Academic literature on the topic 'Inclusive education Victoria'
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Journal articles on the topic "Inclusive education Victoria"
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Wu, Chi-Cheng, and Linda Komesaroff. "An Emperor with No Clothes? Inclusive Education in Victoria." Australasian Journal of Special Education 31, no. 2 (September 2007): 129–37. http://dx.doi.org/10.1017/s1030011200025665.
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In this article, the authors review the way in which the Victorian government has responded to the inclusion of students with special educational needs (SEN) in mainstream schools, and consider what further efforts could be made to improve inclusive educational practices. Key measures introduced by the state education authority in relation to the inclusion of students with SEN in mainstream schools include a new funding mechanism, a whole-school approach to addressing students’ reading difficulties, and arrangements to exempt students with SEN from state and national testing. System authorities have been faced with a surge in the number of students identified as having SEN (resulting in funding blowouts and subsequent changes to eligibility criteria). Although intended to support students with SEN in mainstream settings, the approaches adopted may be falling far short of the needs of these students.
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Wu, Chi-Cheng, and Linda Komesaroff. "An Emperor with No Clothes? Inclusive Education in Victoria." Australasian Journal of Special Education 31, no. 2 (September 2007): 129–37. http://dx.doi.org/10.1080/10300110701704952.
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Munchan, Leanne, and Joseph Agbenyega. "Exploring early childhood educators’ experiences of teaching young children with disability." Australasian Journal of Early Childhood 45, no. 3 (July 31, 2020): 280–91. http://dx.doi.org/10.1177/1836939120944635.
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This paper argues that whilst inclusive education in early childhood is gaining wider acceptance in the equity and diversity movement, the value and contribution of educators’ voices about what is working and challenging are frequently ignored. This small-scale research explored five early childhood educators’ understandings and experiences of inclusive education in two kindergartens in Victoria, Australia. A thematic analysis of the data highlights inclusion as a right to belong and fully participate; the need for modifications to orchestrate a culture of acceptance, diversity and inclusion; a lack of support and inadequate professional learning; and supporting effective practice through relationship with families, experts and children. The findings draw implications of evidence-based professional learning that is less focused on the interests of academic researchers and policy makers and more on the everyday needs of early childhood educators.
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Crawford, Renée. "Socially inclusive practices in the music classroom: The impact of music education used as a vehicle to engage refugee background students." Research Studies in Music Education 42, no. 2 (June 28, 2019): 248–69. http://dx.doi.org/10.1177/1321103x19843001.
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As schools become increasingly culturally diverse, globalisation and cross-cultural exchange challenge teachers in complex but exciting ways. This article reports on the impact of music education for students in a secondary school in Victoria, Australia. Socially inclusive practices were a focus of the study as the school has a high percentage of young people with a refugee background. A number of school-based musical experiences provided opportunities for cross-cultural exchange and negotiation, and diverse communications are described. Music education was used as a vehicle to engage young refugee background students, which was indicative of three primary themes: personal wellbeing, social inclusion (a sense of belonging), and an enhanced engagement with learning. Key findings from this case study research indicated that a music classroom which fostered socially inclusive practices resulted in a positive transcultural learning space. This research raises important questions about the critical role of music education and the arts in contemporary and culturally diverse school contexts.
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Hu, Hengzhi, and Feifei Huang. "Application of Universal Design for Learning into Remote English Education in Australia amid COVID-19 Pandemic." International Journal on Studies in Education 4, no. 1 (April 18, 2021): 55–69. http://dx.doi.org/10.46328/ijonse.59.
