This means they are with their peers without disabilities to the maximum degree possible, with general education the placement of first choice for all students (Alquraini & Gut, 2012). Much of the movement is related to legislation that students receive their education in the least restrictive environment (LRE). Therefore, all students can be full participants in their classrooms and in the local school community. It can be used to promote curiosity to plan for the next steps in maximising outcomes for every student.The school and classroom operate on the premise that students with disabilities are as fundamentally competent as students without disabilities. The Signposts adopts an appreciative inquiry approach to provide a platform for facilitated discussions and reflection on systems, artefacts, culture, practices and outcomes in schools. Priority groups is the term used throughout the Signposts. The NSIT recognises students from priority groups as ‘Aboriginal and Torres Strait Islander students, students with disability, students who are culturally and linguistically diverse, regional and remote students and communities, students at risk of disengaging, and students facing disadvantage’. The Signposts are aligned to the 9 domains from the National School Improvement Tool (NSIT) and support schools to understand where they are in their school improvement – inclusive education journey and possible next steps to maximise engagement, achievement and wellbeing outcomes for all learners. Signposts for school improvement – inclusive education unpacks targeted practices to further inclusive education. Learn in a safe and supportive environment, free from bullying, discrimination or harassment.Īchieve academically and socially with reasonable adjustments and supports tailored to meet their learning needs. Our commitment means that children and young people across Queensland, from all social, cultural, community and family backgrounds, and of all identities and all abilities are able to:Īttend their local state school or education centre and be welcomed.Īccess and participate in a high-quality education and fully engage in the curriculum along-side their similar-aged peers. Inclusive education policy (PDF, 329KB) commits the department to continuing our journey towards a more inclusive system at policy and regional levels, and as part of our everyday practice in schools, educational settings and classrooms. Inclusion is embedded in all aspects of school life, and is supported by culture, policies and every day practices. Students experience inclusive education when they can access and fully participate in learning, alongside their similar-aged peers, supported by reasonable adjustments and teaching strategies tailored to meet their individual needs.
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