Every individual is equal before and under the law and has the right to the equal protection and equal benefit of the law without discrimination and, in particular, without discrimination based on race, national or ethnic origin, colour, religion,...

The aim of this paper and digital flipbook is for students to reflect upon ANZAC Day and what this important commemoration means in our country. It focuses on the history, cultural significance and meaning of ANZAC Day.This resource also comes in a $$$ saving BUNDLE!INCLUSIONS:The flipbook has been ...

In recent years, there has been extensive thought and research given to how schools can create inclusive learning environments. Dozens of reference books have been written that recommend inclusive practice, strategies and solutions. Teachers are becoming more equipped to handle the diverse learning needs of their students. As teachers and schools gradually move to more inclusive programming, it is also necessary for them to pay close attention to the physical space and design of the inclusive class. In fact, the physical arrangement of a classroom environment will largely determine if and how inclusion will happen. Therefore, creating an inclusive learning environment isn’t just about changing attitudes, support systems and activities it is also about rearranging the physical space to accommodate the various needs that exceptional children have. Below are several suggestions teachers and schools can use to arrange the physical space of a classroom in order to facilitate inclusion: Place Student Desks in Groups – Put desks in small groups (2-4 desks per group) so that all students have opportunities for cooperative learning, collaboration and discussion. As well, place the teacher’s desk on the periphery of the classroom. Teachers in an inclusive class rarely sit down during their day and don't need their desk getting in the way! Provide Centers – Centers appeal to various learning styles but they must be also be accessible and open. As well, the materials and manipulatives at each center must be appropriate and stored where all students can reach them. Placing books on a high shelf is limiting for a smaller student or one who is in a wheelchair. Meeting Spot - Create one area of the classroom where the students can come together to have discussions, develop social skills and participate in large group activities. This space must have enough room for ALL the students to gather. Classroom Decor - An inclusive classroom needs to be decorated in a way that does not create distraction and sensory overload. Too many bright colors, posters, clutter and furniture can easily distract the most focused child! Safety/Emergency Preparedness – Ensure adequate space for all students to move safely around the room. Clear bulky items, stabilize furniture, tape down wires and cables, and place signs/symbols around the room that point out exit/entry ways in case of emergency. While attitudes, teaching styles and inclusive activities are important components of inclusion; the classroom’s physical environment can help or hinder the process. This in turn, can affect feelings of belonging, success and self-esteem. Carefully planning out the physical space of the classroom strongly supports an inclusive learning environment.

Look through the door of one classroom and you might see the students hunched over, not engaged, even frowning. Look through the door of another classroom, and you might see a room full of lively students, eager, engaged and participating. What is the second teacher doing that the first one isn't? He or she is using creativity in that classroom.

Tired of seeing your students left out when it comes to partnership activities? Our Partner Cards are the perfect solution! Featuring 24 pairing cards plus 4 additional groups with 3 animals in each group, these cards are designed to make sure every student gets to work with someone. Each card is laminated for extra durability and comes with printable color and black and white options, making them easier to print. Plus, the bright, colorful cartoon animals will make any classroom more fun and engaging. With Partner Cards, you can create an inclusive and safe learning environment for every student. Get them today and make sure your students always have someone to partner with! Want a version where you can edit all the names? Get it here!

An inclusive classroom environment benefits all students involved, a point Entrepreneurship Preparatory School intervention specialist Anshawn Ivery made in a recent interview with The Mobility Resource. Whether students who ride to school in handicap vans, scholars with learning disabilities, or “normal” schoolchildren, Ivery notes inclusive educational atmospheres “helps students as people.” Below Ivery gives three tips for creating a successful welcoming classroom environment.

Strategies for teaching challenging social skills to create a peaceful first grade or second grade classroom SEL.

Print This CraftThese Diversity Puppets are a good way to start the conversation about understanding and appreciating the diverse population ... Read More

It goes without saying, but your marketing materials shouldn't be limited to conventional outbound advertisements — particularly if your business is B2B. Sure, capturing attention is part of t

Integrating social and emotional learning across the curriculum helps make a safe learning environment.

