One of the most prominent debates regarding the education of students with disability is which sort of education produces the best outcomes for students. Is it inclusion in 'mainstream' classes or within special schools, special units or special classes ?

Research consistently states that students with disability have improved outcomes in general education (Cologon 2013). Despite this, students with disabilities are often segregated from their peers within in special schools, units and classes. While most teachers feel unprepared to teach students with disability, they already have a large range of skills they can draw on to make adaptations to regular curriculum content that will benefit every student in their class. As well, there are a large range of resources available to every teacher in Australia to support them as they move toward an inclusive model.

Inclusive education also results in greater personal and professional satisfaction for teachers as they expand their ability to cater for all students. So in short, teachers do not need a degree in special education to teach students with disability, they just need reassurance that they already have these skills and that they will be supported in this journey.

Intended Audience:

Teachers, assistants, parents and anyone interested in disability, identity and human rights.

Presenter:

Dr Leanne Longfellow is a former teacher and currently supports teachers to provide inclusive classrooms as well as assisting with parental advocacy. She is also a parent of a young adult with disabilities. She has presented at Australian and international educational conferences, taught in a university context and completed her doctoral research on the education of students with disability at UniSA in 2018.

Testimonials from previous workshops:

'I loved that the topics covered and information expressed was applicable to all students not just those with special needs. It’s a whole class approach too! Very practical!' Nicole Zacher

'I liked the way the professional learning was presented with strategies to support behaviours.' Amelia Pickard

'Clear and to the point. Relatable to school environment. Do-able'. Marie Foreman'

'Full of information and examples, scenarios and ideas to take away. Talk time at the end of the session was good to be able to discuss different strategies'. Leesa

'I liked the examples during the slideshow. Breakdown of behaviour management strategies used now and overtime and how they have/ haven’t worked.' Alison McConachy

'Informative. Practical ideas for students with learning disabilities.' Helen Braley

'The strategies were clearly set out and identified and explained thoroughly.' Emily Shepherd

'This workshop exceeded all my expectations.' Abbie Kemp

Participants who paid for a ticket will receive:

Notes

A certificate of attendance referenced to the Australian Professional Standards for Teachers. Participants need to be actively involved in the discussion to receive the certificate.

Completing this workshop will contribute one hour of professional learning addressing Standard 7:4 'Engage with professional teaching networks and broader communities' from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher accreditation.

Contact the host of Do I need a degree in special education to teach students with disability?

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