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Inclusive Education & Allied
Health
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- Information Handout: The
Social Model of Disability
- Website resource spotlight:
Alice Springs workshop summaries
- ‘My brain leaves the room’:
What happens when teachers talk too much?
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Information
Handout: The Social Model of Disability
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There
are two common models of disability used in schools: the medical
model and the social model. The social model of disability is an
important device in education because it provides a lens through
which educators can focus on identifying and dismantling the
barriers faced by students with disability.
The second Information Handout in the series focuses on the
Social Model of Disability. Click here to
access the handout.
Remember: the handouts available on the Inclusive Education and Allied Health
Project website are open access, so please feel
free to share these resources with your professional
networks.
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Website
resource spotlight: Alice Springs workshop summaries
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At the
Alice Springs Inclusive Education and Allied Health project
Part 1 workshop, Sarah Cook from Sarah Cook Creative created
graphic summaries of the workshop. There are three summaries,
covering: What is inclusive education, the fundamental concepts
of inclusive education, and interdisciplinary practice and
inclusive education.
Summary 2 focuses on the fundamental concepts of inclusive
education and you can download and print the summary here.
Below are some suggestions for how you might use this resource
in your school community:
- Share
the electronic file with your school team, faculty, and/or
school leadership team and use it to generate discussion
about how inclusive education is being actioned in your
school,
- Print
the summary and display it in your staffroom or school
office,
- Share
a link to the summary in your school newsletter.
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‘My brain
leaves the room’: What happens when teachers talk too much?
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Around
four students in every classroom will have difficulties with
using and understanding language or with attention. Some of
these students may have a diagnosis of Developmental Language
Disorder (DLD) or Attention-Deficit Hyperactivity Disorder
(ADHD). Others will “hide in plain sight”. Some students with
language and/or attention difficulties frequently get in
trouble for acting out, underachieving, or not attending
school.
In our research, we interviewed 59 students with DLD and/or
ADHD about their experiences of Year 10 English. Students in
our study reported high levels of teachers talk. ‘Bella’ told
us that when teachers talk too much, her “brain leaves the
room”.
The Social Model of Disability helps us understand that too
much teacher talk creates barriers to students’ comprehension,
because of the processing load imposed on students. So, what
can teachers do instead? You can read more about our research
and the helpful practices suggested by students in this article
in The Conversation.
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Why not
keep the conversation going with your school team by reviewing
one of the resources shared in this edition of the Inclusive
Education & Allied Health Project Newsletter ahead of a staff
meeting? Then, when you meet, discuss what steps your school is
taking (or could take) to embed teaching and assessment practices
that align with the social model of disability in your context.
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Centre for Inclusive Education
QUT Kelvin Grove Campus,
Victoria Park Rd
Kelvin Grove QLD 4059
xx
contact.c4ie@qut.edu.au
  
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