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Confronted with the challenges posed by COVID-19 pandemic, students, teachers, educators and other stakeholders have to make the best of online learning from home and look at ways of optimizing remote learning experience. Embedded in the nature of inclusive schooling and organized in a specific public secondary school in Victoria, Australia, this study explores the effectiveness of Universal Design for Learning (UDL) on English as an additional language (EAL) students’ online learning proficiency. The research findings indicate that in the discipline of EAL, with the assistance of multiple means of representation, expression and engagement as well as a range of information-communication technologies (ICTs), UDL has positive effects on students’ academic performance and can trigger their positive attitudes towards online learning experience. This sheds light on the feasibility of improving remote learning quality and promoting inclusive online schooling that engages every student via the implementation of UDL integrated with different assistive technologies, which can be summarized as that UDL is one of the possible solutions to online learning that affords ample opportunities or more precisely, technical promises for the implementation of UDL.
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Crawford, Renée. "Beyond the dots on the page: Harnessing transculturation and music education to address intercultural competence and social inclusion." International Journal of Music Education 38, no. 4 (May 1, 2020): 537–62. http://dx.doi.org/10.1177/0255761420921585.
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Australia has always been known as one of the most multicultural countries in the world, but as globalisation becomes the norm and we begin to welcome people from countries with vastly different backgrounds, experiences, ideologies, values and belief systems, how can we harness the power of education to develop intercultural competence and enhance social inclusion? A reconsideration of what we teach and how is required in order to account for the social, cultural and economic differences and similarities embodied within the changing society and contemporary student cohort. More specifically, what role can music education play in fostering transculturational practices that provide opportunities for personal, social and academic achievement? This multiple case study is situated across three schools in Victoria, arguably one of the most culturally and religiously diverse and densely populated states in Australia. This research explores the perceptions, experiences and practices of teachers directly or indirectly involved with the music education programme in three schools that have a high percentage of young people with a refugee background. Key findings from this research indicated that intercultural competence and socially inclusive behaviours were seamlessly embedded in the music learning activities that were student-centred, active, practical, experiential and authentic.
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O'Shea, Amie, J. R. Latham, Ruth McNair, Nathan Despott, Mellem Rose, Ruby Mountford, and Patsie Frawley. "Experiences of LGBTIQA+ People with Disability in Healthcare and Community Services: Towards Embracing Multiple Identities." International Journal of Environmental Research and Public Health 17, no. 21 (November 2, 2020): 8080. http://dx.doi.org/10.3390/ijerph17218080.
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Healthcare and disability support services are increasing their efforts towards inclusion and recognising the needs of different groups. This research project was conducted by academic and peer researchers (LGBTIQA+ people with disability) in Victoria, Australia using four focus groups with LGBTIQA+ people with disability. We report on two overarching themes relating to participants’ experiences of accessing health services as LGBTIQA+ people with disability: difficulties in managing multiple identities and the impacts of community services and supports. Participants described having to repeatedly ‘come out’ in a range of ways and contexts as complex and layered processes in which it was difficult to present their full range of needs and experiences to services. We also found that the role of community in promoting a sense of belonging and resilience increased capacity to manage health service use and advocacy. Services and communities aiming to be inclusive to all have the opportunity to recognise and respond to the issues faced by LGBTIQA+ people with disability as a way to pay attention to how overt and subtle practices of discrimination continue to operate despite repeated attempts at or claims of being ‘inclusive.’ Our research suggests actual inclusive, accessible services can be achieved in part through policy and practice that actively responds to the specific needs of LGBTIQA+ people with disability, in addition to LGBTIQA+ education for disability services and disability and accessibility education for LGBTIQA+ focused services. As we do in this article, we argue that this work must be done by prioritising authentic participation of LGBTIQA+ people with disability in the services and research that is about them.
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Rudner, Julie. "Educating Future Planners about Working with Children and Young People." Social Inclusion 5, no. 3 (September 26, 2017): 195–206. http://dx.doi.org/10.17645/si.v5i3.974.
