Debunking Myths: Reading Development in Children with Down Syndrome

There is a considerable and growing body of research investigating reading development in children with Down syndrome. However, there appears to be a common gap between the research evidence and instructional practices. It has been argued that teachers have insufficient information to enable them to implement effective literacy instruction with children with Down syndrome. This has important implications for teacher education. The current paper draws on past and current research evidence to consider five common misunderstandings or ‘myths’ that exist in regards to reading development in children with Down syndrome regarding (1) receptive and expressive language, (2) phonological awareness and phonic decoding, (3) ‘reading readiness’ or (non)linear development, (4) optimal learning age and, (5) reading comprehension. A case example is presented and implications for teaching practice are explore

Increasing inclusion in early childhood : key word sign as a communication partner intervention

The importance of communication partner intervention to support the successful implementation of augmentative and alternative communication (AAC) strategies has been established. Despite this, limited knowledge and use of AAC form serious barriers to inclusion. In this study, 196 pre-service early childhood teachers were taught key word signing (KWS), one common form of AAC, along with approximately 80 Auslan signs. Participants were asked to develop ideas for implementing KWS in early childhood settings. Using participant journal entries, we conducted a thematic analysis to investigate the perceived impact of using KWS in early childhood practice. Participants reported the belief that KWS was beneficial for supporting communication development. Participants identified that using KWS can facilitate inclusive approaches through reducing barriers to participation, valuing diversity, and supporting a sense of belonging. Additionally, participants reported that engaging with inclusive approaches to using KWS formed a catalyst for fostering openness to inclusion more broadly. Overall, the findings demonstrate that approaching KWS as a communication partner intervention holds potential for contributing to the conditions for inclusion in early childhood settings in line with social relational and human rights models of disability. Implications for teacher education and inclusive practice are discussed, as are the limitations of this study

Recognising our shared humanity : human rights and inclusive education in Italy and Australia

According to the United Nations Convention on the Rights of Persons with a Disability, every child has a right to an inclusive education. However, this right is not realised for many children all over the world. In Australia, like many other countries, parallel systems of education still exist for children who are labelled 'disabled' or 'disordered'. In contrast, Italy abolished segregated schooling in 1977. In this paper I draw on interviews with Italian students, teachers and head-teachers, in pre-primary, primary and high school settings in one region of Italy, to develop an understanding of the meaning of ‘inclusion’ in this context. Major themes that emerged were: The need to develop a culture of inclusion and a strong sense of belonging; making a fundamental shift away from a compensatory or deficit view towards an embracing of diversity; and maintaining a strong commitment nationally to education of all children together from the early years onwards. Understanding inclusion as an ongoing process – rather than an endpoint – was seen as critical to inclusion and inclusive education. These themes are considered in light of a human rights approach to inclusive education and the insights provided by the participants in this study are discussed in relation to the commitment to moving towards greater inclusion in Australia.19 page(s

