Creating Inclusive, Safe, and

Supportive Schools
Chloe Breakwell and Katie Chapman
 Presentation Outline
● What does inclusivity mean to you? (Activity)

● The Common Good

● Our School

○ Our students

● Activity and information on different disabilities

● Curriculum and policy documents

● Our strategies and adjustments to support inclusion

○ academic

○ social/emotional

○ behavioural

● Teaching for Resilience

● Activity – Kahoot!
What does
inclusivity mean
to you?
What you found out

Our presentation goal

Your prior knowledge

Catholic Social Teaching focus - Common Good
- Working to achieve a common goal
- The good of an individual is closely linked to the good of the
community
- Promotion through education
- Build understanding of social and political action for the benefit of a community

- Obstacle to the common good of the wider community:

- rejection and isolation (why we are promoting inclusive education)

- Communication within a community

(Caritas Australia, 2017)

Our School - Craigslea State School
“As a school community we aim to provide a safe, progressive,
focused and supportive learning environment”

● The school culture celebrates diversity

● Support students with a range of What is our school doing to support
an inclusive community?
abilities and cultural backgrounds
● Sensitivity unit
● Inclusive practice ● Hands on workshops
● Committed to providing quality ● Behaviour Plan - Learn for LIFE
education
Learning
● Ensure opportunities for all students to
Individuals
achieve learning outcomes and reach
Friendships
full potential
Environment
(Craigslea State School, 2017b)
 Video

https://www.youtube.com/watch?v=LYSJS41HDM4

(Craigslea State School, 2017b; My School, 2017)

Facilities at Craigslea
Our Sensitivity Unit offers:

• A walkway for users to experience low muscle

control

• A tunnel for demonstrating how you must rely on

different senses if you cannot see

• Activities in wheelchairs to demonstrate the barriers

that are experienced by users

• Unique writing tasks to experience learning difficulty

• Other challenges and talks covering a variety of

topics
(Craigslea State School, 2017c; Downey, 2014)
 Supporting inclusive education while linking to
the Australian Curriculum
• The implementation of the BYO iPad Program:
• Provides flexible learning spaces depending on
needs, interests, learning styles and goals
• Engagement in a global community through
technology
• Strong links between home, school, and the wider
community
• Utilised in all curriculum learning areas
• Links to the General Capability of ICT

(Craigslea State School, 2017a)

Luke Age: 5

Diagnosis: Autism

Strengths:
Difficulties:
- Loves to draw
- Controlling how loud he
- Completes all work to speaks
the best of his abilities
- Interacting with other
- Takes pride in his students
achievements
- Unaware of what is
- Asks questions when he
happening around him
is unsure
 What is Autism?
Spectrum disorder
○ A range (spectrum) of symptoms and degree to which
one is affected
Mild Severe
Affects four times as many boys than girls
Social communication and interaction
Restricted/repetitive behaviours and interests
(Autism Spectrum Australia, 2017; National Institute of Mental Health, n.d.)
 Ellie
Age: 5

Diagnosis: Down Syndrome

Strengths:
Difficulties:
● Has a strong interest in
● Has difficulty
wildlife
staying still
● Enjoys singing
● Struggles to pay
● Very confident attention for a long
amount of time
● Enjoys meeting new people
 Down Syndrome

• Genetic condition

• We have 23 pairs of chromosomes (46 total)

• Down Syndrome is caused by the occurrence of an extra chromosome (47 total)

• Occurs at conception across all ethnic and social groups

• One in every 700-900 babies born will have Down Syndrome

• Results in a range of physical characteristics, health and development

indications and some level of intellectual disability

(Down Syndrome Australia, n.d)

8 EAL/D Age: 5 - 6

Diagnosis: Language

students other than English

background
Strengths: Difficulties:
- A variety of - Shy
enjoyments: - Rely on first language
- Music - Demonstrate long periods of
- Sport silence
- Art - Easily fatigued by too much writing
- Sharing their or listening without visual aid
culture - Writing without assistance
 English as Additional Language or Dialect
(EAL/D)
• Have diverse educational and
cultural backgrounds
• May be self-conscious and lack
confidence
• Have difficulty writing
independently
• Rely on visuals and diagrams
• Copy without understanding
• Understand some sight words and
their meaning
(Alberta Education, 2010; Australian Curriculum, Assessment and Reporting Authority, 2014)
Age: 6
Cooper
Diagnosis: Duchenne muscular dystrophy

Strengths: Difficulties:
● Has a strong ● Has a shy
interest in space personality
● Very high level of
● Struggles when
communication
skills leaving his parents
● Enjoys reading and to come to school
listening to music ● Becomes anxious in
large crowds
 Duchenne muscular dystrophy
● Genetic mutation of the X chromosomes
● Mostly affects boys, however girls can be carriers
● Early phase (5-6 years)
● No cure
● People with Duchenne muscular dystrophy undergo many treatments: physiotherapy, speech
language therapy, surgery and the use of physical aides
● Symptoms include:
○ Slow moving
○ Difficulty climbing steps
○ Falling over frequently
○ Poor balance
○ Becoming tired in the afternoon
○ Difficulty participating in physical activities
○ Delays in speech and language
○ Cognitive weakness

(Muscular Dystrophy Association of New Zealand, 2013)

 Group 4 -
Activity
Group 2 - Down
Group 1 - Autism Group 3 - EAL/D Muscular
Syndrome
Dystrophy

Description of Description of Description of Description of

Activity
activity activity activity activity

What does it feel

like/what
difficulties were
experienced?

What would you

do to support this
person?

