Understanding physical and health issues Week 3 Inclusive Education
Today’s session * 3,2,1 -activate your learning Attendance Assignment 1 Peer conversations Topic Tasks - 1. Physical Disabilities 2. Health Week 4 Preparation
3,2,1 Task 3 Aspects of the topic that resonate with you as a developing teacher. Why? What? How? How is this learning contributing to your teaching identity? 2 Implications for inclusive pedagogy -differentiation; assessment; adjustments. How might this inform your Professional Experience Placement and/or future teaching? 1 Provocation/question/challenge that has been evoked by this topic
Assignment 1 peer conversations • Get into pairs and share drafts • How clear are the key issue/s? • Check – are all 8 dot points in course outline covered? • Provide your perspective on the level of critical analysis or is it more a description? • Is the application to teaching specific? • Provide two strengths and one recommendation that would strengthen the paper
Critical Article Review Rationale: link to PER 2/experiences 1. Critique the key issues raised within the paper (a) Key issues emphasised (b) Whose perspective/voice is evident/whose is missing? (c) Strengths and limitations of the paper (d) Analyse key issues in light of inclusive policy, wider research 2. Apply key findings to your next professional experience placement (a) What key learnings will you apply to your professional experience/future teaching? (b) How will you specifically apply this to your programming/pedagogy and assessment? (c) What outcomes do you expect and how will you evaluate your effectiveness? (d) Analyse your proposed actions in light of your professional responsibilities and policy e.g. Australian Professional Standards for Teachers (AITSL), Disability Discrimination Act, Child Protection etc.
Learning Task 3.1: Prevalence Disability updates: children with disabilities, Australian Institute of Health and Welfare (2006) • Did these incident rates surprise you? Why/why not? http://www.novita.org.au/Default.aspx?p=1
Prevalence (cont.) General facts and figures: In 2003…. • estimated 3,946,400 people in Australia with a disability — about 20% of the population • 6.3% of the population (1,238,600 people) experienced limitations such that they always or sometimes needed assistance with activities of self-care, mobility and communication. • 17.2 % of the Australian population (667,200 people) who have a disability are aged under 25 years. Amongst Australian children aged up to 14 years: • about 1 in 12 children have a disability (this is 8.3% of all children or 317,900 children in Australia). • about half of these children, 1 in 24, have a severe or profound disability that affects their ability to do day-to-day activities ( this is 4.3% of all children or 165,300 children). • boys are more likely than girls to have a disability (10% chance for boys, compared with 6.5% chance for girls). • boys are also more likely to have a severe or profound disability (5.4% chance for boys compared with 3.1% chance for girls). • 87% of children with severe or profound disability also have Autism. • 75% of children with severe or profound disability also have an intellectual impairment. • an estimated 54,600 people are the main carers of children with a severe or profound disability and most (91%) of them were mothers. • about 1 in 2 (48%) carers of children are reported to need more support - respite care and financial assistance are the greatest needs. • almost all (97%) children aged 5 – 14 years with a disability are attending school - 89% of them in mainstream schools and 9% in special schools. Australian Institute of Health and Welfare (2006)
Learning Task 3.2 Friend (2006) (e-reading 14). As noted in this week's lecture: • ‘ Children may have congenital anomalies (defects they are born with), or they may acquire disabilities through accident or disease after birth. Some physical disabilities are comparatively mild and transitory; others are profound and progressive, ending in total incapacitation and early death. Some are increasingly common chronic diseases .’(Hallahan et al, 2012, p 399) • Cerebral Palsy and Spina Bifida are in a sense non-progressive conditions, whereas Muscular dystrophy is progressive. - What are the implications of this? - What issues does this raise for you as an educator? • What are your experiences of successful inclusion of learners with physical disabilities? What differentiation/adjustments were made?
Learning Task 3.3 Choose a topic… Discussion Groups Make 6 groups of 4 or 5 Read your 200-250 word response to one of the following topics: 1. Knowledge and supportive resources for medical/health issues 2. Medical/health brainstorm 3. Eating issues/disorders 4. Hospital school Lead a critical discussion in your group.
Learning Task 3.4 Cerebal Palsy Consider the learning environment.. Design your learning space to ensure you have made appropriate adjustments for a child/young person with Cerebal Palsy. Be prepared to justify your design to the class.
Medical/Health Plans Professional Responsibility • What are your responsibilities on placement/as a beginning teacher? • Look for examples on placement
Further discussion • Think of your own classroom experiences (both as a student and pre-service teacher). • Did you encounter children with health problems? • What were the issues that arose and how were they dealt with? • Did they have a student centred focus? • Was there a whole school approach to dealing with these issues; what information were you given?
Learning Task 3.5 Planning for inclusion Buddy review.. • Provide context for your unit plan • Summarise your unit of work • Describe your inclusive strategies - Differentiation: content, pedagogy, resources, assessment Buddy – provide feedback on 2 areas of strength and 2 areas that could be developed further in the unit plan.
Preparation for Week 4 • Discussion: Assignment 2 so that when on placement you can identify a critical incident to form the basis of your assignment. • Topic 4 Readings and learning tasks • Assignment 1 : bring drafts for buddy review/feedback
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