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(Inclusive Education: Diversity, Inclusion & Engagement) - Coggle…

- - - - Process of systemic reform
      - Overcomes barriers
      - Values diversity
      - Ensures participation
      - Provides equitable opportunities
    - - Inclusion ≠ Integration
      - Equity ≠ Equality
      - Rights-based education
      - Reasonable adjustments
      - Participation and voice
    - - Medical Model
        
        Deficit-focused
        
        Student needs fixing
      - Social Model
        
        Barriers create disability
        
        Environment should adapt
    - - Challenge assumptions
      - Reduce barriers
      - Promote belonging
      - Maintain high expectations
      - Value diversity
  - - - Proactive planning
      - Multiple Means of Engagement
      - Multiple Means of Representation
      - Multiple Means of Action & Expression
    - - Responsive teaching
      - Content
      - Process
      - Product
      - Learning Environment
    - - Collaborative
      - Ambitious but achievable
      - Visible goals
      - Ongoing feedback
    - - Resourceful
      - Strategic
      - Purposeful
      - Motivated
  - - - Cultural safety
      - Reconciliation
      - Country and Place
      - Community partnerships
      - Recognition of identity
    - - Consultation
      - Localisation
      - Relationship building
      - Flexible teaching
      - Community involvement
    - - Reflect on bias
      - Cultural responsiveness
      - High expectations
      - Celebrate strengths
    - - Linguistic competence
      - Pragmatic competence
      - Discourse competence
      - Strategic competence
      - Fluency
    - - Respect culture and language
      - Family partnerships
      - Differentiation
      - UDL principles
  - - - Different brains
      - Strengths and challenges
      - Diversity not deficit
    - - Dyslexia
      - Dyscalculia
      - Language difficulties
      - Memory difficulties
      - Motor difficulties
    - - Profile not label
      - Individualised support
      - Focus on strengths
      - Avoid assumptions
    - - Explicit teaching
      - Visual supports
      - Multisensory strategies
      - Alternative assessments
      - Assistive technology
    - - Tier 1
        
        Quality teaching for all
      - Tier 2
        
        Small-group intervention
      - Tier 3
        
        Intensive individual support
  - - - Innate ability
    - - Developed through support
    - - Giftedness → Talent
    - - Above-average ability
      - Creativity
      - Task commitment
    - - Challenge
      - Intellectual peers
      - Belonging
      - Emotional support
    - - Enrichment
      - Acceleration
      - Differentiation
      - Passion projects
      - Open-ended tasks
  - - - Cerebral Palsy
      - Spina Bifida
      - Muscular Dystrophy
      - Spinal Cord Injury
    - - Braille
      - Orientation and mobility
      - Magnification supports
    - - Assistive listening devices
      - Communication supports
      - Specialised equipment
    - - IEPs
      - Collaboration
      - Environmental modification
      - Accessibility
      - Assistive technology
  - - - Strengths
        
        Pattern recognition
        
        Visual-spatial skills
        
        Problem solving
        
        Strong interests
      - Supports
        
        Predictable routines
        
        Structure
        
        Social stories
        
        Sensory regulation
        
        Explicit social teaching
    - - Strengths
        
        Creativity
        
        Innovation
        
        High energy
        
        Flexibility
      - Supports
        
        Chunk tasks
        
        Visual supports
        
        Organisational tools
        
        Clear instructions
        
        Movement opportunities
    - - Giftedness + Disability
      - Types
        
        Underachiever
        
        Bored
        
        Under the Radar
      - Supports
        
        Strength-based approach
        
        Accommodations
        
        Challenge and enrichment
        
        Intellectual peers
        
        High expectations
  - - - All students can learn
      - Ambitious and achievable goals
    - - Trust
      - Belonging
      - Family partnerships
      - Cultural responsiveness
    - - Routines
      - Explicit expectations
      - Safe environments
    - - Focus on capabilities
      - Recognise talents
      - Celebrate diversity
    - - Collaborative
      - Differentiated
      - Monitored
      - Responsive
    - - Fair not equal
      - Reasonable adjustments
      - Removal of barriers
    - - Teachers
      - Students
      - Families
      - Specialists
      - Communities
    - - Participation
      - Engagement
      - Achievement
      - Belonging
      - Success for all students