Chapter 1. Context-Aware Classrooms as Places for an Automated Analysis of Instructional Events Philippe Dessus.- Chapter 2. Student smartphone experience narratives mediated by the phygital school library for learning ecosystems.- Chapter 3. Space and time in hybrid teaching and learning environments: two cases and design principles.- Chapter 4. The Italian School Ecosystems two years after the lockdown: an overview on the \"digital shock\" triggered by the pandemic in the perceptions of schools' principals and teachers.- Chapter 5. Automated Paragraph Detection using Cohesion Network Analysis.- Chapter 6. Assessing Readability Formulas in the Wild.- Chapter 7. pROnounce: Automatic Pronunciation Assessment for Romanian.- Chapter 8. Community pacts and we4SLE as tools to support the implementation of Smart Learning Ecosystems.- Chapter 9. Digital Games as Tools of Innovative Pedagogy in Education.- Chapter 10. Environment Challenges of E-learning in Higher Education - the Teachers' Perspective.- Chapter 11. Parents' voices: inclusion of students with Intellectual and Developmental Disabilities in higher education.- Chapter 12. Deidentification of Student Writing in Technologically Mediated Educational Settings.- Chapter 13. Conceptualising Micro-Credentials in the Higher Education Research Landscape. A Literature Review.- Chapter 14. Reaction of the university ecosystem to the pandemics in a mid-east country: the case of IRAQ - A compared analysis of students' and teachers' perceptions.

A growing movement of nature-oriented outdoor preschools takes off

Want to start the year off on a positive note? Read about the 6 ways I create a caring classroom in the first couple of weeks!

Inclusion classrooms, also called inclusive classrooms, can benefit all students. Learn about four ways being in an inclusive class can help kids.

Looking for resources to help understand and address learning differences in the classroom? This collection of videos and resources offers strategies teachers can use to reach all students in an inclusive environment.

Traditional classrooms and inclusive classrooms differ significantly in the way students receive their education. There are differences in overall educational philosophy, instructional strategies and resources to support learners. There are many myths and misunderstanding about inclusion, even at the school level. Thus, it’s helpful for parents and guardians of students with special needs to know the characteristics of inclusive classrooms; then they can advocate for truly inclusive education. To begin, inclusive schools welcome students of all abilities. Classrooms are established by placing children together by age despite ability level. Years of research has proven that there are significant academic, social, emotional and physical benefits to teaching typically and non-typically developing students in the same classroom. In fact, teaching strategies such as Universal Design for Learning was derived from the intent to teach the different types of learners in one classroom. School supports such as specialized service providers (speech-language therapists, occupational therapists), flexible scheduling, and accessible spaces reinforce the premise that students learn better together. There are also numerous systems and supports that exist within the classrooms themselves. Some are as overt as a paraeducator assisting a student with a writing assignment and some as subtle as the teacher using a book with large print for a class story. Knowing the “indicators of inclusion” can give families a sense of ease or a list of requests for the next IEP meeting. Inside inclusive classrooms, you will see: Groups of desks are placed around the classroom. Grouping students allows for socialization as well as cooperative and peer learning, which research by Johnson & Johnson (1989) indicates that cooperation, compared with competitive and individualistic efforts, typically results in higher achievement and greater productivity, more caring, supportive, and committed relationships, and greater psychological, health, social competence, and self-esteem. Visual learning aids such as a daily schedule, timers, posters, and flip charts assist in teaching students who are visual learners. It is commonly understood that approximately 65% of students are visual learners. In addition, executive functioning skills, structure and transitions can be supported through the use of visual aids. Moreover, when teachers used visual tactics to teach middle aged students they found that students had more positive attitudes about the material they were learning (Farkas, 2003). Developmentally appropriate learning materials such as leveled books, manipulatives, and centers with hands-on activities are placed around the room. These various materials are suited for learners at different levels of abilities. Furthermore, accommodations and modifications are made to curriculum in order to make it accessible and achieveable for students who require extra time with the content. A classroom social skills program is the cornerstone of a respectful and productive learning environment. By guiding students in the development of their social skills, teachers can support communication between students, the growth of confidence and encourage culturally-responsive behavior. Students learn to engage and interact with one another in socially appropriate manners, and adapt to the needs of others. All the while, students learn to become community and global citizens. Assistive technology is available to students to support their individual interests, styles and educational needs. Items such as adaptive pencil grips, iPads, apps, augmentative communication and color overlays are examples used to make curriculum accessible. Whether simple or complex, assistive technology can be used in many ways to level the playing field for all learners. What other traits would you look for? References: Johnson, D. W., & Johnson, R. T. (1989). Cooperation and competition: Theory and research. Edina, Minn. : Interaction Book Company. Farkas, R. “Effects of Traditional Versus Learning-Styles Instructional Methods on Middle School Students” The Journal of Educational Research. Vol. 97, No. 1 (Sep. - Oct., 2003), pp. 42-51