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Planning and urban design professionals should ensure they engage children/young people in their work so planning systems and strategic policy can be more inclusive of the needs and aspirations of children/young people. Yet practitioners do not necessarily view children/young people as legitimate stakeholders, and professionals do not necessarily have the skills to be inclusive. To shift current policy and practice, planners and designers need to be better educated so they can facilitate children’s/young people’s contributions as well as advocate effectively for systemic change. The UN Convention on the Rights of the Child and the UNICEF Child Friendly Cities provide legitimacy and direction for current and future professionals about why engagement with children/young people should be a fundamental part of professional practice. However, it’s important that students and practitioners learn how to engage with children/young people ethically. A key starting point is the way in which education is constituted as ethical practice when conducting research and engagement activities with children/young people. Lansdown’s (2011) requirements for ethical engagement are applied to reflexively evaluate the design and implementation of a university subject, delivered in Victoria, Australia, that trains future planners about how to work with children and young people.
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Munro, Lyle. "‘Go Boldly, Dream Large!’: The Challenges Confronting Non-Traditional Students at University." Australian Journal of Education 55, no. 2 (November 2011): 115–31. http://dx.doi.org/10.1177/000494411105500203.
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This article examines the challenges facing non-traditional university students—and to a lesser extent their lecturers in ‘the stretched academy’—who are increasingly enrolling in university courses in Australia and elsewhere. The article looks at this issue from the perspective of non-traditional students at a regional campus in Victoria. These students include many from disadvantaged backgrounds and those who do not conform to the conventional idea of the Australian university student. Typically, for most of the postwar period, the traditional university student was a recent graduate from high school with good grades and enrolled full-time. Most importantly, such students came predominantly from high socio-economic backgrounds that equipped them with the kind of cultural capital that provides a head start in the academic environment. By contrast, non-traditional university students of the last two decades or so are a much more diverse cohort consisting of large numbers of full-fee-paying international students, older, mature-age students studying mainly on a part-time basis by distance education, and increasing numbers of domestic students who only in recent times have aspired to a university education. Many of these latter students are ostensibly full-time but in reality spend more time in paid part-time jobs than they do on campus. These ‘student-workers’ are the main focus of this article because it is the dual role of the undergraduate as worker and scholar that is of concern to university personnel especially in the context of the widening participation agenda of the federal government. Such students are compelled to support themselves in term-time employment, which inevitably affects their commitment to study and consequently their academic prospects. The article concludes with the suggestion that slogans such as those in the title are misleading if they are not accompanied by financial incentives and a more inclusive curriculum that acknowledges the study-work challenges facing non-traditional university students.
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Pereira, Robert B., Timothy L. Brown, Alison Guida, Nerida Hyett, Mary Nolan, Lidia Oppedisano, Kayla Riley, and Grace Walker. "Consumer experiences of care coordination for people living with chronic conditions and other complex needs: an inclusive and co-produced research study." Australian Health Review 45, no. 4 (2021): 472. http://dx.doi.org/10.1071/ah20108.
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ObjectiveThe aim of this study was to explore consumer experiences of care coordination within Barwon Health’s Hospital Admission Risk Program (HARP) located in Geelong, Victoria. MethodsThe study design was qualitative description informed by phenomenology and inclusive and co-production methodology. Semi-structured interviews were conducted with a purposive sample of six consumers living with chronic conditions and other complex needs. Participants were asked about their lived experience related to accessing the service, communication, and health and supports before and after accessing the service using an interview guide. Interviews were audio-recorded and transcribed verbatim for thematic analysis. ResultsFive themes were identified: (1) experiencing authentic, values-based care; (2) collaborative care and working together; (3) gaining independence; (4) improved health and quality of life; and (5) limited understanding of HARP at the start. Overall, participants’ experiences were positive, which related to improved health, quality of life, and sustainable supports. Although gains were experienced, most of the participants identified that their knowledge of HARP was limited when services commenced, which is an area for service improvement. ConclusionThis research begins to address the knowledge gap related to consumer experiences of care coordination. Findings highlight the importance of providing person-centred, authentic and values-based care, listening authentically, and promoting consumer voice within services. The study demonstrates that inclusive, co-design research is feasible in this service context, and further research is recommended into how stakeholders understand the function of care