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The Unlocking the World community is the perfect place to ask questions, discuss ideas and exchange information with other teachers and our program consultants.
February 13, 2012
"Students with learning difficulties are graduating from school barely able to read or write but educators, governments and scientists are at a loss over how to deal with the problem." In our education system "primary school teachers undertake a four-year teaching degree and though many do a minor in inclusive education, they are not equipped with the skills to deal with high-need students." "High school teachers are even less prepared"
There are experts that parents can turn to to help their children but finding the right one is challenging.
January 11, 2012
This document "focuses upon Key Principles for Practice that support quality in inclusive education. It has been prepared by education policy makers and practitioners for policy makers and other professionals providing leadership in education. The aim of the document is to provide a summary of the main principles for practice that appear to be crucial in providing quality support to learners with diverse needs in mainstream settings."
Tags:training, practice, teachers, education, inclusive, key, principles, special, needs, and mainstream
August 11, 2011
Exceptional teachers for disadvantaged schools
Jo Lampert, Bruce Burnett, Curriculum Leadership, 5 August 2011
The Exceptional Teachers for Disadvantaged Schools (ETDS) project is an innovative way to prepare high-quality teachers for employment in low-SES schools. The program, based at Queensland University of Technology (QUT), offers a specialised curriculum, designed to equip high-achieving pre-service teachers for work in the schools that need them most.
Selected pre-service teachers at QUT are invited to take part in the trial course, based on their academic performance over the first two years of their four-year Bachelor of Education degree, and on a demonstrated commitment to social justice. These participants undertake a modified version of QUT's B Ed on-campus curriculum. They have their practicum/field experience at one of a range of disadvantaged schools throughout Queensland which have agreed to partner with QUT in the program.
In the past, teacher education for disadvantaged schools has been described as applying a 'missionary' or deficit model (Larabee, 2010; Comber and Kamler, 2004; Flessa, 2007). The principals of schools participating in the ETDS react strongly against such an approach, and have explicitly asked project staff not to send them anyone who 'thinks they can save the world'. The ETDS project has moved well away from such a model, towards a position that is explicitly centred on notions of academic excellence.
The project is now at the end of its first trial year.
Dr Jo Lampert and Dr Bruce Burnett are senior lecturers in the Faculty of Education, Queensland University of Technology.