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Practices for Inclusive Education

All students are individuals and vary in their circumstance, location, ability and identity. The cumulative and inter-related impact of one or more of these factors or experiences can place individuals at educational risk.

Education Queensland principals and teachers support all students, including students from diverse backgrounds, to improve their achievement levels and completion of schooling through a range of practices within:

(A) School Planning

Use a range of evidence on approaches to behaviour support, student access, participation, retention, social and academic outcomes and appropriateness of educational adjustments to identify priorities for further action, to plan for improvement and to inform professional learning communities.
Create safe and supportive learning environments new window where all students are treated with dignity and respect.
Conduct a careful analysis of information prior to decision making or interventions which may result in a negative impact on a student's access to schooling. Consider student need from a range of perspectives such as student attendance patterns, achievement levels and completion patterns.
Use additional frameworks and resources available to support all learners and specific groups to remove barriers to learning, improve outcomes, support diversity, redress disadvantage and contribute to inclusive education.

The framework:

supported by resources and practical tools for meeting learning needs of students who are gifted is Framework for Gifted Education and Guidelines for Acceleration new window
developed for improving education and employment outcomes of Aboriginal and Torres Strait Islander peoples in Education Queensland is Partners for Success
for individual plans which are developed for and in consultation with each child or young person in care of State to enhance students' academic performance, engagement in school life and well-being is Education Support Plans

(B) Curriculum, Assessment and Reporting

Have high expectations for all students as learners.
Recognise students as partners in teaching/learning process and provide opportunities for collaborative decision making.
Assist all students to view themselves as successful learners by enabling them to demonstrate their learning new window [an error occurred while processing this directive] .
Create curriculum which is intellectually appropriate and challenging for all students and has connectedness with interests, aspirations, experiences and expectations of students and community.
Respond to needs of individuals and groups in allocating resources, support and flexible practices for delivery of educational programs. This includes considering such aspects as access to equipment and facilities, and curriculum and timetabling arrangements.
Set targets within annual planning and accountability cycle for improving attainments of range of students from diverse groups towards those considered acceptable for all students through collaboration with members of school community.
Retain profile of targets by tracking and reporting on progress to those involved and other relevant audiences.
Make adjustments as needed to enable all students to access curriculum and demonstrate learning.
Use a range of technologies to assist and enhance student learning needs and maintain motivation and engagement with learning.

(C) Professional Development

Contribute to improving professional practices to support inclusive education by:

Continuing to develop expertise in teaching and learning of literacy and Literacy Enhancement Grant, numeracy and learning how to learn.
Enhancing understanding of how social, cultural, economic and geographic factors such as poverty, health, gender, ability or disability, ethnicity, location, religion, cultural and linguistic diversity and sexuality interrelate and impact on different families and groups in their communities and influence educational outcomes for individuals and groups of students.
Developing understanding of school and classroom practices that may contribute to individuals disengaging from learning.
Enhancing understanding of difference and ways it is constructed in society so that diversity is valued and injustice challenged.
Increasing understanding of how curriculum process can provide opportunities for all students to critically examine construction of gender and race and their impact on relations and life pathways
Understanding legislative requirements that govern antidiscrimination to prevent discrimination occurring in any aspect of school life and prepare all members of school to prevent and/or take action against discriminatory practices and incidents.
Increasing knowledge of a range of technologies to assist and enhance student learning needs and maintain motivation and engagement with learning.

(D) Parents/Carers

Recognise parents/carers as a critical resource within school community to support students and learning.
Provide accessible information to parents/carers about processes available to address complaints and issues related to inclusion (e.g. around discrimination, harassment and unfair treatment).

(E) Community

Value all students as part of school community and direct services from school and specialist support staff to students at risk of disengaging from learning.
Use opportunities to identify and share effective programs and practices for inclusive schooling within and beyond class, school and district.

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