coordination services to promote health and prevent hospital readmissions, and improve consumer participation. What is known about the topic?Care coordination is multifaceted, with the primary purpose of facilitating person-centred care through appropriate and timely delivery of healthcare services. Despite the effectiveness of care coordination programs in preventing avoidable hospital admissions and reducing hospital length of stay, there is a paucity of research that has investigated consumer perspectives. There is also limited research that has adopted an inclusive research design of knowledge co-production where clinicians and consumers are included as equal members of the research team. What does this paper add?The study findings provide evidence into the value of care coordination from the perspective of consumers living with chronic conditions and other complex health and psychosocial issues. The findings also extend evidence into person- and consumer-centred care through understanding the qualities of care coordination practice that promote authenticity, integrity and positive health outcomes. Listening is identified as a critical element of authentic, values-based care, and as a care coordination intervention. Finally, the study demonstrates that inclusive, co-design research is feasible in this service context, and a larger-scale Experience-Based Co-Design study is recommended to investigate how stakeholders understand the function of care coordination services to promote health and prevent hospital readmissions and improve consumer participation. What are the implications for practitioners?The study informs practitioners of consumer lived experience of care coordination. Practitioners are recommended to apply the findings to practice by adopting an authentic, values-based and person-centred care approach described in the study findings. Service improvement initiatives are recommended to focus on increasing awareness of care coordination services through consumer participation and the meaningful inclusion of consumer voice, which could focus on education for referring health and social care professionals.
Dissertations / Theses on the topic "Inclusive education Victoria"
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Loreman, Timothy J. (Timothy John) 1970. "Secondary school inclusion for students with moderate to severe disabilities in Victoria, Australia." Monash University, Faculty of Education, 2000. http://arrow.monash.edu.au/hdl/1959.1/8824.
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Murray, Janet Rosalind 1950. "The response of school libraries to the inclusion of students with disabilities in mainstream schools." Monash University, School of Information Management and Systems, 2000. http://arrow.monash.edu.au/hdl/1959.1/8079.
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Kortman, Wendy, University of Western Sydney, College of Arts, and School of Education. "Teachers as policy actors : an exploration of teacher actions to negotiate the policy demands of inclusive education." 2008. http://handle.uws.edu.au:8081/1959.7/37127.
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While recognising the complexity of inclusive educational policy for teachers, this thesis argues that a constructive approach for future action may be accomplished by drawing on teachers’ own accounts of significant characteristics contributing to effective inclusion. Accordingly, it is proposed that an understanding of the realities constructed by teachers involved in inclusive practice provides imperatives for future action. In particular, this study explores the finer structures of changed pedagogy, professional development of teachers and the vision of quality education for all that underpin the fabric of inclusive schooling. Furthermore, the study suggests that the focus on teachers’ own accounts or voice provides a major resource with which to theorise and analyse the actuality of inclusive practice and to help overcome barriers to success. In examining the work realities of teachers involved in inclusive education this thesis reports on the results of an empirically grounded and theoretically informed enquiry of the major educational reform of including students with disabilities into regular classroom settings. The case study site for this investigation included two schools, within the State of Victoria, Australia. Primary evidence generated through this study suggests that teachers’ work is a vital contributing factor to successful inclusion, despite the overpowering emphasis on additional funding within the political construction of policy implementation. However, teachers’ existing professional expertise and their professional development needs have not been a key focus of policies directed at sustaining the changed political culture required by inclusion. Drawing on relevant research literature and research evidence, this study argues against the political reductionism of both liberal pluralism and systems theory approaches that have dominated State policy action in inclusive education. In contrast the evidence presented in this thesis suggests the need to reconsider and revalue the knowledge and expertise generated by the education policy actors in this field, namely classroom teachers and school administrators involved in institutional planning and practice. It is these knowledgeable education workers who really influence policy implementation. The significance of this research is that the ‘insiders’ are presented as potentially important drivers shaping the mechanisms for educational reform. For this reason the framework of this study centres on the communicative infrastructures within existing institutions (schools) and the policy actors (teachers) who come together to formulate issues and professional directions. Therefore, the review of the research literature sets out to identify key theories and evidence pertaining to the teachers’ knowledge and learning communities. Literature