This book provides school leaders and teachers with research-based theories and models on systems thinking and on inclusive education. It offers the ‘why’, ‘what’ and ‘how’ of inclusive teaching and learning with specific references to a range of special needs. It discusses topics such as a sustainable approach to inclusion, differentiation of learning programs and activities, and a range of assessment approaches to support teaching and learning. The book also presents the social aspects of inclusion and encourages teachers and school leaders to focus not only on the academic aspects of education but the social and emotional growth of the student. It highlights the value of parent input and promotes the forming of parent partnership to enhance student learning and wellbeing. Part One of the book gives practical suggestions on how school leaders can apply systems thinking to mobilise the school and school community to contribute to the ideals of Education For All. Part Two discusses a range of disabilities with each chapter covering the medical definitions and characteristics of the condition, the challenges faced by the student, their parents and teachers, and presents evidence-based strategies and classroom management tips to help teachers with their everyday classroom needs.
The book helps to heighten school leaders’ awareness on how to use systems thinking to mobilise the school community to action. It strengthens teachers' confidence and builds their capacity in providing all students with access to flexible learning choices to help them achieve educational goals and develop a sense of belonging.
Author(s): Mabel Gonzales
Publisher: Springer
Year: 2021
Language: English
Pages: 281
City: Singapore
Foreword
Preface
Part I
Part II
Contents
List of Figures
List of Tables
Part ILeading Inclusive Education with Systems Thinking
1 Theories and Models in Systems Thinking
1.1 Introduction
1.2 What Is Systems Thinking?
1.3 What Are Systems?
1.3.1 System Boundaries and Environments
1.3.2 System Characteristics
1.3.3 Functions of a System
1.3.4 Feedback
1.4 Methodologies in Systems Thinking
1.4.1 Methodologies and Models in Systems Thinking
1.4.2 Hard Systems Thinking
1.4.3 Soft Systems Thinking
1.5 Models in Systems Thinking
1.5.1 The Kolb Learning Cycle
1.5.2 The Cynefin Framework
1.5.3 Bronfenbrenner’s Bioecological Systems Theory
1.5.4 Reader Reflection
References
2 Becoming a Systems Thinker
2.1 Introduction
2.2 Using Systems Thinking in Your Daily Routines
2.3 Shift from Traditional Thinking Skills to Systems Thinking Skills
2.3.1 Dynamic Thinking
2.3.2 System-as-Cause Thinking
2.3.3 Forest Thinking
2.3.4 Operational Thinking
2.3.5 Closed-Loop Thinking
2.3.6 Quantitative Thinking
2.3.7 Scientific Thinking
2.4 Using the DSRP Framework to Guide Systems Thinking
2.4.1 Distinctions (Identity–Other)
2.4.2 Systems
2.4.3 Relationships (Action–Reaction)
2.4.4 Perspectives (Point–View)
2.5 Wicked Problems and How to Understand Them
2.5.1 Ten Characteristics of Wicked Problems
2.5.2 Another Example of How to Handle Wicked Problems
2.6 Advice from Systems Thinking Experts
2.6.1 Five Disciplines for System Leaders
2.6.2 The Seven Constraints that Can Limit Systems Leaders
2.7 Conclusion
References
3 The Social System and Education
3.1 Introduction
3.2 What Is a Social System?
3.2.1 Social Structure
3.2.2 Functions of a Social System
3.3 Resources in a Social System
3.3.1 Human Capital
3.3.2 Social Capital
3.3.3 Physical Resources
3.3.4 Economic Resources
3.3.5 Resources and Equality
3.4 Social Processes
3.4.1 Social Networks
