Richard G. Berlach

Interpreting inclusivity: an endeavour of great proportions

Commencing with a historical account of how special needs education has informed the inclusivity debate, the authors consider the knotty problem of what is meant by inclusivity. An examination of the characteristics of inclusivity is then undertaken, and a functional school‐based inclusivity framework – a three‐faceted model – is proposed. The model commences with a philosophical underpinning designed to generate a number of emphases to be determined by the school. Once agreed upon, these are then operationalised for classroom practices. It is contended that the model is a defensible way of facilitating the development of an inclusivity ethos within the school milieu. Finally, impediments hampering the implementation are identified and discussed.

Inclusivity Imperatives and the Australian National Curriculum

Abstract With work currently being undertaken on formulating Australias first national curriculum, now seems an opportune time to review the current state of play with regard to how well inclusivity is being represented in the developing documentation. An accurate understanding of “what is” is often the first step in preparing for “what may be” on a much broader scale. Accordingly, this essay addresses three matters, and does so by way of engaging in interpretive documentary analysis. First, the notion of inclusivity in education per se is introduced, and the concept itself defined. Second, an examination is undertaken of how the various state jurisdictions currently interpret the notion of inclusivity. Third, consideration is given to the work presently being undertaken on inclusivity as it relates to the national curriculum.

Transitioning Year 7 Primary Students to Secondary Settings in Western Australian Catholic Schools: How Successful Was the Move?

Abstract After much preparatory work, the Catholic Education Office in Western Australia determined to move Year 7 students from its more than 100 primary schools to secondary schools in 2009. This was the first time in the state’s history that a major education system had embarked on such an undertaking. This system-wide shift presented a unique opportunity for investigating the degree of success experienced when viewed through the eyes of relevant stakeholders. This paper reports second phase results (stakeholder perceptions) of a prior study that reported details of the preparation undertaken in anticipation of the move. Issues identified here have clear implications for other systems that may be contemplating the creation of a six plus six primary- secondary schooling structure.

Design and development of a theory-informed peer-led falls prevention education programme to translate evidence into practice: a systematic approach

ABSTRACT Peer-led education has been shown to be an effective approach for raising community-dwelling older adults’ beliefs, knowledge and intention to engage in falls prevention strategies in a recent intervention trial. This article outlines the design and development of the intervention, which was a peer-led falls prevention education programme designed to promote older adult’s motivation to change their behaviour in the area of falls prevention. The elements of the programme that contributed to its efficacy are also described. The programme was designed using a four-step approach and was based on the constructs of a theoretical framework (the COM-B model). Feedback from older adults was also incorporated into the programme development. Programme components developed were a workshop to train older adult peer educators to deliver falls prevention education, a one-hour peer-led falls prevention presentation, and supporting resources to aid programme delivery. A questionnaire measuring older adults’ responses to the presentation was concurrently developed and pilot-tested prior to implementation of the education programme. Finally, resources to monitor and evaluate fidelity at five points in the programme were developed. It was found that seeking older adult consumer involvement, and adopting a theoretical framework-driven approach contributes to effective design and delivery of falls prevention education programmes. This ensured that the programme was acceptable to older adults, feasible to deliver and allowed robust measurement of the effect of the education programme on important behavioural change components.

Assistive Technology and Teacher Assistants

Abstract This chapter focuses on the increasing use of both assistive technology (AT) and teacher assistants (TAs) to support students with disabilities within the inclusive classroom, and why it is vital that teacher assistants have appropriate training in the area of AT. A description of assistive technology and its role in inclusion of students with special needs is provided along with a description of training in assistive technology that was undertaken with teacher assistants. Implications for training and support of teacher assistants in the area of assistive technology are also discussed.