Comprehensive notes for ECH333 readings

Description

Covers the following readings - Chapter 1: Better Together: inclusive education in the early years (Cologan, 2014 - in textbook) - Chapter 2: Ableism, disablism and the early years (Cologon & Thomas, 2014 - in textbook) - Chapter 3: More than a label? The power of language (Cologon, 2014 - in textbook) - Chapter 5: “Not just being accepted, but embraced”: Family perspectives on inclusion (Cologon, 2014, - in textbook) - Chapter 9: Family- centred practice for inclusive early years education (Fordham & Johnston, 2014) - Chapter 23: Inclusion of Children through Augmentative and Alternative Communication Supports (Teresa Iacono & Kathy Cologon) - Implementing the Three Block Model of Universal Design for Learning: effects on teachers’ self efficacy, stress and job satisfaction in inclusive classrooms K-12 (Jennifer Katz) - Chapter 7: gender matters in the early years classroom (Smith, Alexander & Juma) - Neurodiversity: An insider perspective (Jacquiline den Houting, 2018) - Lalvani, P., & Broderick, A. A. (2013). Institutionalized ableism and the misguided “Disability Awareness Day”: Transformative pedagogies for teacher education. Equity & Excellence in Education, 46(4), 468-483. - Adomat, D. S. (2014). Exploring issues of disability in children’s literature discussions. Disability Studies Quarterly, 34(3),  doi: - Chapter 17: Play and inclusion - Chapter 10: inter-professional practice to support inclusion (Wong, 2014) - Biklen, D., & Burke, J. (2006). Presuming Competence. Equity & Excellence in Education, 39(2), 166-175. doi: - Chapter 8 in the textbook: Atkinson, S., & Srinivasan, P. (2014). The possum hunt: A ghost story for pre-schoolers? Death, continuity and the revival of aboriginality in Melbourne. In K. Cologon (Ed). Inclusive education in the early years: Right from the start (pp. 152-168).South Melbourne: Oxford University Press - Chapter 26 in the textbook: Cologon, K. (2014). Constructing inclusion: putting theory into practice. In K. Cologon (Ed). Inclusive education in the early years: Right from the start (pp. 521-539).South Melbourne: Oxford University Press