things-that-are-good-about-ict-in-an-early-childhood-education-inclusive-classroom/Spectronics Inclusive Learning Technologies. (2021).Inclusive Technologies Assisting Students with Learning Difficulties and Disabilities.https://www.spectronics.com.au/article/inclusive-technologies-assisting-students-with-learning-difficulties-and-disabilitiesAronin, S. and Floyd, K. (2013).Using an iPad in Inclusive Preschool Classrooms to Introduce STEM Concepts .Teaching Exceptional Children, Mar/Apr, 34-39.
Clements, D.H., Vinh, M., Lim, C. & Sarama, J. (2020).STEM for Inclusive Excellence and Equity. Early Education and Development, 1-24
Title: Literacy for All: Promoting Equitable Literacy in Early Childhood Settings
LEARNING OUTCOMES:
Analyse contemporary inclusive education research to enhance and enrich the inclusion of children with additional needs into early childhood contexts.
Justify the significance of family and child perspectives in the design and construction of an inclusive educational environment for all children.
Exercise critical judgement about appropriate inclusive approaches, perspectives, and teaching practices to provide contemporary inclusive education for all children.
LENGTH:
15 minutes + 10-15 slides (including title and reference slide) + script
DUE: 27-7-2023 at 5pm
APA 7 and in-text citation.
Rubric Below
Assignment Task Question
For this assessment task you will need to work to develop a conference presentation for early childhood educators on facilitating and enriching all childrens learning through the provision of inclusive teaching across curriculum areas.
Literacy (I choose this specific curriculum area as my title)
Ensure the presentation:
Has a conference worthy title and abstract
Introduces and defines the curriculum area within the context of inclusive education provision.
Describes inclusive teaching strategies for embedding the curriculum area within the context of inclusive education provision.
Outlines examples (including images) of inclusive environments and learning experiences specific to the curriculum area that educators could implement to enhance the settings inclusive education and teaching provision.
Articulates the benefits to development and learning for children with exceptionalities when providing inclusive education and inclusive teaching within the curriculum area.
Inclusive Perspectives in Early Childhood Education
Rubric Assessment 3
Criteria Ratings Pts
This criterion is linked to a Learning Outcome Organisation, Presentation and Structure 10to >8.5pts
High Distinction
Outstanding organisation, presentation, structure and following of assessment requirements. 8.5to >7.5pts
Distinction
Superior organisation, presentation, structure and following of assessment requirements. 7.5pts
Credit
Above average organisation, presentation, structure and following of assessment requirements. 7.5to >5.0pts
Pass
Satisfactory organisation, presentation, structure and following of assessment requirements. 5to >0pts
Fail
Unsatisfactory organisation, presentation, structure and following of assessment requirements.
10pts
This criterion is linked to a Learning Outcome Research, Resources and Referencing Protocols 10to >8.5pts
High Distinction
Outstanding evidence of in-depth research, reading, analysis, original and creative thought. Outstanding use of academic referencing system with minor in-text and no reference list errors. 8.5to >7.5pts
Distinction
Superior evidence of in-depth research, reading, analysis, and evaluation. Superior use of academic referencing system with minor in-text or reference list errors. 7.5pts
Credit
Above average evidence of research, reading, and evaluation. Above average use of academic referencing system with minimal in-text or reference list errors. 7.5to >5.0pts
Pass
Satisfactory evidence of research and reading. Satisfactory use of academic referencing system with several in-text or reference list errors. 5to >0pts
Fail
Unsatisfactory evidence of research and reading. Unsatisfactory use of academic referencing system with numerous in-text or reference list errors.
10pts
This criterion is linked to a Learning Outcome Presentation Delivery Skills 30to >25.5pts
High Distinction
Outstanding presentation delivery, spoken language, communication of key concepts and consideration of audience engagement. 25.5to >22.5pts
Distinction
Superior presentation delivery, spoken language, communication of key concepts and consideration of audience engagement. 22.5to >19.5pts
Credit
Above average presentation delivery, spoken language, communication of key concepts and consideration of audience engagement. 19.5to >14.5pts
Pass
Satisfactory presentation delivery, spoken language, communication of key concepts and consideration of audience engagement. 14.5to >0pts
Fail
Unsatisfactory presentation delivery, spoken language, communication of key concepts and consideration of audience engagement.
30pts
This criterion is linked to a Learning Outcome Presentation Slides 30to >25.5pts
High Distinction
Outstanding use of digital pages/slides, resources and materials to facilitate presentation delivery and audience understanding of the topic. 25.5to >22.5pts
Distinction
Superior use of digital pages/slides, resources and materials to facilitate presentation delivery and audience understanding of the topic. 22.5to >19.5pts
Credit
Above average use of digital pages/slides, resources and materials to facilitate presentation delivery and audience understanding of the topic. 19.5to >14.5pts
Pass
Satisfactory use of digital pages/slides, resources and materials to facilitate presentation delivery and audience understanding of the topic. 14.5to >0pts
Fail
Unsatisfactory use of digital pages/slides, resources and materials to facilitate presentation delivery and audience understanding of the topic.
30pts
This criterion is linked to a Learning Outcome Content Knowledge Application and Synthesis of Understanding 20to >17.0pts
High Distinction
Outstanding understanding, knowledge and application to produce an introduction; definition; inclusive education provision description; inclusive teaching strategies provision; outline of examples of inclusive environments and learning experiences specific to the curriculum area; and articulation of the benefits to development and learning for children with exceptionalities. 17to >15.0pts
Distinction
Superior understanding, knowledge and application to produce an introduction; definition; inclusive education provision description; inclusive teaching strategies provision; outline of examples of inclusive environments and learning experiences specific to the curriculum area; and articulation of the benefits to development and learning for children with exceptionalities. 15to >13.0pts
Credit
Above average understanding, knowledge and application to produce an introduction; definition; inclusive education provision description; inclusive teaching strategies provision; outline of examples of inclusive environments and learning experiences specific to the curriculum area; and articulation of the benefits to development and learning for children with exceptionalities. 13to >9.5pts
Pass
Satisfactory understanding, knowledge and application to produce an introduction; definition; inclusive education provision description; inclusive teaching strategies provision; outline of examples of inclusive environments and learning experiences specific to the curriculum area; and articulation of the benefits to development and learning for children with exceptionalities. 9.5to >0pts
Fail
Unsatisfactory understanding, knowledge and application to produce an introduction; definition; inclusive education provision description; inclusive teaching strategies provision; outline of examples of inclusive environments and learning experiences specific to the curriculum area; and articulation of the benefits to development and learning for children with exceptionalities.
20pts
Total Points:100
EPRO401 Assessment 3
