Encouraging literacy through inclusive science investigations: how a sense of wonder can cater for diversity

This chapter narrows the focus of inclusive practices and principles in literacy education to find the role that science, combined with literature can play in helping children of all abilities. Through the use of implicit and explicit language with active, social, hands-on inquiry related to science concepts and procedures children can construct new knowledge that leads to a firmer understanding of the world in which they live. The chapter demonstrates how children of all backgrounds and needs can work with others through their own investigations, and the guidance of an educator to develop, implement and present findings of scientific investigations that also develop literacy skills. The chapter also addresses the professional responsibility of educators to acknowledge and respect individual curiosity, growth, culture and diversity to plan thoughtfully, to use science language that is acceptable and understandable for children of different abilities and enhance scientific knowledge and literacy through the use of literature that evokes the sense of wonder within the children

Assessment, disability, student engagement and responses to intervention

Assessment is central to the provision of meaningful and productive learning experiences for all students. The majority of students in today’s classroom benefit from core instruction; however, for a small percentage of students with a disability, learning requires more intensive instruction. It is this cohort of learners that we consider in this chapter. While the needs of these learners are diverse, they have in common some teaching and learning challenges that have direct implications for assessment practices. We consider three major challenges: (1) the various learning priorities for students in need of intensive instruction, and how to maximise the connection between current and targeted skills and knowledge; (2) how to measure change through skill or knowledge acquisition when the rate and magnitude of change may be achieved in small increments; and (3) how to determine whether change that does occur is attributable to our teaching, and what to do when teaching is not effective in achieving change. In the absence of this information, there is a serious risk that instruction will be less than effective, will lack social validity and that learners will fail to make progress and achieve positive learning outcomes. Within the context of a cycle typical of intensive instruction, we examine how assessment can play a key role in enhancing and facilitating teaching and learning in the classroom by addressing these three major challenges. We also review the practical challenges that teachers in regular classrooms face in utilising systematic assessment and programming strategies to meet the needs of all the students in their classrooms