The School Inclusion Network for Educators (SINE) is an official network of All Means All – The Australian Alliance for Inclusive Education (All Means All). It is a national network of education professionals seeking to ensure that they deliver education in ways that support inclusion and human rights.
In line with the values and purpose of All Means All, SINE seeks to connect educators who believe that all students regardless of their background or ability have the right to a quality inclusive education in the general education environment, alongside their same age peers, all day and every day, accessing the core curriculum and participating fully as valued members of their school community.
The network operates as a closed group on Facebookand has just reached 1000 members!
The group is full of amazing Australian educators who are committed to the realisation of inclusive education for all. They utilise SINE to learn, collaborate, share, problem solve and celebrate.
If you know an education professional who is committed to learning more about inclusive education, please share this access link to the network with them: https://www.facebook.com/groups/269801663484124/
Thank you for your support. We look forward to more inclusive schooling action in 2020!
The Royal Commission into Violence, Abuse, Neglect and Exploitation of People with Disability (Disability Royal Commission) held its first hearing in Townsville from 4-7 November, 2019. The topic of the hearing was education, with a particular focus on the theme of inclusive education policy and practice in Queensland State Schools.
Loren Swancutt, substantive Head of Inclusive Schooling at Thuringowa State High School (and National Convenor of the School Inclusion Network for Educators and developer of the School Inclusion – From Theory to Practice website), along with her Principal and colleagues in two other State High Schools were served notice to provide information and to attend as witnesses at the hearing. They took the stand on Day 3 of the hearing.
The three State High Schools were selected for their history and experience in inclusive school reform, and provided testimony on what inclusive education looks like and how it can be achieved. The witnesses provided valuable evidence about leadership, culture, use of resourcing, staff capability and practice, challenges of practice in the high school setting, and the impact inclusive education continues to have on the outcomes of students. The schools demonstrated that inclusive education within the current limitations of the education system is not only possible, but is happening.
The witnesses were provided opportunity to share their thoughts on what more is needed to further strengthen the fidelity of inclusive education in Queensland State Schools. Loren provided these reflections:
Resourcing schools with additional teaching allocations to provide teachers with the time and opportunity to engage in collaborative planning, instructional coaching and responsive professional learning.
Access to a data monitoring tool that can be used to disaggregate student data across priority areas, and that can be aggregated across cohorts, categories of disability and levels of adjustment.
Needs-based funding to schools that reflects the data gathered in the NCCD process.
Considering the demands on high schools to collect, collate and make decisions about levels of adjustments across multiple teachers.
Considering the demands on high school teachers to identify, plan, implement and document adjustments for a much larger number of students taught across a week in comparison to primary school colleagues.
Rigorous moderation around the choice and appropriateness of adjustments recorded in the NCCD, and removal of ambiguity in the interpretation of adjustment tiers to ensure greater consistency across schools.
Strict accountability around the use of resourcing in schools – is resourcing being used appropriately and effectively? How do we know?
Overhaul of the roles and capacity of Heads of Special Education Services and Special Education Teachers – current role descriptions are not valued and reflective of the work needed to advance inclusive education.
Investing in the professional knowledge and skill of existing Special Education staff to think and work in ways that reflect inclusive education – acknowledging that special education practices do not automatically equate to inclusive education practices.
Objectively considering all practices in schools and within the system to identify bias and discrimination that can by hiding in plain sight. Some practices are continuing to perpetuate the segregation and exclusion of students with disability in all of their micro, macro and rebranding forms.
Loren then went on to provide closing testimony about what she would like to see come of the Disability Royal Commission in relation to the education of students with disability:
Dr Mellifont QC provided a strong closing address at the final day of the hearing. She called out the devaluation and intolerable ignorance that can be present in society and our school systems, and called for greater emphasis on valuing and upholding the rights of persons with disability. She went on to state;
“(The hearing) has highlighted the critical importance of the opening of the eyes of the Australian people to the profound and demonstrated benefits of equitable education for all students, and a genuinely inclusive culture, not just on paper but in the hearts 15 and minds of our governments, our educators, and our community.”
To conclude, Dr Mellifont referenced words from Loren’s statement;
“We can’t possibly be happy with what we are currently doing because history has reminded us time and again that the segregation and othering of diverse groups of our own human kind results in the most horrific outcomes which linger for many decades and transcend generations. We have known better for an awfully long time. We must act with urgency and do better.“
Recordings from the hearing with Auslan interpretations and closed captioning, and accompanying transcripts can be accessed via the Disability Royal Commission website.
SINE is a national Network for education professionals seeking to ensure that they support diverse learners in their classrooms and schools by delivering education services in ways that uphold the principles of inclusive education – both as an educational practice and a human right.
The Network provides a closed Facebook group where educators can connect, collaborate and support one another to initiate, develop and strengthen inclusive educational practices within their school communities and their broader education systems.
