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Book Cover
Book

Title Diversity, inclusion and engagement / edited by Mervyn Hyde, Lorelei Carpenter, Shelley Dole
Edition Third edition
Published South Melbourne, Victoria : Oxford University Press, 2017
©2017

Copies

Location Call no. Vol. Availability
 MELB  370.994 Hyd/Dai 2017  DUE 12-09-19
1 copy ordered for MELB on 13-10-2017.
Description xxv, 526 pages : illustrations ; 25 cm
regular print
Contents Contents note continued: Access to technology / Lorelei Carpenter / Shelley Dole / Mervyn Hyde -- Cultural sensitivity and human rights / Mervyn Hyde / Shelley Dole / Lorelei Carpenter -- Funding / Mervyn Hyde / Lorelei Carpenter / Shelley Dole -- Teachers and standards for teachers / Shelley Dole / Lorelei Carpenter / Mervyn Hyde -- End point / Mervyn Hyde / Lorelei Carpenter / Shelley Dole
Contents note continued: Diagnosis / Shelley Dole -- Intervention / Shelley Dole -- Diagnostic prescriptive teaching / Shelley Dole -- Supporting early learners / Shelley Dole -- The critical role of the teacher in early mathematics learning / Shelley Dole -- Early number learning / Shelley Dole -- Assessing mathematics learning / Shelley Dole -- Streaming, withdrawal, differentiation / Shelley Dole -- Whole-class teaching / Shelley Dole -- ch. 8 Behavioural Engagement in the Inclusive Classroom / Shelley Dole -- Introduction / Roberta Thompson / Lorelei Carpenter -- What is challenging behaviour? / Roberta Thompson / Lorelei Carpenter -- What causes challenging behaviour? / Roberta Thompson / Lorelei Carpenter -- Characteristics of challenging behaviour / Roberta Thompson / Lorelei Carpenter -- Relationship between engagement, academic success and social well-being / Roberta Thompson / Lorelei Carpenter -- Policies / Roberta Thompson / Lorelei Carpenter --
Contents note continued: Diverse profiles of giftedness / Jane M. Jarvis -- Twice exceptional students / Jane M. Jarvis -- An inclusive framework for gifted education / Jane M. Jarvis -- ch. 15 Understanding Physical Impairment in Young Children / Jane M. Jarvis -- Introduction / Kathleen Tait -- Definition of physical impairment / Kathleen Tait -- Incidence and prevalence / Kathleen Tait -- Causes of physical impairment / Kathleen Tait -- Cerebral palsy / Kathleen Tait -- Spina bifida / Kathleen Tait -- Muscular dystrophy / Kathleen Tait -- Collaborating with other professionals / Kathleen Tait -- Considerations for teaching students with a physical disability / Kathleen Tait -- Assessment and issues for early learners / Kathleen Tait -- ch. 16 Supporting Mental Health and Well-being: Promotion, Prevention and Intervention / Kathleen Tait -- Introduction / Julie McMillan / Jane M. Jarvis -- Understanding mental health / Julie McMillan / Jane M. Jarvis --
Contents note continued: Early intervention / Roberta Thompson / Lorelei Carpenter -- Promoting positive student engagement / Roberta Thompson / Lorelei Carpenter -- Management of behaviour needs in individual classrooms and across school settings / Roberta Thompson / Lorelei Carpenter -- Adaptation and accommodation for challenging behaviour / Roberta Thompson / Lorelei Carpenter -- Behaviour issues relating to the diverse classroom / Roberta Thompson / Lorelei Carpenter -- Contemporary technologies, social networking and student behaviour / Roberta Thompson / Lorelei Carpenter -- ch. 9 Meeting Complex Communication Needs in the Classroom / Roberta Thompson / Lorelei Carpenter -- Introduction / Julie McMillan / Parimala Raghavendra -- What are complex communication needs? / Julie McMillan / Parimala Raghavendra -- Augmentative and alternative communication systems / Julie McMillan / Parimala Raghavendra --
Contents note continued: Interventions for behavioural strategies / Kathleen Tait -- Interventions with cognitive strategies / Kathleen Tait -- Evidence-based educational practices for students requiring individualised instruction / Kathleen Tait -- Technology / Kathleen Tait -- Early learners / Kathleen Tait -- Assessment / Kathleen Tait -- ch. 11 Understanding Vision Impairment / Kathleen Tait -- Introduction / Carolyn Palmer -- Educating students with vision impairments in Australia / Carolyn Palmer -- What do we mean by vision impairment? / Carolyn Palmer -- Vision impairment, learning needs and curriculum / Carolyn Palmer -- Approaches to teaching students with vision impairment: what works? / Carolyn Palmer -- Critical elements in teaching students with a vision impairment / Carolyn Palmer -- ch. 12 Understanding Hearing Impairment / Carolyn Palmer -- Introduction / Mervyn Hyde -- What do we mean by hearing impairment? / Mervyn Hyde --
