Inclusion
Inclusion, and Disability Inclusion specifically, is based on the biopsychosocial model of disability. This model recognises that it isn’t the extent of the person’s impairment that matters so much as the extent to which society and the environment are inclusive of that person participating.
For some people, their impairments may limit their participation in activities. For example, cerebral palsy may limit a person’s participation in toileting and autism may limit a person’s participation in handling stress. But the extent or severity of these limitations is largely determined by how inclusive the environment and the people around them are. The more inclusive, the less limiting the impairment or diversity.
Strengths-based is:
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valuing everyone equally and focusing on what the student can do rather than what they cannot do
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describing learning and development respectfully and honestly
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building on a student’s abilities within their zones of proximal development
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acknowledging that students experience difficulties and challenges that need attention and support
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identifying what adjustments are in place for the student and implementing other supports which may be needed.
Strengths-based is not:
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fixating on problems
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focusing only on ‘positive’ things and one-sided
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a way to minimise concerns
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a way of avoiding the truth or accommodating bad behaviour
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a student label or monetary figure
Functional needs are the supports a student requires to assist participation on the same basis as their peers. The following applies:
Adjustment – an adjustment is a measure or action taken to assist students to participate in educational activities on the same basis as their peers.
Level of adjustment – this refers to the intensity (how much effort is needed to do the adjustment), frequency (how often the adjustment is needed) and personalisation (how unique or uncommon the adjustment is) of an adjustment.