Constructing inclusion : putting theory into practice

19 page(s

Inclusive education in the early years : right from the start

Inclusive Education in the Early Years introduces key concepts of inclusion, disability and inclusive education within the context of early childhood education. It focuses on effective approaches to facilitating inclusive education in the early years, addresses the Key Learning Areas and incorporates consideration of the prior to school, transition and early childhood school years. The text covers critical aspects of teacher development in relation to fostering inclusive language and communication, enabling social interactions (including play) and supporting positive behaviour development. Inclusive Education in the Early Years encourages and supports educators and other early years professionals to develop their own skills, knowledge and confidence in creating inclusive early years learning environments. Key features: up to date with the contemporary Australian context for early childhood education, including consideration of the Early Years Learning Framework of Australia and the current legislative and policy framework; builds on current research and engages with the field of Disability Studies in Education; case studies reflect personal accounts from children, parents and teachers highlight factors that facilitate inclusion; reflection exercises and critical reflection questions throughout encourage readers to think about key themes of the book and ignite further discussion.SECTION 1: UNDERSTANDING INCLUSION IN THE EARLY YEARS 1. Better Together: Inclusive Education in the Early Years / Kathy Cologon -- 2. Ableism, Disablism and the Early Years / Kathy Cologon & Carol Thomas -- 3. More than a Label? The Power of Language / Kathy Cologon -- 4. Legislation and Policy in Early Years Inclusion / Anne Petriwskyj -- SECTION 2: DIVERSITY AND INCLUSION IN THE EARLY YEARS 5. 'Not just being Accepted, but Embraced': Family Perspectives on Inclusion / Kathy Cologon -- 6. Cultural and Linguistic Diversity in the Early Years: Implications for Inclusion and Inclusive Practice / Emma Pearson, Hanapi Mohamad & Hajah Zuryatini Zainal -- 7. Gender Matters in the Early Years Classroom Kylie Smith, Kate Alexander & Audrey D'Souza Juma -- 8. The Possum Hunt: A Ghost Story for Preschoolers? Death, Continuity and the Revival of Aboriginality in Melbourne / Sue Atkinson & Prasanna Srinivasan -- SECTION 3: WORKING TOGETHER FOR INCLUSION 9. Family-Centred Practice for Inclusive Early Years Education / Loraine Fordham & Christine Johnston -- 10. Interprofessional Practice to Support Inclusion / Sandie Wong -- 11. The A-Z of IFSPs, IEPs and SSPs!: Positive Planning for Inclusion / Kathy Cologon & Dinah Cocksedge -- 12. Adapting the Curriculum in the School Years / Ilektra Spandagou -- SECTION 4: TRANSITIONS AND CONTINUITY 13. Transitions in the Early Years / Anne Petriwskyj -- 14. Children in Emergency Contexts: Supporting Transitions and Continuity / Lisa Deters, Kathy Cologon & Jacqueline Hayden -- 15. Trauma, Disruption and Displacement / Margaret Sims -- 16. Supporting the Inclusion of Children with Chronic Illness and Health Issues in the Early Years / Leanne Hallowell -- SECTION 5: INCLUSIVE EARLY YEARS EDUCATION 17. Play and Inclusion / Melanie Nind, Rosie Flewitt & Fani Theodorou -- 18. Inclusive Literacy Learning / Kathy Cologon -- 19. Inclusive Early Numeracy Experiences / Rhonda Faragher -- 20. Engaging All Children through the Arts / Cathy Nutbrown & Peter Clough / 21. Why Does the Moon Change Shape?: Inclusive Science and Technology in the Early Years / Camilla Gordon & Kate Highfield -- SECTION 6: FACILITATING INCLUSION IN EARLY YEARS EXPERIENCES, ENVIRONMENTS AND APPROACHES 22. Including Children with Sense Impairments in the Early Years / Paul Pagliano -- 23. Inclusion of Children through Augmentative and Alternative Communication Supports / Teresa Iacono & Kathy Cologon -- 24. (Un)Becoming Behaviour / Linda J. Graham -- 25. Extending and Enriching Children's Learning / Kerry Hodge -- 26. Constructing Inclusion: Putting Theory into Practice / Kathy Cologon.569 page(s

Preventing inclusion? Inclusive early childhood education and the option to exclude

While there is increasing international commitment to inclusive education, as outlined in the United Nations Convention on the Rights of Persons with Disabilities (CRPD), many children remain excluded at school. One marginalised and frequently excluded group of people are people who experience disability. In the recently released first report on Australia under the CRPD, the United Nations Committee on the Rights of Persons with Disabilities has found that Australia is failing to meet its obligations under the convention, including failing to uphold the right of all children to inclusive education. Drawing from a conversation with a pre-service early childhood teacher in Australia, this article explores some of the exclusionary structures and practices that form considerable barriers to the realisation of the commitment to inclusive education. The intention of the article is to provoke discussion on these important issues.4 page(s

Inclusive literacy learning

22 page(s

Building inclusive communities

Chapter 4 addresses inclusive education, identifying that inclusive education is a fundamental human right for all children. This chapter explores inclusion and discusses how educators can build inclusive education communities. This chapter will challenge notions of difference and consider the means of creating pedagogical opportunities for being, belonging and becoming for all Australian children.https://research.acer.edu.au/strong-foundations/1003/thumbnail.jp

Better together : inclusive education in the early years

24 page(s