Contents note continued: Risk and protective factors in mental health development / Julie McMillan / Jane M. Jarvis -- A multi-tiered system of support for mental health in schools / Julie McMillan / Jane M. Jarvis -- Bullying prevention / Julie McMillan / Jane M. Jarvis -- A focus on technology / Julie McMillan / Jane M. Jarvis -- ch. 17 Creating Inclusive Schools / Julie McMillan / Jane M. Jarvis -- Introduction / Mervyn Hyde -- Some concepts and principles / Mervyn Hyde -- The NDIS and the National Disability Strategy / Mervyn Hyde -- A checklist for building inclusive schools / Mervyn Hyde -- The roles of the class teacher and of specialist teachers / Mervyn Hyde -- The RTI model of intervention to special needs / Mervyn Hyde -- ch. 18 Accommodating Transitions across the Years / Mervyn Hyde -- Introduction / Robert Conway -- General principles underlying transitions / Robert Conway -- The importance of early intervention as a basis for inclusion in schools / Robert Conway --
Contents note continued: Teacher education and inclusive practices / Robert Conway -- Changing student skills and technology / Robert Conway -- Diversity in schools / Robert Conway -- ch. 3 Linguistic and Cultural Diversity / Robert Conway -- Introduction / Michele de Courcy / Amy Farndale -- Where do Australians come from? / Michele de Courcy / Amy Farndale -- What are the languages spoken by non-Indigenous Australians? / Michele de Courcy / Amy Farndale -- Student sociolinguistic profiles / Michele de Courcy / Amy Farndale -- CALD students in the mainstream-who are the students? / Michele de Courcy / Amy Farndale -- Classroom practice / Michele de Courcy / Amy Farndale -- Developing models of literacy / Michele de Courcy / Amy Farndale -- Reading for meaning / Michele de Courcy / Amy Farndale -- Assessment and reporting / Michele de Courcy / Amy Farndale -- Technology / Michele de Courcy / Amy Farndale --
Contents note continued: Technology / Michael Nagel / Laura Scholes -- Assessment / Michael Nagel / Laura Scholes -- Effective practice / Michael Nagel / Laura Scholes -- ch. 6 Students with Literacy Difficulties / Michael Nagel / Laura Scholes -- Introduction / Gary Woolley -- Understanding the terms 'learning difficulties' and 'literacy disengagement' / Gary Woolley -- Cycle of literacy disengagement / Gary Woolley -- Factors outside the learner / Gary Woolley -- Understanding the role of assessment / Gary Woolley -- Understanding engagement in a sociocultural context / Gary Woolley -- Responsive approaches to intervention / Gary Woolley -- Assessment / Gary Woolley -- Technology and the digital divide / Gary Woolley -- ch. 7 Assisting Children with Learning Difficulties in Mathematics / Gary Woolley -- Introduction / Shelley Dole -- Changing deficit views of mathematics learning difficulties / Shelley Dole -- Errors and constructivism / Shelley Dole --
Contents note continued: Transitions from early childhood intervention to school / Robert Conway -- Transitions from primary school to secondary school / Robert Conway -- Transition to a middle school model / Robert Conway -- Transitions within secondary school / Robert Conway -- Transitions from secondary school / Robert Conway -- ch. 19 Inclusive Education: Ways to the Future / Robert Conway -- Introduction / Mervyn Hyde / Lorelei Carpenter / Shelley Dole -- Inclusive education and poverty / Shelley Dole / Mervyn Hyde / Lorelei Carpenter -- Education and future criminal and antisocial behaviour / Shelley Dole / Lorelei Carpenter / Mervyn Hyde -- Building resilience among children at risk / Mervyn Hyde / Lorelei Carpenter / Shelley Dole -- Sustainability / Shelley Dole / Mervyn Hyde / Lorelei Carpenter -- National Disability Insurance Scheme (NDIS) / Shelley Dole / Lorelei Carpenter / Mervyn Hyde -- National testing / Mervyn Hyde / Lorelei Carpenter / Shelley Dole --
