Implementing Inclusive Approach In Australian Curriculum

Chosen Curriculum Approach

For implementing the Australian Curriculum in the early elementary grades, a variety of pedagogical strategies may be recognized age-appropriate. The instructor's involvement in implementing a variety and mix of age-appropriate approaches include intentional, meaningful, and careful judgement and activities to support children's natural desire for active understanding. Teachers must examine children's passions and talents, as well as their own likes, talents, capacities, ideologies, the syllabus, indicators of students' learning, and classroom and community settings when choosing a method.  In this task, I am going to choose Inclusive approach.

The approach chosen by me is Inclusive approach. All students benefit from an inclusive methodology because they have accessibility to a variety of teaching options and successful approaches to achieve academic objectives in environments where they feel welcome. All children, irrespective of capability or disabilities, participate together in the identical age-appropriate curriculum in an open education setting (ACECQA, 2014). Instead of removing students out of the class to provide specialised education, special instruction professionals join the class in an inclusive approach  This permits regular professionals and experts to collaborate in the same classroom, aiding all students by providing them with more guidance and expertise. Disabled students, as well as children without impairments, typically benefit from this help in terms of educational attainment. It is founded on the belief that all kids and their families are similarly relevant and expect proper exposure to opportunity. Students with additional needs and difficulties should be integrated in normal academic contexts rather than being separated in "special" facilities, according to an inclusive strategy, with appropriate resources and appropriately educated and committed teachers to enhance their development. Contrary to inclusive approach is an exclusive curricular methodology which may lack inclusion since it overlooks or dismisses children's differences.

Explain

Justify which pedagogical choice or choices support your chosen curriculum approach

There are a variety of instructional options that assist an inclusive approach. The first is to employ a variety of representational techniques. While some kids can learn effectively from visuals, others may gain knowledge more effectively when material is conveyed in writing or spoken aloud. Some kids benefit from a mix of the above. While these diversified teaching skills may cater to the requirements of children with impairments, they also provide a diverse range of information to the whole classroom, allowing each student to understand in their preferred manner. In inclusive environments, employing many means to communicate knowledge and involve students is also vital. Each learner is unique, and they should be allowed to represent themselves using the means that function effectively for them. Educators can also captivate pupils by using a variety of resources and techniques (Department of Education and Training, 2016). In addition to the typical channels of speech and writing, channels could incorporate drama, art, multimedia, and software applications. Educators can boost the involvement of their whole class, not just the kids who react to a specific mode of teaching and presentation, by utilizing a variety of instructional strategies and materials.

Pedagogical Strategies Supporting Inclusive Approach

There is also the option of developing a behaviour management plan. Chaotic classroom behaviour can have an impact on not only the instructor, but also the fellow kids in the classroom. Creating a behaviour regulation strategy can assist you in getting ready for the unavoidable time when a child or children engage in inappropriate behavior, with the awareness that certain actions are far less serious than others. Families and kids should be informed about the behaviour plan so that all are aware of behaviour standards and the repercussions if those standards are not followed. Positive encouragement and a thorough grasp of the requirements are common features of the most successful strategies (Crappell, 2019).

Furthermore, it is critical to become acquainted with children' Individualized Education Programs (IEP) in order to establish an inclusive educational setting for all. You are lawfully obligated to implement any required modifications as described in the IEP if you educate a child with an IEP. To further comprehend the child's individual requirements, you can collaborate with the educational counsellor or classroom professionals. It is critical to guarantee that children with special needs are able to study in a traditional classroom setting while also receiving the assistance, educational supports, or modifications that they may need (Fennech, 2016). Students who have an IEP may need extra education opportunities beyond the classroom. Additional assistance staff usually provides and monitors these services.

How the learning environment might be organised to support your chosen approach

An educator's ability to develop and foster a conducive learning environment can either boost or diminish a child's capacity to concentrate and feel secure in the school. The classroom setting, as well as the educator's teaching approaches, should encourage collaboration and tolerance. Warmth can be used to assist foster a feeling of ease and protection in the classroom. Until they are adorned, classrooms seem to be stark spaces. A dash of colour may liven up an otherwise bland setting. There should be adequate room in the class for all kids to roam around freely. Educators should think about incorporating holistic approach into their lessons. Unified engineering is the act of creating products and places that are useable by everyone, to the maximum potential feasible, without requiring alteration or specialist design. Every student in your classroom should be well aware of the least, fundamental standards of appropriate conduct (Liu, 2015). You must also deliberate on what will happen if the class regulations are broken. It is also vital to provide avenues for all children to be heard. When conversing with children, it is critical to offer them your whole, undivided concentration. This encourages children to participate in the curriculum and be included.

