EDET300 AT1 Human Rights And Principles Of Social Justice Assignment

Assignment Task

Evaluation of Inclusive Practice

Using a range of contemporary academic literature from 2019 onwards and relevant legal and policy frameworks,

• describe how human rights and principles of social justice
• have informed the delivery of inclusive education;
• evaluate a range of stakeholder perspectives on inclusive education including those of a focus student;
• and reflect on key understandings of inclusive education
• to inform your future teaching practice

The Scenario

Select a student scenario from the list provided. The scenario is this: The student is leaving your school/class at the end of the semester and moving to another Australian state.

The Task

Create a portfolio that has been collaboratively developed with your selected student, the student’s family, community agencies and the school.

The purpose

The portfolio is for the student’s family to take with them to their new school/community to inform education personnel about the student’s needs, circumstance and interests.

Structure the portfolio with the Rolfe et al writing model which is designed to pinpoint the issue (what), argue for and against the issue (so what) and evaluate the argument in terms of recommendations for action (now what).

The task has 3 sections (What)?; So What 1?; So What2?; Now What? There are 4 x parts in total because So What has 2 x parts. Each part must demonstrate research through use of intext citations of recent academic articles.

WHAT: State the situation in factual terms. 

Extend the student biography. The biography will be a factual account of the student’s personal situation, family and neighbourhood community context and their education/schooling situation.

So What 2: Factual statements that provide evidence for your position. 

First Person perspective: As parents, guardians and /or caregivers you have created 5 questions for your receiving school to get concrete information about what the school will provide for your child. Create factual questions that demonstrate your knowledge of parent and school partnerships, and community collaboration. Your questions will ask about academic and social, whole-school projects and initiatives, community links, etc.

Embed the URLS and give the full reference for

The 4 x recent academic articles(2019+) I have used are

Other websites, links and information that have been used.

Now What: Statement of recommendations for the future.

First Person Perspective: As the current teacher of the select student state the 4 x most useful strategies you suggest the receiving teacher use on a daily basis. Give specific detail, inclusive of embedded URLs, titles of programs, books and types of equipment. Factually state how the recommendation builds on what you have already done with the select student. For each strategy align it with a learning theory to confirm the strategy has a theoretical basis. (eg. Erickson’s social-emotional stages, Piaget’s cognitive constructivism, Skinner’s behaviour theorising)

Use these profiles to develop extended biographies and scenarios for AT1

All profiles are complex and many-layered. Tease out the focus you wish to take and use this as a thread to order your research and arguments. 

Marnee, a Year 10 student is one of six siblings who live with their parents and three other families in an off-the-grid, commune-style lifestyle in a rural hinterland of the capital city. Marnee has a deep interest in English literature and is fascinated by the work of Virginia Woolf and the Bloomsbury set lifestyle. Marnee arrives at school 90 mins early each day, having walked two kilometres as the bus arrives 15 minutes before school begins. Marnee also remains at school before going to the local library each afternoon to complete work and read. Marnee is motivated and disciplined. She is aware of the social and lifestyle differences. Marnee is an amputee and uses a prosthetic hand. However, the hand is becoming old, damaged and brittle and will soon need a replacement. Marnee has asked the school to assist her find weekend employment in the town so she can begin saving to go to university.

Billi Blu is a Year 8 student who up until this year attended St Posh the Brave, a small selective school for students who have been appraised as twice exceptional (2E). Billi was a St Posh student since kindergarten. Billi’s giftedness is with Science and Mathematics and these subjects dominated his day and week as the school fostered growth in areas of exceptionality and supported by other interest and curriculum areas. Billi experienced difficulty with reading and writing; and because these areas were rarely attended to, Billy’s overall literacy level has been assessed at a Year 3 level.

Billi is now attending Jones Street High School, a government school in the suburbs. Billi is keen to do well in Mathematics and Science and has proposed that Year 9, 10, 11 classes be offered to replace the other subjects/classes. Billi’s parents have become quite realistic about the gaps in knowledge and skills. They have asked that Billy be accelerated into a Year 10 Science and Maths class but remain in the regular Year 8 classes for all other subjects. They have organised for Billi to receive additional literacy tuition at home from Aunty Mame (free of charge) who is a specialist literacy educator with GoldMine’s Reading Academy.

Sanderson is a Year 6 student at Williamstown Regional school (K-10; 562 student) in a 6-student satellite class for students diagnosed with Autism Spectrum Disorder. Sanderson has a mild intellectual disability with mild vision impairment. As of Wednesday last week, Sanderson had a 233-piece rock collection that is carefully boxed and labelled according to shape and texture (eg. round and rough, small and sharp). Sanderson has little interest in numeracy but is willing to learn new words related to the rock collection labelling. Sanderson attends twice-weekly soccer training and participates for a few minutes at every Saturday game. Sanderson wants to be a soccer coach when he gets to secondary school. Sanderson’s parents are agricultural workers with limited income, live in very modest 3-bedroomed, rented accommodation. Sanderson is one of four siblings who travel together on the school bus.

Sanderson’s training partner, Jo-Jo is nominated as best friend.

Jo-Sang is in Year 3 and already demonstrated a talent and determination to become a ballet dancer. Jo-Sang’s parents are strongly supportive, perhaps zealous, and ensure there are multiple opportunities for Jo-Sang to learn new skills and techniques as well as refining established skills. Jo-Sang is an only child and while enjoying the attention from parents, desires to make friends. Jo-Sang has literacy difficulties with reading, writing and awkward speech patterns, which has led to bullying from other students. Jo-Sang has a reasonable competence with Mathematics, and General Intelligence is scored at the higher end of normal range. Jo-Sang’s parents want some specialist literacy intervention during school time and are willing to pay for this. They do not want after-school lessons as this will intrude on dance practice time. Jo-Sang does not want the literacy intervention at all.

Davi is in Year 1 at a large K-12, suburban school (population 1873). Davi is the child of refugee parents and demonstrates, when routines and buddy groups have been changed, acting out behaviours (spitting, hitting, kicking) symptomatic of post traumatic stress disorder. The parents disclosed that Davi witnessed awful brutalities as a young child during the civil conflict and in the refugee camp. Davi enjoys singing and making music with found objects; and easily learns tunes, melodies and lyrics. Music and song soothe Davi. Davi’s academic skills are modest. The parents acknowledge that the acting-out behaviours require intervention and have agreed for the school to collaborate with local mental health care agencies. They have been waiting 10 weeks already for a consultation.

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