Inclusive Education Reflection
'A culture of learning is characterised by a shared view that all members are learners of a valued and shared curriculum ' (Morton, Rietveld, Guerin, Mcilroy, Duke, 2012). This gives an understanding that all members of a school, both staff and students, are considered learners when in a school setting. Both teacher and student learn from and with other teachers, as well as from other students in and out of classrooms.
In relation to the curriculum, the Australian Curriculum, Assessment and Reporting Authority clearly state the curriculum is for all students, giving all students the opportunity to learn and that every student 's needs are important (ACARA, 2014). The curriculum can be viewed three different ways according to Smith and Barr (2008), curriculum as fact, curriculum as activity and curriculum as inquiry. The first view, curriculum as fact, puts emphasis on learning being the transmission of facts in increasing complexity, with the teacher being the expert and the student being the receiver. The second view, curriculum as activity, again puts the emphasis on the teacher being the expert and the student being the recipient but the curriculum is viewed as a series of activities and that students are learning by connecting old and new ideas. The final view of curriculum as inquiry views learning as the building of knowledge through interaction with others and to learn we acquire knowledge and become a part of a community of learners.
Assessment has changed from traditional assessment into the form of assessment it is today because of the way assessment is viewed. Traditional assessment was used to document whether students had certain abilities or capabilities and ability was considered inherent and was beyond the teacher 's role to change or influence the student. Today 's assessment has moved away from reporting on student performance so that the focus of the assessment approach is describing and understanding how students learn, with the belief
In relation to the curriculum, the Australian Curriculum, Assessment and Reporting Authority clearly state the curriculum is for all students, giving all students the opportunity to learn and that every student 's needs are important (ACARA, 2014). The curriculum can be viewed three different ways according to Smith and Barr (2008), curriculum as fact, curriculum as activity and curriculum as inquiry. The first view, curriculum as fact, puts emphasis on learning being the transmission of facts in increasing complexity, with the teacher being the expert and the student being the receiver. The second view, curriculum as activity, again puts the emphasis on the teacher being the expert and the student being the recipient but the curriculum is viewed as a series of activities and that students are learning by connecting old and new ideas. The final view of curriculum as inquiry views learning as the building of knowledge through interaction with others and to learn we acquire knowledge and become a part of a community of learners.
Assessment has changed from traditional assessment into the form of assessment it is today because of the way assessment is viewed. Traditional assessment was used to document whether students had certain abilities or capabilities and ability was considered inherent and was beyond the teacher 's role to change or influence the student. Today 's assessment has moved away from reporting on student performance so that the focus of the assessment approach is describing and understanding how students learn, with the belief
Links: 60, 11–13. Lundy, L. (2007), ‘Voice’ is not enough: Conceptualising article 12 of the United Nations Convention on the Rights of the Child. British Educational Research Journal, 33(6), 927–942. Macartney, B. (2009). Learning better together: Working towards inclusive education in New Zealand schools. Wellington, New Zealand: IHC. Morton, Missy, Rietveld, Christine, Guerin, Annie, McIlroy, Anne-Marie, & Duke, Jennifer (2012) Curriculum, assessment teaching and learning for all. In Carrington, Suzanne B. & MacArthur, Jude (Eds.) Teaching in Inclusive School Communities. John Wiley & Sons Australia, Ltd, Milton, Queensland, Australia, pp. 269-294. Osterman, K. (2000), Students ' Need For Belonging In The School Environment, Review Of Educational Research, 70(3), 323-367 Smith, R., & Barr, S. (2008). Towards educational inclusion in a contested society: From critical analysis to creative action. International Journal of Inclusive Education, 12(4), 401–422. Whiting, M., & Young, J. (1996). Inclusive education: A question of justice. Australasian Journal of Special Education, 20(2), 29–39.