🌟To complement the above short course, participants can then complete an assessment which will provide 6 credit points toward QUTs Graduate Certificate or Master of Education.
👩⚖️ The Royal Commission into Violence, Abuse, Neglect and Exploitation of People with Disability (Disability Royal Commission) released an issues paper on education and learning.
👩⚖️ The Disability Royal Commission undertook its first hearing. The hearing focused on education and took place in Townsville. Loren Swancutt, along with colleagues from across three high schools in North Queensland were summonsed to appear as witnesses.
🎥 Recordings from the first Disability Royal Commission hearing into education are now available via the website
A new Australian Coalition for Inclusive Education for launched.
If you are an Australian educator who is committed to inclusive education, we’d love for you join the SINE Network!
SINE is a national Network for education professionals seeking to ensure that they support diverse learners in their classrooms and schools by delivering education services in ways that uphold the principles of inclusive education – both as an educational practice and a human right.
The Network provides a closed Facebook group where educators can connect, collaborate and support one another to initiate, develop and strengthen inclusive educational practices within their school communities and their broader education systems.
Featured content from this fortnight:
During the past fortnight it was Developmental Language Disorder (DLD) awareness week. On average 2 children in every classroom will experience DLD. Great information and resources can be found here.
💥QUT INCLUSIVE EDUCATION FORUM the forum is currently sold out, but you can add yourself to the waiting list. The forum will be recorded and made available approximately a week later.
Al’s Story is a great example of how inclusive education can be achieved!
If you are an Australian educator who is committed to inclusive education, we’d love for you join the SINE Network!
SINE is a national Network for education professionals seeking to ensure that they support diverse learners in their classrooms and schools by delivering education services in ways that uphold the principles of inclusive education – both as an educational practice and a human right.
The Network provides a closed Facebook group where educators can connect, collaborate and support one another to initiate, develop and strengthen inclusive educational practices within their school communities and their broader education systems.
Featured content from this fortnight:
Network discussion about using Expressive Writing, Corrective Reading and Spelling Mastery in secondary settings. Dr Robert Jackson provided some insight via a recent research project he has co-authored on the impact of these programs.
📚 BOOK UPDATE: The cover design is out!…and a pre-order link is now available for ‘Inclusive Education for the 21st Century: Theory, Policy and Practice’ edited by Professor Linda Graham
SINE is a national Network for education professionals seeking to ensure that they support diverse learners in their classrooms and schools by delivering education services in ways that uphold the principles of inclusive education – both as an educational practice and a human right.
The Network provides a closed Facebook group where educators can connect, collaborate and support one another to initiate, develop and strengthen inclusive educational practices within their school communities and their broader education systems.
Featured content from this fortnight:
Shared quote emphasising that inclusive education is not a destination, but instead something that requires ongoing commitment, monitoring and improvement. Inclusive education doesn’t stop with students being in regular classrooms – they need to be equitably participating, engaging and achieving everyday. How are they going? How do you know? What are we going to do about it?
Discussion by group members regarding the use of OneNote as a tool to record planning, observations, notes, NCCD evidence etc. It’s ‘immersive reader’ capability was also mentioned as a recommended feature.
A link to a resource featuring graphic organisers with teaching notes was shared.
🎧 PODCAST:(Un)Special Education – Julie Causton (featuring Brianna): a three part series on the importance of presuming competence, behaviour as communication, and making the least dangerous assumption.
SINE is a national Network for education professionals seeking to ensure that they support diverse learners in their classrooms and schools by delivering education services in ways that uphold the principles of inclusive education – both as an educational practice and a human right.
The Network provides a closed Facebook group where educators can connect, collaborate and support one another to initiate, develop and strengthen inclusive educational practices within their school communities and their broader education systems.
Featured content from this fortnight:
Loren shared information about hosting visitors from schools in Adelaide and Brisbane at her base school – Thuringowa SHS. The visitors came to discuss and experience inclusive school reform.
Loren shared information about a new Future Teachers pilot program in Queensland. Students commence initial teacher education (ITE) in their senior phase of secondary education.
Julie Causton has released episode 15 and 16 of her podcast – The Inclusion Podcast.
Discussion by members on Co-teaching in secondary schools – establishing partnerships, engaging in co-planning, instructional models, achieving parity.
Sharing practice occurring in schools.
If you are an Australian educator who is committed to inclusive education, we’d love for you join the SINE Network!
Thuringowa SHS has been recognised as a leader in offering students inclusive, STEM and Vocational Education and Training (VET) opportunities. The school as won multiple awards for providing excellence in education.
The school has a featured article in the latest addition of Duo Magazine showcasing their practice.
“For the past 5 years all students have learnt, socialised and participated in extra-curricular activities together.”
“The school embraces the strengths in its diversity, and proactively works to ensure a socially just education for all of its students.”
