My new learning journey

From: Mentis, M., Kearney, A., & Bevan-Brown, J. (2012). Interprofessional learning and its contribution to inclusive education.  Teaching in inclusive school communities , 295-311. Interprofessional Practice (IPP) involves professionals learning with, from and about each other in order to generate a shared understanding that allows for collaboration. Fits in with NZ Disability Strategy  NZ Disability where it  discusses making sure there is the right evidence at the right time to inform decisions.  In fact, it says this is critical.  Discussing, planning, problem-solving, debating, sharing and inquiring are the same skills that are needed when practicing together. Definitions: IPL - Interprofessional Learning - overarching term' includes IPE (Interprofessional Education) and IPP (Interprofessional Practice). IPE - Professionals from two or more areas work together.  Learn with (same learning environment, curriculum and content), from (interacting with each other to co-co

I have had a look through this and it seems to be fitting in with a social model quite nicely. "There is also a growing recognition that disabled people are experts in their own lives, and ensuring their right to be involved in the decisions that impact on them will lead to better outcomes" (MOE, 2016, p .9). "When disabled people are not able to participate in society, the entire country misses out on their contribution" (MOE, 2016, p .9). "Disability is something that happens when people with impairments face barriers in society; it is society that disables us, not our impairments, this is the thing all disabled people have in common" (MOE, 2016, p .12). One of the principles is "Ensuring disabled people are involved in decision-making that impacts them" (MOE, 2016, p .16). This approach is designed to ensure "we receive the right supports and services throughout our lives. Early and proactive support, particularly after an impairm

bicultural approach to working with students who present with challenging behaviour, incorporates Māori and Western concepts and values, core concept is is aroha in all its aspects (compassion, empathy, responsiveness and concern), This is a table I made of the 7 domains (sorry it is hard to read!). I am going to use this as a basis for a checklist type resource to use with a teacher for a case I am working. References: Macfarlane, A., Glynn, T., Cavanagh, T., & Bateman, S. (2007). Creating culturally-safe schools for Māori students. The Australian Journal of Indigenous Education , 36 (1), 65-76.

Thinking about learning dispositions; resilience, interest/involvement and reciprocity, how do they impact on the learning and engagement of students?   Two students' experiences and engagement was discussed in this article.  One student was presented as not being able to fully engage in learning tasks due to time constraints and the way that their day was structured.  This included the type of activities, who was present and physically the way the students were working (in a room inside with a select group).  The early childhood and school experiences seemed similar (how coincidental was this as the early childhood centre and the school were 800km away from each other). The second student's experiences seemed to be more conducive to him being engaged in the task,  He was allowed as much time as he needed and he was allowed to do things that were different to what was set, as long as the activities he chose were similar (ie writing about boats rather than the sun and moon).

Medical model: From Independent Living and the Medical Model of Disability by Simon Brisenden (1986) disabled people's opinions not generally considered as valid as the opinion of medical 'experts' have to get to the real person inside the disability, not the disabled, but disabled people or people with disabilities, using the term 'the disabled' depersonalises and denies their right to be seen as unique, the terms 'the disabled',  'spina bifida', 'tetraplegic', 'muscular dystrophy', - terminology that throws away all the important things about disabled people (p2), mistaken belief that by asking questions about the nature of a person's disability then you can learn about their life - this assumes that the person is defined by their disability.  In reality, this way of educating med students helps to foster an image which is negative and disabling in itself, and all under the guise of an objective scientific enquiry. (p 3)

"Every person, whatever the level of his academic ability, whether he be rich or poor, whether he live in town or country, has the right, as a citizen, to a free education of a kind for which he is best suited and to the fullest extent of his powers."    ("1948, Clarence Beeby: Father of modern education", 2020) I have always felt this quote (despite the archaic language) sums up inclusive education as I think of it.  It covers all locations and talks about how suited everyone is and invites all to be educated in a way that suits them. What is inclusive education to me?  Everyone is included and the education is tailored to meet everyone's needs.  Needs is a broad term that includes physical health and mental health, to name two that I can think of at the moment.  Where do you actually start?  I'm hoping that readings will help to narrow things down and crystallise thoughts.