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Evidence of the powerful relationship between what teachers do and how effectively their students learn has led to reforms aimed at improving the quality of teaching. Most jurisdictions are now paying increased attention both to the initial and ongoing education of teachers, as well as methods to assess, reward and improve quality teaching. Predominant among these methods are frameworks that define observable elements of pedagogical practice for which there is evidence of benefit for student learning, engagement, and behavior. However, we contend that even the best of these do not go far enough, as they do not explicitly consider students with disability, even those students with so-called “high-incidence” disabilities enrolled in everyday classrooms—such as those with Attention Deficit Hyperactivity Disorder and Developmental Language Disorder—whose classroom behavior often indicates that their learning needs are not being met. In this manuscript, we report findings from in-depth interviews with 50 Grade 7–10 students with a history of disruptive and disengaged behavior from three secondary schools serving disadvantaged communities. Responses to the question “what makes an excellent teacher” were coded into four categories. Three of the four categories (emotional support, classroom organization, and instructional support) reflect internationally accepted domains of quality teaching, while the fourth, teachers’ temperament and personality, was added to gauge accuracy of the common belief that this is the element students care most about. Analysis yielded novel results with the majority of students emphasizing instructional support practices that are not well represented in most measures of quality teaching. We argue that these practices represent an essential—but often absent—“top layer” of clarity and accessibility that is necessary for “quality teaching” to be inclusive teaching.

Much of the published research is “on” rather than “with” children and young people with speech, language and communication needs (SLCN). According to the UN Convention on the Rights of the Child (1989), children’s views must be considered and taken into account in all matters affecting them. In this paper, we discuss ways in which innovative qualitative methods have been used to explore the views of children and young people with SLCN. We also discuss how we can apply concepts from qualitative research, in particular critical reflexivity, to shape our thinking, inform our practice, and lead to innovation in our work with children and young people with SLCN.

Schools are working environments where interpersonal interactions are an essential component of the work life of teachers and other professionals. Harvesting the professional skills available within, as well as between, schools and external service providers through collaboration can contribute significantly to student learning success and participation in social and extra-curricular activities within inclusive school contexts. Collaboration in schools may take many forms and involves multiple stakeholders, including students, parents/carers and teacher aides (see Chapters 11, 14 and 16 respectively). This chapter focuses on professional collaboration as the interaction between teachers and other professionals when engaged in collective problem solving and joint action. After defining professional collaboration in the inclusive school context, we will discuss the known benefits for both professionals and students, describe some of the activities that may be undertaken, and explore factors that will add to its success. Finally, we will use a series of vignettes to show how professional collaboration may be enacted in inclusive schools.

More than two decades ago, UNESCO’s (1994) Salamanca Statement and Framework for Action on Special Needs Education galvanised the inclusion movement by providing a framework for inclusive education. The Statement succeeded in raising awareness of the concept of inclusion internationally, yet genuine inclusion is still the exception and not the norm. This is despite inclusive education being a fundamental human right under the United Nations Convention on the Rights of Persons with Disabilities (2008; CRPD in July 2008) adopted by the United Nations in 2006 as an international treaty and ratified by 181 countries that are legally bound to uphold its terms. In this paper, we examine education scholars’ uptake of the CRPD and GC4, relative to the Salamanca Statement, by conducting a citation analysis of literature published in journals from the fields of inclusive and special education between 1994 and 2019. We then look at how each document has been used in the literature over time and conclude with strategies to help improve knowledge of the CRPD/GC4 within education and discuss how these documents can be used to progress inclusive education internationally.

The Terms of Reference for this Inquiry are broad and require an understanding of the recent history of education in South Australian government schools, particularly the development of policies and procedures relating to school discipline, to provide a backdrop to the data, discussion and recommendations that follow. The background and context to this Inquiry is considered in Chapter 2, which provides a brief summary of the South Australian schooling community and historical developments including recent inquiries and Royal Commissions relating to the use of discipline in South Australian government schools. As noted above, the Terms of Reference require an analysis of whether the Department for Education is complying with international conventions, legislative requirements, and governmental and departmental policies and procedures in its use of suspensions, exclusions, and expulsions. They also require an analysis of whether policy and procedures align with best practice. In order to address these Terms of Reference, Chapters 3 and 4 consider existing legal and rights frameworks, including recent literature regarding best practice. Specifically, Chapter 3 provides an analysis of obligations under relevant international instruments and Commonwealth legislation and policy, and summarises South Australian legislation, policy and procedure relevant to the Terms of Reference. Chapter 4 follows with an analysis of relevant literature regarding best practice in supporting students’ equal access to education and use of disciplinary practices. Feedback received through focus groups and interviews with stakeholders, as well as responses to the online submissions survey are analysed in Chapter 5. This is followed by an analysis of data received from the SA Department for Education Data Unit in Chapters 6 to 10. Specifically, Chapter 6 considers data relating to the prevalence of take homes, suspensions, exclusions, and expulsions, and includes an examination of patte

In this paper, we draw on the ‘dilemma of difference’ to discuss the dangers and affordances of diagnosis within two of the most prevalent, yet under-supported, disabilities affecting school-age children: Attention Deficit Hyperactivity Disorder (ADHD) and Developmental Language Disorder (DLD). The dilemma that exists between denying and thereby ignoring difference on the one hand, versus recognising and potentially stigmatising difference on the other, will be explored and the consequences outlined. Our aim is to achieve a middle ground that conceives of diagnosis as a helpful starting point to enable educators to address barriers to access and participation through appropriate adjustments to curriculum, pedagogy and assessment.

This thesis explores how reasonable adjustments, informed by student insights, can be developed through professional collaboration between teachers and speech pathologists. By addressing a gap in the literature, this study offers guidance for teachers about how to adjust pedagogical practices for students with language difficulties to address language-based barriers in inclusive secondary classrooms. A sequential-phase mixed-method design was used and repeat data collection with teachers (a comparison group and an intervention group) investigated the impact of a collaborative planning process. This research indicates that adjustments based on student insights have a positive impact on student learning and teacher practices.

In an effort to support student agency in assessment, teachers seek to provide detailed instructions and advice in associated assessment task sheets. In this paper, we analyse a sample English assessment task to consider how such assessment design practices might inadvertently create barriers to access and participation. To make our case, we highlight the learning characteristics of students in two of the most prevalent disability groups: students with Attention Deficit Hyperactivity Disorder (ADHD) and students with Developmental Language Disorder (DLD). The paper links student agency to the problem of equity by analysing the conditions and criteria of access that are built into assessment design. The article concludes with design recommendations to help improve access for all students, including students in these two highly prevalent disability groups.

Article 19 of the Universal Declaration of Human Rights states that everyone has the right to freedom of opinion and expression. However, due to difficulties in communicating, children with speech, language and communication needs (SLCN) are at particular risk of not being heard. Although it is recommended that children with SLCN can and should be actively involved as equal partners in decision-making about their communication needs, speech–language pathologists (SLPs) can lose sight of the importance of supporting communication as a tool for the child to shape and influence choices available to them in their lives. Building these skills is particularly important for SLPs working in mainstream educational contexts. In this commentary, the authors argue the need for a shift in emphasis in current practice to a rights-based approach and for SLPs to take more of an active role in supporting children with SLCN to develop agency and be heard. We also present some concepts and frameworks that might guide SLPs to work in a right-based way in schools with this population.