Comprehension Connection is a literacy website dedicated to providing teaching tips and resources for instruction for K-5 teachers focusing on comprehension.

Environment makeover: Interview with Tanya Semmler Tanya Semmler is the nominated Supervisor of Campbell Street Childcare and Early Education Centre in Queanbeyan, NSW. Early in 2012, together with her committee and staff, Tanya agreed to lead a process of change to the physical environment and to work with Early Childhood Australia (ECA) to document this […]

This post is the follow-up to Teaching Children with Autism – The Intangibles. The first part of this post is authored by Christine Hoover. Below Christine’s article, I (Amy Fenton L…

Spaghetti alla Nerano ist ein italienisches Pasta Rezept mit Zucchini, das ziemlich einfach zubereitet ist! Perfektes Rezept für die Zucchini Saison!

Building a positive classroom community needs to be every teacher’s intent. It is the glue that holds together healthy relationships in the classroom.

Do you love the idea of inclusion but your students struggle to go into the general education setting? Are you looking for more peer to peer interactions? This is something I am always trying to do. Having general education peers involved in a special education students school day is extremely important. For the most part (there are always exceptions) general education students provide the perfect modeling example for students with special needs. Our students are able to see and hear typical language development and proper social interactions. They are forced to use the skills we have been working on in the classroom. Here are a few ways to get general education and special education students together throughout the school day. 1)Start a peer to peer program. These are awesome. At our school we call it STAR (Students Talking and Relating). General education students who are interested in learning more about disabilities are able to join. Each week we have a lunch group and the students learn about different situations that may arise and how to handle them. An example would be a non verbal student using an AAC device or sign language. How do you interact with them? What are some ways to include them in the group etc. Then the students get to practice these skills throughout the week. 2)Invite general education students into your classroom. Have weekly game time or dance parties. It doesn't have to be long or involve a lot of planning. This is just a way to get peer role models into an environment in which your students are comfortable. 3)Ask your specials teachers about starting adapted programs. At my school we started a program called Music Connections. Two times a week our music teacher, SLP and local college music student put on a class. Students from my classroom as well as select students from other general education classrooms (these change each class) come to the class. The class is geared towards our students with special needs and the general education peers are there to help, encourage and engage with our special education students. They get to dance, play instruments, sing and listen to stories with music incorporated. EVERYONE loves these classes (honestly I think the general education students love it more :)). The class is such a hit our P.E. teachers want to do something similar next year, since we don't have an adapted P.E. program. 4) Recess!! This is the perfect opportunity for kids to interact. Try purchasing some equipment that helps encourage peer interaction. Things like side walk chalk, adapted playground equipment, hula hoops, light weight balls, ribbon dancers, parachutes. bean bags (for tossing) etc. The biggest thing I can say here is let the kids explore. 5)Photo booth- Set up a photo booth in your classroom (again can be simple, put a sheet up for the background and have a few props). Invite some friends in to take pictures. Then show those pictures to your students. Talk about them throughout the week. If your students are able to, use the pictures for a writing assignment. These are just a few was to incorporate more peer to peer interaction throughout the day. Do you have any more ideas? If so, share them in the comments. **None of these photos are mine. They are all from Google. Follow my blog with Bloglovin

Learn strategies for using differentiated instruction in the inclusive learning environments—classrooms for students with and without disabilities.

Ideas for using a books, activities, games, printables, and a movie to help sighted children learn about blindness.