Organizing the Learning Environment for Inclusive Approach

Along with this, Ensure that all events, resources, and apparatus are physically approachable to and used by all children, and that all prospective child attributes are taken into account when safety implications are made. Educators should think about how to arrange classrooms to maximise inclusivity and convenience while also keeping child safety in mind. Furthermore, scaffolding is critical to establishing an inclusive education system (Jones, 2017). Instead of planning tasks that are completely different from those you had intended for the rest of the kids, why not develop tasks that have the similar outcomes and goals but are scaffolded to meet the requirements of the kids? The same is true in terms of behaviour. Enforcing laws that apply to the entire class can be difficult for certain youngsters. For instance, forcing a student with ADHD to concentrate for an extended duration is very unfeasible, thus expecting all students to sit on the floor and study for long durations will not be an equitable strategy for that child. To be fair, you must change your attitude in almost the same way that you diversify your teaching. Finally, the most crucial method for creating a welcoming atmosphere for all kids is to avoid comparing students to each other. Learning should not be viewed as a contest. It's a continuing activity, a voyage.

Comment on how your chosen approach might help to promote being, belonging and becoming as defined by the EYLF

Teachers that employ an inclusive perspective acknowledge and embrace variety among students, parents, and cultures in the curriculum. In today's connected world, they recognise the need of dealing with variety and uniqueness. The EYLF and the Australian Curriculum promote fairness, as stated in the National Educational Goals policy framework, which states that "All young Australians emerge academically competent, secure and innovative people, and active and engaged citizens" (Grellier, 2015). Students can only belong, be, and become where they are recognized, their experiences are reflected in the curriculum, and their efforts are valued. It is critical that all students have the opportunity to participate in active engagement that will prepare them for achievement in life. This includes appreciating the abilities of youngsters with special needs.

'The tri-configuration of the Australian Curriculum, consisting aspects of training, general abilities, and cross-curriculum preferences, gives educators with versatility to accommodate for the varied requirements of learners all over Australia and to customise their knowledge acquisition,' according to the Australian Curriculum (Hyde, 2017). The curriculum must be chosen and structured in such a way that it is relevant to all children. Recognizing diversity entails collaborating with people of various skills, dialects, races, styles of learning, financial means, professions, sexes, and family dynamics from many cultures. The EYLF clearly promotes increased understanding and regard for the variability of kids, their families, and societies, particularly Aboriginal and Torres Strait Islander communities, as well as academic fairness for all kids, even those with additional needs or impairments (ACECQA, 2014). Specialized services are also available for students with special needs and impairments, as well as Aboriginal and Torres Strait Islander students. There is a case to be made that providing early childhood programmes to all kids is a more inclusive way to tackling concerns of equality of opportunity.

Conclusion

Finally it can be said that inclusion is effective because it provides children with what we all desire and require: a feeling of belongingness. It's about examining how we construct our institutions, classes, programmes, and courses so that all students may engage and achieve. It's tremendously effective to create an inclusive learning environment where all feel respected. You may not think of yourself as the best educator in the world, but by incorporating them and letting them feel secure and appreciated, you may be the best educator in the life of a child—who had the largest impact on them. 

References:

Australian Children’s Education and Care Quality Authority. (ACECQA). (2014).Guide to developing a Quality Improvement Plan.

Australian Government Productivity Commission. (2014). Childcare and Early Childhood Learning. Productivity Commission Inquiry Report.

Council of Australian Governments (COAG), (2009). National Early Childhood Development Strategy. Canberra. ACT: Australian Government.

Crappell, C. (2019). New voices, new knowledge and the new politics of education research: The gathering of a perfect storm?  New York: Oxford University Press.

Department of Education and Training. (2016). Inclusion support programme guidelines 2016-2017 to 2018–2019. Retrieved from:https://docs.education.gov.au/node/39071

Fenech, M., &Sumison, J. (2016). Belonging, Being & Becoming - The Early Years Learning Framework for Australia. Contemporary Issues in Early Childhood, 8(2), 109-121.

Grellier, J., & Goerke, V. (2015). Communication skills toolkit: Unlocking the secrets of tertiary success. Melbourne: Thomson Social Science Press.

Hyde, M., Carpenter, L., & Dole, S. (2017). Diversity, inclusion and engagement (3rd ed.) (Chapter 19). Oxford University Press.

Jones, L. (2017). The Student-Centered Classroom. Cambridge University Press.

Liu, M. (2015). Teachers' beliefs about issues in the implementation of a student-centered learning environment. Educational Technology Research and Development, 51(2), 57–76.