EDST2000

• medical model


  Suggests that the person is the issue and needs to be fixed
• Social model


  Suggests that society should be fixed for everyone to have equal access in their environment
• Social Relational model


  Suggests it is not only important to only acknowledge the social but also the biological aspects of life. (combines medical and social model)
• what does the social relational model suggest the three barriers are?


  1. barriers to doing (physical, economic)

  2. barriers to being (neg experiences that impact sense of self)

  3. impairment effects
• What is ableism?


  dehumanizing act that creates a "them" and an "us" in which people with a disability are seen as 'subhuman' and something that needs to be fixed.
• Issues surrounding "special education"


  -> schooling in special schools is not inclusive, all students should be taught together for inclusive education.

  -> students in special schools are not taught regular mainstream content and work is not specialized for them and so no students are being challenged or pushed in the ways they need.

  -> rather than having separate institutions adjustments should be made for each individual student to ensure each student is fully involved in class activities.
• what is the difference between an impairment and a disability?


  having an impairment does not cause disability. An individual can be impaired but not disabled. For example, someone may have a visual impairment, but with the use of glasses this impairment is fixed and thus the person does not experience a disability.
• person-first language


  Placing the individual ahead of the disability.
• identity-first language


  Placing the disability ahead of the individual
• definition of inclusion


  a process of systematic reform, restrictive to create environments that support education that is modified to be achievable and accessible for all students.
• disability discrimination act (1992)


  does not allow:

  - limiting choice

  - denying rights

  - expulsion on basis of disability act also clearly distinguished direct and indirect discrimination
• Melbourne declaration on educational goals for young children (MCEETYA)


  Australian schools promote equity & excellence, all young aussies should be successful learners, confident, creative, active & informed citizens
• direct discrimination


  when someone with a disability is treated less favorably than someone without a disability in the same situation
• indirect discrimination


  when there is a requirement that a learning activity or the environment be the same for all students however this may put a student at a disadvantage because of their disability
• disability standards for education (2005)


  aspects:

  1. enrolment

  2. participation

  3. curriculum development, accreditation and delivery

  4. students support services

  5. elimination of harassment and victimisation

  
  

  key concept is "reasonable adjustments"adjustments: aids/resources, facilities, curriculum change, etc
• 1. Enrollment


  schools are mandated by standards to eliminate any barriers to enrollment for students with disabilities. Barriers must be identified so that the necessary resources to support inclusion of the child can be supported.
• 2. Participation


  teachers are supposed to find ways to include all students in class activities rather than develop parallel or separate activities for students when possible.
• 2. Curriculum development, accreditation and delivery


  schools must provide reasonable adjustments to curriculum, including non-classroom activities. Adjustments must be reasonable, meaning that they have to be done easily and in a short enough time frame that the student is not further disadvantaged.
• 3. Student support services


  some students with disabilities need to have access to help and therapy services that might be provided by a range of professionals outside the education profession.
• harassment/victimisation


  any act that might humiliate, offend, distress or intimidate the associate.

  -> schools much take every step to ensure students education needs are met.
• Specific Learning Disability


  Manifested by significantly unexpected specific and persistent difficulties in the acquisition and use of efficient reading (dyslexia) writing (dysgraphia) or maths (dyscalculia)
• failure syndrome


  students with low success expectations; give up at the first sign of difficulty, believing they will never succeed
• self-esteem


  how much you value, respect, and feel confident about yourself
• self-efficacy


  one's sense of competence and effectiveness
• learned helplessness


  A condition that occurs after a period of negative consequences where the person begins to believe they have no control.
• Motivated vs. Unmotivated (learning disabilities)


  Teachers may mistakenly attribute students learning problems to lack of motivation rather than understanding that motivation can be influenced by external factors.
• Stress and anxiety (learning difficulties)


  Learning difficulties can cause stress, anxiety and depression in students affecting their motivation
• What causes learning disabilities?


  Neurobiological and caused by an imbalance in the brains ecosystem
• dyslexia (phonics)


  Students require a different approach to learning and thinking to become confident readers.

  Students may find complications when:

  - trying to differentiate similar phonemes

  - confusion with non-phonetic words (words that don't sound as they are spelt)
• whole word recognition


  reading strategy that involves identifying common words based on their appearance without having to sound them out
• Dyslexia and whole word recognition


  Students with dyslexia may struggle with whole word recognition due to their tendency to identify words by shape instead of sounding out the letters.
• Impact of social-emotional difficulties


  Students can result in lower academic achievement and problematic behaviours. Inability to adapt to different social contexts and read social cues can impact personal safety and decision making.
• What is autism?


  a mental condition, present from early childhood, characterized by difficulty in communicating and forming relationships with other people and in using language and abstract concepts.
• Medical model + Autism


  Medical model prescribes a narrow range of "normal" for brain development, aiming to 'fix' deviations.

  - focus of suppressing autism traits

  - can lead to identity struggles, anxiety and depression

  - not an effective approach to autism
• Social model + autism


  Neurodiversity paradigm asserts no right or wrong in neurodevelopment akin to biodiversity. Instead of fixing individuals the focus should be on accepting and creating environments which address social and attitudinal barriers.
• Three commonalities of ASD

  1. Theory of mind


  May experience mindblindeness - they fail to be able to put themselves in someone else's shoes as well as reflect on their own mental states.
• Commonalities of ASD

  2. Central coherence difficulties

  Tend to focus on the details over the whole picture may lead to difficulties with language and social skills.
• Commonalities of ASD

  3. Executive function difficulties


  Affects problem solving, working memory and comprehension of complex concepts.
• 7 strategies for students with ASD


  1. Visual support

  2. Consistency

  3. Behaviour management

  4. Transition policies

  5. Social skills education

  6. Classroom adjustments

  7. Visual tools
• ASD and language processing


  ASD students may process language factually and miss underlying meanings e.g. metaphors and sarcasm