3.5 Education as Part of a Social System
3.5.1 The School as a Subsystem of the Education System
3.6 Human Rights, Equality and Equity in Education
References
4 A Systems View to Understand Complex Problems in Education
4.1 Introduction
4.2 Inclusive Education and Education for All
4.2.1 Crucial Factors for the Success of Inclusive Education and Education for All
4.3 Understanding Complexity in Inclusive Education
4.3.1 Understanding Complexity
4.4 Applying a System Analysis to Unearth Problems Impeding Inclusive Education Success
4.4.1 Boundary Spanning
4.4.2 Stakeholder Analysis and Engagement
4.5 Conclusion
References
5 Leading Change with Systems Design
5.1 Introduction
5.2 Lead Systems Change! Move Everyone Forward!
5.3 A Five-Stage Design Model to Lead Systems Change
5.3.1 The Five Stages of the Hasso-Plattner Design Thinking Model
5.4 Stage 1: Empathise—Listen to Your Stakeholders
5.4.1 Students as Stakeholders
5.4.2 Parents as Stakeholders
5.4.3 Teachers as Stakeholders
5.4.4 School Leaders as Stakeholders
5.4.5 Governmental Agencies as Stakeholders
5.4.6 The Media as Stakeholders
5.5 Stage 2: Define: What Are You Going to Change?
5.5.1 Flexible Learning Environments
5.5.2 School Capacity and Teacher Readiness
5.5.3 A Shift in the Learning Culture
5.5.4 Subject Content Variety
5.6 Stage 3: Ideate (How to Change, Change Ideas)
5.7 Stages 4 and 5: Pilot and Test
References
6 The Bronfenbrenner Micro- and Meso- Systems
6.1 Introduction
6.2 Application of Systems Thinking Using Bronfenbrenner’s Theory
6.3 The Child
6.3.1 The Child Viewed at the Microsystem Level
6.3.2 The Child Viewed at the Mesosystem Level
6.4 Parents and Family
6.4.1 Parents and Family Viewed at the Microsystem Level
6.4.2 Parents and Family Viewed at the Mesosystem Level
6.5 Teachers
6.5.1 The Teacher at the Microsystem Level
6.5.2 Teachers Viewed at the Mesosystem Level
6.6 The School and School Leadership
6.6.1 Schools and School Leadership Viewed at the Microsystem Level
6.6.2 The School and School Leadership Viewed at the Mesosystem Level
References
7 The Exosystem: A Systems Approach to Developing Collective Leadership
7.1 Introduction
7.2 Collective Leadership to Meet Today’s Demands
7.3 Leading Self
7.4 Leading Others and Leading Other Leaders
7.4.1 Leading Others
7.4.2 Leading Other Leaders
7.5 Leading the Organisation and Leading the Community
7.5.1 Leading the Organisation
7.5.2 Leading the Community
7.6 Professional Learning and Development to Enhance Leadership Growth
7.7 Conclusion
References
8 The Macrosystem
8.1 Introduction
8.2 Social and Cultural Factors
8.3 Policies and Implementation
8.3.1 What Can Systems Leaders Do?
8.4 University Academics and Teacher Educators
8.5 The Media
References
9 The Chronosystem
9.1 Introduction
9.2 The Past: Education Before Inclusion
9.2.1 The 1970s
9.2.2 The 1980s
9.2.3 The 1990s
9.3 The New Millennium
9.4 The Present (2010–2020)
9.5 The Future
References
Part IIUnderstanding the Different Types of Special Education Needs and Disabilities and Classroom Strategies
10 Supporting Students with ADHD Attention Deficit and Hyperactive Disorder
10.1 Introduction
10.2 Definition of ADHD
10.2.1 Medical Classifications
10.3 Theories and Models on ADHD
10.3.1 Executive Function Theory
10.3.2 Dynamic Developmental Theory (DDT)
10.3.3 PASS Theory
10.4 Different Schools of Thoughts About ADHD
10.5 Challenges Faced by Students with ADHD
10.5.1 Difficulties with Reading and Writing
10.6 Some Teaching Strategies to Support Students with ADHD
10.6.1 Seating Arrangements
10.6.2 Academic Instructions