on the importance of individual and collective agency is reviewed and situated in terms of the debates over the communicative action and life worlds of teachers at the sites of inclusive education reform. In turn, this provides a pathway for establishing the secondary evidence concerning what is currently known about the life worlds of teachers where change engages with struggles over ideological totality, elitist political agendas and the actualities of educational reform. Transcending critical and interpretive paradigms of educational research, capturing teachers���� voice on the complexities of inclusive education, the study moves beyond critical analysis of the way policies construct, or fail to construct, institutions and individuals within them. Inclusion is viewed through the life worlds of teachers involved in integration and inclusive programs, and situated within the context of their communicative actions. Data was generated through unstructured interviews where there was an emphasis on informal contexts and open communication that was free from system distortion. Communicative interaction was then expanded through a second semi-structured interview for the purpose of validation of the data and for testing the researcher’s construction of received messages. In addition feedback regarding emergent themes and representative quotes was also requested from participants. In this study the situated meaning of teachers’ work as an expression of policy-in practice was explored in relation to the textual framing created by State policy, institutions (schools) and teachers’ own skills and knowledge. The major perceptual elements for this research focus on the interrelation between these policy contexts, the paradigm that frames teacher’s professional knowledge and the pathways and processes for teaching and learning to occur.Doctor of Philosophy (PhD)
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Escobido, Cesar. "Negotiating the Rapids: Transitional Moments of the Filipino and Karen Diasporas in Regional Victoria, Australia." Thesis, 2015. https://vuir.vu.edu.au/29795/.
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The established Filipino and the newly emerging Karen/Karenni communities, although satisfied with their immigration journey, perceive forms and processes of closure in the socio-economic and cultural spheres of the Australian society. The resettlement of hundreds of Karen/Karennis into the regional City of Geelong, Victoria, coincides with rapid socio-economic changes and wide-ranging ramifications due to globalisation. Forms and processes of social closure coupled with the local resistance to the processes of globalisation are deployed by those who control, maintain, and dispense forms of power by ensuring that these ‘Third World-looking’ immigrants do not pose a threat to the competition of scarce desirable opportunities in the labour market.
In what could be considered times of turbulence and uncertainties, this study examines the lived experiences of the established Filipino and the newly emerging Karen/Karenni communities in the Geelong region. It addresses issues of difference hounding members of these diasporic communities, their engagement with access and equity, and relative positioning within the social inclusion/exclusion arena. By employing the Weberian theory of social closure in exploring the lived settlement and resettlement experiences of two immigrant communities, I aim to investigate the contemporary situation of members of these communities in regards to their positioning in the labour market relative to their qualifications and social capital, and the way they are included and excluded in many spheres of the mainstream of the host society.
Books on the topic "Inclusive education Victoria"
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University coeducation in the Victorian era: Inclusion in the United States and the United Kingdom. New York: Palgrave Macmillan, 2009.
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Zurn, Perry, and Dani S. Bassett. Curious Minds. The MIT Press, 2022. http://dx.doi.org/10.7551/mitpress/11009.001.0001.
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An exhilarating, genre-bending exploration of curiosity's powerful capacity to connect ideas and people. Curious about something? Google it. Look at it. Ask a question. But is curiosity simply information seeking? According to this exhilarating, genre-bending book, what's left out of the conventional understanding of curiosity are the wandering tracks, the weaving concepts, the knitting of ideas, and the thatching of knowledge systems—the networks, the relations between ideas and between people. Curiosity, say Perry Zurn and Dani Bassett, is a practice of connection: it connects ideas into networks of knowledge, and it connects knowers themselves, both to the knowledge they seek and to each other. Zurn and Bassett—identical twins who write that their book “represents the thought of one mind and two bodies”—harness their respective expertise in the humanities and the sciences to get irrepressibly curious about curiosity. Traipsing across literatures of antiquity and medieval science, Victorian poetry and nature essays, as well as work by writers from a variety of marginalized communities, they trace a multitudinous curiosity. They identify three styles of curiosity—the busybody, who collects stories, creating loose knowledge networks; the hunter, who hunts down secrets or discoveries, creating tight networks; and the dancer, who takes leaps of creative imagination, creating loopy ones. Investigating what happens in a curious brain, they offer an accessible account of the network neuroscience of curiosity. And they sketch out a new kind of curiosity-centric and inclusive education that embraces everyone's curiosity. The book performs the very curiosity that it describes, inviting readers to participate—to be curious with the book and not simply about it.
