Domain 3 - Contextualised Practice

This domain covered key legislation, policy and curriculum documents across Specialist Teaching areas. It also covered historical and current perspectives on special & inclusive education, disability. I have pinned some policies that I have not delved into but will need to later read due to their importance within my context. A key skill within this domain was having the ability to critically discuss, review and reflect on these areas and link back to my context as an RTLB.
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An engaging introduction to UDL (Universal Design for Learning) that describes how to identify and minimise barriers to learning and increase the flexibility and effectiveness of the learning environment for 'all students'.  This  research-based framework helps teachers plan 'learning' that will meet the diverse and variable needs of all students. Flexible supports for learning are embedded into an environment and made available to everyone.  The discovery of  (UDL) has inspired me!

Watch Alberta Education’s new Inclusive Education Video Series to learn more about inclusive education topics, including Valuing All Students;

UDL - Valuable link for educators as it will develop understanding around basic principles, guidelines and looks deeper at teaching strategies, classroom organisation, digital tools and alternative ways of approaching learning. Links to some of the learning needs teachers need to understand more about and cater for.

Universal Design for Learning - Inclusive Education NZ A huge amount of information on using UDL and inclusive practices in the classroom. Lots of informative clips that won't take up much of a teachers valuable time. Evidence-based and practical.

The framework below embodies the key elements of an inclusive school curriculum that together ensure progress and achievement for all students. It shows the teacher, student, and whānau at the centre of the inclusive curriculum, working together (and with others) to gather rich knowledge of the student.

Implementing an inclusive curriculum / Inclusive Practice and the School Curriculum / Kia ora - NZ Curriculum Online

Links to key documents around 'Inclusive Education' for educators.  Clearly defines inclusion and discusses legal and binding obligations to include all learners.  It has a range of tools to support inclusive practice in schools - other key documents, self-review tools for schools, govt tools and school/classroom practice tools.  A great website to direct teachers/schools I work alongside to.  This site will be a great reference point when at the Planning, Intervention & Implementation…

Definition, legal obligations, tools to support inclusive practices in schools

Looks at UDL more at the global level.  Emphasis is on the bottom of the table - Are the learners resourceful and knowledgeable? Are they strategic, goal-directed learners? Are they purposeful motivated learners? This is where we want to end up.

Looks at UDL more at the global level. Emphasis is on the bottom of the table - Are the learners resourceful and knowledgeable? Are they strategic, goal-directed learners? Are they purposeful motivated learners?

A Version of the Disability Strategy that will appeal to visual learners.  It gives clarity around the key objectives outlined in the policy and places the child at the centre.  Easy read and very worthwhile resource for PD with teachers/colleagues.

A Version of the Disability Strategy that will appeal to visual learners. It gives clarity around the key objectives outlined in the policy and places the child at the centre. Easy read and very worthwhile resource for PD with teachers/colleagues.

Being a visual learner I found this image clearly identifies the differences between the medical mode of thinking and the social mode. It made me reflect on my own mental models and how I respond to children with disabilities in the classroom.  What do I do to enable them?

Posts about ‘Medical model’ vs ‘social model’ on The history of attitudes to disabled people

A visual that clearly shows the three main principles of UDL (representation, action and expression, and engagement).  These are arranged differently depending on the purpose of the representation, but the content is consistent. To provide more detail, the principles are broken down into Guidelines, which each have supporting checkpoints.

Universal Design for Learning Guidelines pdf GO

An important document for my context.  It is the long-term strategy guiding govt actions to promote a more inclusive society.  It sits alongside 2 other govt programmes - Health Strategy/Re-evaluation of Human Rights.  This policy has made me consider and reflect on issues & barrier children/young persons with disabilities are faced with and how we can eliminate these barriers.  It sets out 15 key objectives.  It will help shape some of my conversations with teachers and colleagues.

An important document for my context. It is the long-term strategy guiding govt actions to promote a more inclusive society. It sits alongside 2 other govt programmes - Health Strategy/Re-evaluation of Human Rights. This policy has made me consider and reflect on issues & barrier children/young persons with disabilities are faced with and how we can eliminate these barriers. It sets out 15 key objectives. It will help shape some of my conversations with teachers and colleagues.

Another image I will use with teachers/colleagues when looking at inclusive practice - What benefits people with special needs benefits everyone!

Clearing the path for students with disabilities clears the path for everyone. A great post about Universal Design for Learning (UDL)

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