Inclusive practice

Author: Laura Greaves

I am a motivated, dedicated teacher who has taught in various educational settings, lived with families of students who have additional needs in a consultancy role and worked with and continue to learn from teachers of all levels of experience.

What do you believe Inclusion means? (In an educational environment) 
Inclusive classroom practices come in many shapes and forms. I am sure there are aspects of every classroom, everywhere, that are both inclusive and exclusive, as there are such situations in everyday life.
Developing and learning strategies that can be modified and implemented to suit different learners IS being inclusive.
Although I am presenting on the topic of Inclusion, I will never pretend I am more of an expert on any topic. I am sure we can all remember times when, due to time restrictions, life pressures or simply not having enough information about a student has meant the teaching that was presented to the student/s hasn’t been the most inclusive. It is important to remember that before we walked, most of us crawled. Running a truly inclusive classroom comes with information and time to practice.

In order for us to get inclusive practice right, it is essential that we understand what it means, and what the perimeters are around our teaching practice regarding Inclusion. Then, with a solid understanding of Inclusion, we can be sure the strategies, learning tasks and even teaching styles we are using are on point.
There are plenty of great articles out there that go through Inclusion and highlight some key strategies. My advice? Start with the DET policies and documents around Inclusion so that you can be sure you are on the right track legally and respectfully.
http://www.education.vic.gov.au/school/teachers/studentmanagement/Pages/studentengagementguidance.aspx

So, what is the next step in your inclusive journey?