Contents note continued: Unaided, aided and multimodal AAC systems / Julie McMillan / Parimala Raghavendra -- Assessment of learners with CCN / Julie McMillan / Parimala Raghavendra -- Teaching functional communication in the classroom / Julie McMillan / Parimala Raghavendra -- Functional communication and behaviours of concern / Julie McMillan / Parimala Raghavendra -- A systematic approach to teaching / Julie McMillan / Parimala Raghavendra -- ch. 10 Supporting Students with Intellectual Disabilities / Julie McMillan / Parimala Raghavendra -- Introduction / Kathleen Tait -- The nature of intellectual disability / Kathleen Tait -- Adaptive functioning / Kathleen Tait -- What causes intellectual disability? / Kathleen Tait -- How many people have intellectual disability? / Kathleen Tait -- School attendance of students with intellectual disability / Kathleen Tait -- Considerations for teaching students with intellectual disability / Kathleen Tait --
Contents note continued: What are some of the causes of hearing loss? / Mervyn Hyde -- The relationship between hearing and development / Mervyn Hyde -- Educating students with hearing impairments in Australia / Mervyn Hyde -- Teaching and classroom accommodations / Mervyn Hyde -- Critical elements in teaching students with a hearing impairment / Mervyn Hyde -- Assessment / Mervyn Hyde -- ch. 13 Supporting Students with Autism Spectrum Disorder / Mervyn Hyde -- Introduction / Lorelei Carpenter -- Understanding the evolution of Autism Spectrum Disorder / Lorelei Carpenter -- Learning interventions for ASD / Lorelei Carpenter -- Engaging students in learning / Lorelei Carpenter -- Classroom receptive language strategies / Lorelei Carpenter -- Classroom expressive language strategies / Lorelei Carpenter -- ch. 14 Supporting Diverse Gifted Students / Lorelei Carpenter -- Introduction / Jane M. Jarvis -- Understanding giftedness / Jane M. Jarvis --
Contents note continued: ch. 4 Indigenous Perspectives and Cultural Identity / Michele de Courcy / Amy Farndale -- Introduction / Clair Andersen / Maggie Walter -- The state of Indigenous education in Australia / Clair Andersen / Maggie Walter -- Indigenous health statistics / Clair Andersen / Maggie Walter -- Dominant curriculum-culture clash / Clair Andersen / Maggie Walter -- Understanding Indigenous learning: a clash in learning styles? / Clair Andersen / Maggie Walter -- Some theoretical solutions: two-way education / Clair Andersen / Maggie Walter -- Improving current practice / Clair Andersen / Maggie Walter -- ch. 5 Gender, Inclusivity and Engagement / Clair Andersen / Maggie Walter -- Introduction / Michael Nagel / Laura Scholes -- Understanding the term 'gender' / Michael Nagel / Laura Scholes -- Understanding the biology and psychology of gender / Michael Nagel / Laura Scholes -- Understanding the sociology of gender / Michael Nagel / Laura Scholes --
Machine generated contents note: ch. 1 Understanding Diversity, Inclusion and Engagement -- Introduction / Mervyn Hyde -- Inclusion: what's in a word? / Mervyn Hyde -- A United Nations perspective / Mervyn Hyde -- Some theory and a framework / Mervyn Hyde -- ch. 2 Australian Schools, Policy and Legislation in Perspective / Mervyn Hyde -- Introduction / Robert Conway -- Goals for young Australians / Robert Conway -- Australian Curriculum, Assessment and Reporting Authority / Robert Conway -- Australian Curriculum / Robert Conway -- The Australian Curriculum and students with special needs / Robert Conway -- Assessment of students with special needs in the context of NAPLAN / Robert Conway -- Legislation and special needs / Robert Conway -- Disability Standards for Education 2005 / Robert Conway -- Adjustment levels in schools / Robert Conway -- Key changes in the identification and funding of disability / Robert Conway --
Summary 'Diversity & Inclusion in Australian Schools' is designed for undergraduate students and takes a fresh look at what constitutes inclusion in schools and classrooms. It applies a socio-critical analysis of the concepts of disadvantage, disability, special needs and difference to the development of functional curriculum outcomes for teachers and students. As a result, the book fosters more informed attitudes towards inclusion in the broader context of teacher competencies in support of the development of inclusive curricula
Analysis Australian
Notes Previous edition: 2013
Bibliography Includes bibliographical references and index
Subject Education -- Australia.
Educational equalization -- Australia.
Inclusive education -- Australia.
Author Carpenter, Lorelei Rita, 1950- editor
Dole, Shelley, editor
Hyde, Merv (Mervyn), editor
LC no. 2018286461
ISBN 9780190308452