(Adock & Remus, 2006)

 Melbourne Declaration
Goal One: Australian schooling Goal Two: All young Australians
promotes equity and excellence become successful learners,
confident and creative individuals,
● Access to high quality schooling that is
and active and informed citizens
free from discrimination
● Partnership with local community
● Are motivated to reach their full potential
● Providing challenging, and stimulating
● Develop personal values and attributes
learning experiences and opportunities
such as honesty, resilience, empathy and
that enable all students to explore and
respect for others
build on their gifts and talents
● Work for the common good
● Promote personalised learning that
● Developing stronger partnerships
aims to fulfil the diverse capabilities of
● Mentoring teachers to find the best ways to
each young Australian
facilitate learning
(Ministerial Council on Education, Employment Training and Youth Affairs [MCEECDYA], 2008)
Adapting and developing: lesson content & tasks
Tasks
Lesson content
- Picture cards
- Hands on
- Word walls
- Delivering content around use
- Label objects around the
of ICT (iPads)
classroom
- Inquiry-based learning
- Multi-sensory strategies
- Flexible and adaptable lessons
- Art aspects (drawing)
that align with the Australian
- Acting or role play
Curriculum
- ICT
- Always be specific
Adapting and developing: resources and classroom
management strategies
Resources Classroom management
• Sensitivity unit
strategies
• Class wall
• Family photographs • Meditation
• Music monsters • ‘Hot spot’ on the carpet
• Music headphone
• Outline of the day
• Library
• Gallery • With pictures
• Pictures linked with words • Quiet corner (dream tent)
• Buddy system
Teaching for Resilience
Why is resilience important?
Adapting and moving forward
Learning from mistakes and
failures
Builds problem solving skills
Builds self control
How can we teach students to become resilient?
● Teach children problem-solving skills
○ Encourage a reflective practice when problems occur
● Do not always cater for comfort
● Help students discover talents
● Foster communication skills
● Recognise that everyone has different
strengths
● Give students leaderships positions where
they are able to make mistakes
● Approach and include parents
 Impact on others and the community
Microsystem
● Individual’s immediate contact with environment Bronfenbrenner’s Bioecological Model of Development
○ Home environment
○ School environment
Mesosystem
● Reciprocal relationships
● School Environment
○ Teachers working in collaboration with
parents and other teachers
● Sensitivity Unit

Exosystem
● Social setting that indirectly influences a child’s
learning and development
● Advocacy
● Community and its resources
○ Education Queensland
○ Down Syndrome Organisation
Macrosystem
● National and international disability guidelines
○ Melbourne Declaration
○ Disability Standards for Education 2005

(United Nations, 2007; Woolfolk & Margetts, 2013)

Remember: we are all different in different ways!
What was:
Something you learned that was new?
Something you found useful?
Something you enjoyed learning/doing?

Please write it down and post your post-it note on the tree.

Thank you for your feedback and participation!

Kahoot! https://create.kahoot.it/login

Go to: https://kahoot.it/#/
References
Adock, B., & Remus, M. L. (2006). Disability awareness pack. Retrieved from
http://www.dvusd.org/cms/lib011/AZ01901092/Centricity/Domain/1318/Disability%20Awareness%20Packet%202.pdf
Alberta Education. (2010). Characteristics of English language learners. Retrieved from
http://www.learnalberta.ca/content/eslapb/documents/Characteristics_of_English_Language_Learners.pdf
Australian Curriculum, Assessment and Reporting Authority. (2014). Who are EAL/D students? Retrieved from
http://www.australiancurriculum.edu.au/studentdiversity/who-are-eal-d-students
Autism Spectrum Australia. (2017). What is autism? Retrieved from https://www.autismspectrum.org.au/content/what-autism
Caritas Australia. (2017). Common good. Retrieved from http://www.caritas.org.au/learn/catholic-social-teaching/educational-toolkit/secondary/common-good
Craigslea State School. (2017a). BYO iPad program 2017. Retrieved from
https://craigsless.eq.edu.au/Supportandresources/Formsanddocuments/Documents/2017%20iPad%20Program%20-
%20Year%204/CRAIGSLEA%20SS%20BYO%20IPAD%20PROGRAM%20with%20agreement%20form.pdf
Craigslea State School. (2017b). Missions and values. Retrieved from https://craigsless.eq.edu.au/Ourschool/Missionandvalues/Pages/Missionandvalues.aspx
Craigslea State School. (2017c). Sensitivity unit. Retrieved from https://craigsless.eq.edu.au/Facilities/Specialisedfacilities/Pages/Specialisedfacilities.aspx
Down Syndrome Australia. (n.d.). What is down syndrome? Retrieved from http://www.downsyndrome.org.au/what_is_down_syndrome.html
Downey, G. (2014). Craigslea sensitivity unit. Retrieved from http://gracereflect.blogspot.com.au/2014/09/craigslea-sensitivity-unit.html
Ministerial Council on Education, Employment Training and Youth Affairs [MCEECDYA]. (2008). Melbourne declaration on educational goals for young Australians.
Retrieved from http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf
Muscular Dystrophy Association of New Zealand. (2013). A teacher’s guide to duchenne muscular dystrophy in primary schools. Retrieved from
www.mda.org.nz/media/23708/2013%20Duchenne%20MD%20primary%20manual.pdf
My School. (2017). Craigslea state school, Chermside West, Qld. Retrieved from
https://www.myschool.edu.au/SchoolProfile/Index/109677/CraigsleaStateSchool/46444/2016
National Institute of Mental Health. (n.d.). Autism spectrum disorder. Retrieved from https://www.nimh.nih.gov/health/topics/autism-spectrum-disorders-
asd/index.shtml
United Nations. (2007). The standard rules on the equalization of opportunities for persons with disabilities. Retrieved from
http://www.un.org/esa/socdev/enable/dissre00.htm
Woolfolk, A., & Margetts, K. (2013). Educational psychology (3rd ed.). Frenchs Forest, Australia: Pearson.