REBECCA HOFFMANN Rationale for ILPs/EIPs

STANDARD 3

EVIDENCE 3

Inclusion within the classroom implies the complete acceptance of a student with a disability or differing learning needs with appropriate changes being made to ensure the students full participation in all class activities. Full participation of all students in all aspects of school requires schools being willing to adapt and change to meet the needs of all students, as well as celebrating and valuing difference (Loreman, Deppleler & Harvey, 2011). In catering for students with differing needs we need to recognise that all students have capabilities and it is these strengths that are the start of learning (Ashman & Elkins, 2008). Inclusion includes the need to develop a curriculum that is relevant to the needs of every student regardless of the presence of individual differences. Individual learning plans are the careful and systematic structuring of appropriate education goals for a student with different learning needs through the adaptation and modification of the regular curriculum (Loreman, Deppleler & Harvey, 2011). Individual learning plans are developed collaboratively with teachers, parents/ carers, other relevant professionals, support agencies and the student. They take into account the hopes for the future of the students, family and school staff and are used to provide a focus for the main emphasis of a students learning over a specified time. An individual learning plan should incorporate the background, ability, performance, strengths and needs of the student and the learning goals, an ILP also helps to ensure students are making measureable progress at school (Loreman, Deppleler & Harvey, 2011). Schools are required to meet the requirement of various laws concerning the education of all children. The United Nations Convention on the Rights of the Child states that every child has the right to an education on the basis of equal opportunity and the education must develop every childs personality, talents and mental and physical abilities to the full (Article 28 & 29, United Nations). The Universal Declaration of Human Rights Article 26 states that everyone has the right to education and that parents have a prior right to choose the kind of education that shall be given to their children (United Nations). The Charter of Human Rights and Responsibilities Act 2006 is founded on the principle that human rights belong to all without discrimination and the diversity of the people of Victoria enhance the community. The conventions are reflected in the legislation that oversees our state. The Equal Opportunity Act 1995 involves everyone being able to participate freely and equally in areas of life such as in the workplace, in education, or in accessing goods and

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services. This involves: treating all people equally and providing everyone with equal rights (Larkins, 2012). An ILP enables teachers to adapt the curriculum for a student with differing learning needs to provide appropriate education goals. The Disability Act 2006 places an emphasis on family and acknowledging the important role families have in assisting their family member with a disability and The Child, Youth and Families Act 2005 states children and their families have a right to participate in decisions affecting them and by being informed families are able to make educated choices. ILPs values the contribution of parents and also the opportunity to have input into what their children learn (Strickland & turnball, 1990 as cited in Loreman, Deppleler & Harvey, 2011).The Disability Discrimination Act 1992 also states students with a disability have the same right to education and training opportunities as all other students. Victorian Essential Learning Standards (VELS) is Victorias curriculum, it incorporates or is aligned with various educational frameworks including; Melbourne Declaration of Educations Goals for Young Australians (2008), National Statements of Learning (2006), National Statement for Engaging Young Australians with Asia in Australian Schools (2006), Consumer and Financial Literacy Framework (2005) and Employability Skills Framework (2002). VELS provides a set of common state-wide standards which schools use to plan student learning programs, assess student progress and report to parents (Victorian Curriculum and Assessment Authority, 2009). Teaching needs to take into account diverse learning profiles and ILPs allow teacher to modify the curriculum for individual students with differing learning needs to ensure all students success.

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STANDARD 3 References

EVIDENCE 3

Ashman, A., & Elkins, J. (Eds.). (2008). Education for Inclusion and Diversity (3rd ed.). Frenchs Forest, NSW: Pearson Education Australia. Child, Youth and Families Act 2005, Parliament of Victoria. Retrieved 27 March, 2012 from http://fahcsia.gov.au/sa/families/pubs/framework_protecting_children/Documents/se c2.htm Disability Act 2006, Parliament of Victoria. Retrieved 27 March, 2012 from http://www.legislation.vic.gov.au/Domino/Web_Notes/LDMS/LTObject_Store/LTObjS t6.nsf/DDE300B846EED9C7CA257616000A3571/D64AB8FAF700A20BCA2579B30004 9C52/$FILE/06-23aa006%20authorised.pdf Larkins, G (2012) at Australian Catholic University. Legislation and Ethics, Semester 1, Week

2. [PowerPoint slides]. Retrieved from http://leocontent.acu.edu.au/file/53f492a6ffb8-c344-0cea5a31d8dac535/1/EDFD221_Lecture_Week2_Semester1_2012_Legislation_and_Ethics _LEO.pdf Loreman, T., Deppeler, J., & Harvey, D. (2011). Inclusive education: Supporting diversity in

the classroom (2nd ed.). Crows Nest, NSW: Allen & Unwin.
Office of the High Commission for Human Rights. Universal Declaration of Human Rights. Retrieved from http://www.ohchr.org/EN/UDHR/Documents/UDHR_Translations/eng.pdf The Charter of Human Rights and Responsibilities Act 2006, Parliament of Victoria. Retrieved 27 March, 2012 from http://www.legislation.vic.gov.au/Domino/Web_Notes/LDMS/LTObject_Store/LTObjSt 6.nsf/DDE300B846EED9C7CA257616000A3571/E4E60AF2340608D0CA2578DB001AB 8AF/$FILE/06-43aa010%20authorised.pdf Victorian Curriculum and Assessment Authority (2007). Educational Frameworks and the

VELS. Retrieved from

http://vels.vcaa.vic.edu.au/overview/frameworks.html#melbourne

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Whats up Croc? Australias implementation of the Convention on the rights of the child.

Convention of the rights of the child. Retrieved from

http://www.ncylc.org.au/croc/consultpaper.html

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