Standards mapping grid PART A: Inclusive Environments 1. Introducing inclusion in education 2. Legislation and policies supporting inclusive practices 3. Practicing inclusion in diverse school communities PART B: Inclusive Teaching and Learning Practices 4. Curriculum, learning, teaching and assessment adjustments 5. Planning effective teaching strategies 6. Encouraging positive interactions PART C: Strategies to Support Inclusive Teaching 7. Developing communication skills 8. Understanding and supporting literacy competence 9. Understanding and supporting numeracy competence PART D: Inclusion Across the School Years 10. Inclusion in early childhood 11. Inclusion in primary schools 12. Secondary school inclusion and successful post-school transitions Appendix 1: Common abbreviations and shortened forms Appendix 2: List of fact sheets
Phil Foreman is Emeritus Professor of Education at the University of Newcastle. He was Chair of the NSW Institute of Teachers from 2007-2013, and was Professor and Dean of Education at the University of Newcastle from 2002-2008. In 2013 he was appointed a Member of the Order of Australia (AM) for services to tertiary education, particularly in the area of special education, and to people with a disability. Michael Arthur-Kelly is a teacher and researcher in the School of Education at the University of Newcastle. He has experience as a classroom teacher in both regular and special schools, as a consultant and as a teacher educator. Throughout his career in schools and universities his goal has been to support students with disability to reach their potential. He is especially interested in translation of theory and research to practice in schools and classrooms.