The purpose of the Project was to identify ways to improve the learning outcomes of students with disabilities enrolled in mainstream classes in the early, middle and post-compulsory years of schooling. The focus was on the activities, interactions and materials that make classroom practice inclusive and that lead to improved outcomes for all students. Attention was also directed to the professional development needs of teachers so that they acquire the knowledge and skills to implement inclusive classroom practices Key tasks • A critical review of Australian and international research literature related to inclusive classroom practices for students with disabilities. • Investigation of inclusive classroom practices for students with disabilities including pedagogy, assessment, interventions, resources and the role of school organisation and leadership in promoting inclusive classroom practices for improving learning outcomes for these students. • Identification of innovative ways through which schools and teachers can effectively support the literacy and numeracy development of students with disabilities. • Investigation of issues relating to transition from early childhood to school, from primary to secondary and from secondary to post-secondary. • Description of ways of supporting the professional development of teachers so that they are better equipped to meet the learning needs of the students with disabilities in mainstream settings. • Development of a resource booklet for teachers and summary information in electronic format suitable for teachers and other interested parties to access on the Internet.
|Place of Publication||Canberra, Australia|
|Publication status||Published - 2007|
Shaddock, T., Smyth King, B., & Giorcelli, L. (2007). Project to Improve the Learning Outcomes of Students with Disabilities in the Early, Middle and Post Compulsory Years of Schooling. Canberra, Australia: Aust Government.