#SELB Blog

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Not all models of education are inclusive

What is the difference between exclusion, segregation, integration and inclusion? Watch this YouTube clip created by Professor Linda Graham and Ms Haley Tancredi to find out what genuine inclusive education is…

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Supporting Students with Language and Attentional Difficulties

  Language and attention difficulties are very common, impacting up to 30% of students (around 8 in every class of 30). Although many students experience language and attention difficulties, they are often under-identified and not well understood. In this post Haley Tancredi and Professor Linda Graham explain what language and…

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Students at the Centre of Designing School Spaces for Wellbeing and Learning

  Designing school spaces involves pragmatic decisions about how to support students to engage in their learning. Spaces also communicate symbolic messages about who or what is valued, and political messages about who gets to make decisions. When students are asked what kind of school they would like, the messages are consistent and…

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Explainer: What is Inclusive Education?

The Convention on the Rights of Persons with Disabilities (CRPD) is a legally-binding international treaty that has been signed and ratified by the Australian government. The UN recently published General Comment No. 4 (2016), which articulates the right to inclusive education. In this Explainer, SELB Research Group Leader Professor…

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Explainer: What is Developmental Language Disorder?

Developmental Language Disorder (DLD) is one of the most common disabilities affecting learning but most teachers have never heard of it. Help us spread the word on October 19: DLD Awareness Day.   Students may experience language difficulties for a range of reasons. For around two students in every classroom, it is likely that their…

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Submission to the Review to Achieve Educational Excellence in Australian Schools

  Authored by: Dr Kate de Bruin, Faculty of Education, Monash University; Professor Linda Graham, Faculty of Education, Queensland University of Technology; Dr Shiralee Poed, Graduate School of Education, University of Melbourne; Dr Ilektra Spandagou, Sydney School of Education & Social Work, The University of Sydney.   Summary This…

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Ethical leaders and teacher researchers working together to improve educational outcomes for all

  Constant pressure on schools to improve student achievement is a clear source of stress. As one young, energetic and passionate teacher in our research said,   “I don’t sleep much. Or have any kind of life outside of school. Out of all the things I do as a teacher, [the collection and recording of data] takes the most time. And it does…

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OPEN LETTER Concerns regarding Leading Learning 4 All resource

This open letter was first published on https://openletterll4all.com/   Open Letter to the Australian Minister for Education. If you would like to be added to this Open Letter please contact the authors.   12 October 2017 Senator the Hon. Simon Birmingham Minister for Education PO Box 6100 Senate Parliament House CANBERRA ACT 2600 Via…

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Supporting school students during Australia’s marriage equality debate

If the postal vote for marriage equality is conducted in Australia in September 2017, the debate over marriage equality will intensify and the potential impacts on young people are significant.   Already, organisations such as Beyond Blue have reported higher rates of callers seeking support regarding this issue. We know from research…

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How educators can support trauma-surviving students

By Dr Judith Howard In most classrooms in most schools, there are students who have suffered complex trauma who would benefit from a system-wide, trauma-informed approach to schooling. It is not pleasant to think about a child’s experience of complex trauma. However, if we are involved in any way with the support and education of…