Book chapters on the topic "Inclusive education Victoria"
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Churchill, Warren, and Clare Hall. "Toward “Little Victories” in Music Education." In Sociological Thinking in Music Education, 72–85. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780197600962.003.0006.
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This chapter is about d/Deaf music-making and the problematics of singing in sign language. The discussion troubles inclusion in music education by drawing connections between deaf music-making and constructions of who is considered dis/abled. Employing Deaf studies, disability theorizing, and the sociological work of Christopher Small and Lucy Green, this digital ethnography examines two US examples of contemporary signed-singing. The authors argue that the musical agency of deaf signed-singing in the context of the global disablement induced by the COVID-19 pandemic resists deficit narratives of Deaf culture. This provokes a fresh discussion about what abled society and music education has to learn from listening to d/Deaf musicking. The chapter links to audiovisual explanations of signed-singing.
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Kirkwood, Keith, Gill Best, Robin McCormack, and Dan Tout. "Student Mentors in Physical and Virtual Learning Spaces." In Physical and Virtual Learning Spaces in Higher Education, 278–94. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-114-0.ch017.
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This chapter explores the human element in the learning space through the notion that once a learning space is inhabited, it becomes a learning place of agency, purpose and community involving both staff and students. The School of Languages and Learning at Victoria University in Melbourne has initiated a multifaceted peer learning support strategy, ‘Students Supporting Student Learning’ (SSSL), involving the deployment of student peer mentors into various physical and virtual learning spaces. The chapter discusses the dynamics of peer learning across these learning space settings and the challenges involved in instituting the shift from teacher- to learning-centred pedagogies within such spaces. Both physical and virtual dimensions are considered, with the SNAPVU Platform introduced as a strategy for facilitating virtual learning communities of practice in which staff, mentors, and students will be able to engage in mutual learning support. The chapter concludes with calls for the explicit inclusion of peer learning in the operational design of learning spaces.
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Nicholson, Nigel, and Nathan R. Selden. "Mentoring." In The Rhetoric of Medicine, 178–207. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780190457488.003.0007.
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Chapter 6 explores tensions surrounding the mentoring of trainee physicians. Victory odes articulate an ideal of mentoring as an enduring, influential, and even transformational relationship focused on building character and moral judgment rather than technical skill. At the same time, the odes expose concerns that actual mentoring can fail to achieve this ideal, and instead prove to be elitist or more focused on obtaining immediate results than fostering independent agents. Mentorship has re-emerged as a key factor in the development of modern physicians as increased attention is paid to measuring the outcomes of medical education and humanistic competencies within medicine are revalued. Mentorship should certainly be fostered, but care must be taken to design mentorship programs that are inclusive and that develop independent agents.
Conference papers on the topic "Inclusive education Victoria"
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Tziovara, Charis, Stavroula Kaldi, and Vasiliki Golfinopoulou. "CRITICAL THINKING AND INCLUSIVE LEARNING IN ENGLISH LANGUAGE TEACHING – A TEACHING SCENARIO FOR INCLUSION OF ROMA STUDENTS BASED ON “THE HUNCHBACK OF NOTRE-DAME” BY VICTOR HUGO AND THE USE OF DIFFERENTIATED INSTRUCTION STRATEGIES." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1675.
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