Inclusive education is a human right that has been clearly defined by the United Nations. It is a high-quality of education that values and celebrates student diversity, and actively works to eliminate barriers to ensure equitable access and participation for all. For students with disability in particular, this results in the application of quality differentiated teaching practice and the provision of reasonable adjustments to ensure that students are empowered to engage in the regular curriculum alongside their peers in general education classrooms.
Inclusive education delivers
improved academic and social outcomes for students with disability whilst at
school, and also results in more opportunities and long-term benefits post
school. Those who have accessed an inclusive education are more likely to
engage in further study, be employed, and live independently. This has positive
impacts on the health and wellbeing of individuals, and also on the economy.
Inclusive education builds the
capability of teachers to effectively deliver curriculum through high-impact
pedagogical practices. This high standard of teaching and learning not only
ensures success for students with disability, but also results in benefits for
their peers. Students without disability attain similar or higher academic
results, develop less prejudicial views, and develop social competencies that
are supportive of human difference.
Thuringowa SHS is proud to deliver a
model of inclusive education that acknowledges and aligns with the United
Nations definition. For the past 5 years all students have learnt, socialised
and participated in extra-curricular activities together. The school utilises
co-teaching (two teachers appointed to one class), teacher aides, assistive
technology, improved physical facilities and multidisciplinary collaboration to
ensure equitable opportunities and outcomes. The academic achievement of
students with disability has increased significantly. Many students have
received academic awards that are commensurate with their peers. Students are
well represented in sporting teams, in theatre productions, and in enrichment
programs like iSTEM. Students participate in work experience, school-based
traineeships, and continue on to gainful employment and further study at TAFE
and university.
The school embraces the strengths in
its diversity, and proactively works to ensure a socially just education for
all of its students.
Thuringowa SHS’s commitment to inclusive education sees it featured on the Queensland Department of Education website as an example of best practice. It attracts visitors from other schools across the state and nationally who come to learn and inform their own practices. This year the school was awarded the Regional Showcase Award for excellence in Inclusive Education.
The first addition to this page has been uploaded.
A Year 9 Geography unit of study is featured – demonstrating the curriculum clarity process, and considerations to make the summative assessment task universally accessible.
Along with the video explanation, the relating curriculum clarity template is also available for download.
Keep an eye out for an upcoming installment featuring the design of a lesson that aligns to this unit of study.
If you have a unit of study, summative assessment item or lesson that you would like to see transformed and featured as a practical example, send us an email at sine@allmeansall.org.au
The School Inclusion Network for Educators (SINE) is an initiative of All Means All – The Australian Alliance for Inclusive Education.
SINE is a national Network for education professionals seeking to ensure that they support diverse learners in their classrooms and schools by delivering education services in ways that uphold the principles of inclusive education – both as an educational practice and a human right.
In line with the values and purpose of All Means All, SINE seeks to connect educators who believe that all students, including students with disability, have the right to a quality inclusive education in the general education environment, alongside peers in the relevant age group, all day and every day, accessing the core curriculum and participating fully as valued members of their school community
SINE strives to fill a much needed space around professional support and collaboration for educators seeking to initiate, develop, and strengthen inclusive educational practices within their school communities and their broader education systems.
By becoming a member of SINE’s national Network (via a closed Facebook group) you can be part of our inclusive education community, connect with other educators, and join us in promoting inclusive education for ALL!
Featured content from this week:
SINE reaches 800 members and growing! All states, territories, systems and school-based roles are represented in the network!
Illume Learning announces a BIG ‘Australian Inclusive Schooling Conference’ for 2020. Check out their Facebook page for more information.
Co-teaching vs Push-in: What’s the difference? A blog post shared from Ready Set Co-teach!
New Curriculum Clarity Guides shared on the School Inclusion – From Theory to Practice Website. The guides demonstrate how to align curriculum at year level, to a different year level (substantial adjustment), and to individual learning goals (extensive adjustments). Supporting all students to access their age-equivalent curriculum content within the general education classroom.
Discussion about supporting students to access the New QCE senior schooling process in Queensland.
ABC Education – free educational resources for Primary and Secondary students. Video games, educational programs, apps, teaching guides, articles, competitions…all on current affairs, world events and curriculum topics. A great way to deliver learning via different modes and interactive tools.
Question about providing formula (eg. index laws) in summative assessment tasks for high school mathematics – Can this be a universal support, or is it considered an adjustment for some?
StorySign app launched. Powered by #Huawei AI technology, it converts words on a page into Auslan sign language to make story time possible for deaf children and their families.
UDL and Co-teaching – A new episode from the UDL in 15 Minutes podcast by Loui Lord Nelson
Shout-out to Victorian schools – anyone implementing Co-teaching with Special Educator/General Educator pairs? Anyone implementing LINK-S?
If you are an Australian educator who is committed to inclusive education, we’d love for you join the SINE Network!