10.6.3 Organisational Skills
10.6.4 Classroom Management
10.7 Helping Students with Social Adjustments
10.8 Conclusion
References
11 Assisting Students with Autism Spectrum Disorder
11.1 Introduction
11.2 Definition of Autism Spectrum Disorder
11.2.1 Asperger’s Syndrome
11.3 Challenges Faced by Students with ASD
11.3.1 Social Isolation
11.4 Challenges Faced by Peers of the Student with ASD
11.5 Challenges Faced by Teachers of Children with ASD
11.6 The Importance of Partnering with Parents
11.7 Barriers to the Inclusion of Students with ASD
11.8 A Whole-School Approach to Support Students with ASD
11.8.1 Create an ASD Friendly School Community
11.9 Early Intervention for Children with ASD
11.9.1 Current Models and Theories on Early Intervention
11.10 Educational Approaches to Support Students with ASD
11.10.1 The Social Constructive Model
11.10.2 Cognitive Behaviour Approach
11.11 Classroom Tips for Teachers
11.11.1 Use of Visual Schedules
11.11.2 Benefits of Using Visual Schedules
11.11.3 Types of Visual Schedules
11.11.4 Reading Fluency
11.11.5 Comprehension
11.11.6 Basic Math Skills
11.11.7 Concept Knowledge
11.11.8 Procedural Knowledge
11.11.9 Using Specific Strategies to Solve Math Problems
11.11.10 Behavioural Management
11.12 Conclusion
References
12 Supporting Students with Cerebral Palsy
12.1 Introduction
12.2 Defining Cerebral Palsy (CP)
12.3 Causes of Cerebral Palsy
12.3.1 Other Complications
12.3.2 Intellectual Difficulties
12.3.3 Communication and Language Difficulties
12.3.4 Speech Difficulties
12.3.5 Vision and Hearing
12.3.6 Eating and Drinking Difficulties
12.3.7 Epilepsy
12.4 Challenges Faced by Students with CP
12.4.1 Posture and Muscle Tone Abnormality
12.4.2 Motor/Sensory Deficits
12.4.3 Gross Motor Functional Limitations
12.4.4 Communication Difficulties
12.4.5 Behavioural and Emotional Issues
12.5 Early Interventions
12.5.1 Medical Management
12.5.2 Surgical Procedures
12.5.3 Therapy
12.6 Teacher Attitude and Readiness in Supporting Students with CP
12.7 How to Support Students with CP in the Mainstream Classroom
12.7.1 Collaboration and Teamwork
12.8 Partnering with Parents
12.9 Classroom Strategies to Support Students with CP
12.9.1 To Keep Students Safe from Environmental Obstacles, Teachers Can
12.9.2 To Enhance Active Learning in the Classroom, It Is Helpful When Teachers
12.9.3 Use of Assistive Technology
12.10 Social and Emotional Needs of Students with CP
12.11 Individualised Support for Students with CP
12.11.1 Accommodation
12.11.2 Alternative Programmes
12.12 Conclusion
12.12.1 The Success Story of Jack
12.13 Resources
References
13 Supporting Students with Deafblindness
13.1 Introduction
13.2 Definition of Deafblindness
13.3 Causes of Deafblindness
13.4 Impact of Deafblindness
13.5 Needs of Students with Deafblindness in Mainstream Classrooms
13.6 How Children with Deafblindness Communicate
13.6.1 Communication Barriers
13.6.2 Social Barriers
13.7 Working with Parents of Children with Deafblindness
13.8 Suggestions for Classroom Teachers
13.8.1 Ensuring a Safe Learning Environment
13.8.2 Modification of Learning Materials
13.8.3 Using Assistive Technology
13.8.4 Independent Living Skills
13.8.5 Orientation and Mobility
13.8.6 Self-Advocacy
13.8.7 Recreation and Leisure
13.9 Supporting Transition from School to Vocation
13.10 Famous People with Deafblindness
13.11 Conclusion
References
14 Supporting Students with Dyslexia
14.1 Introduction
14.2 Defining Dyslexia
14.3 Signs and Symptoms of Dyslexia
14.4 Diagnostic Assessment of Dyslexia
14.5 Dyslexia and English Literacy
14.6 Helping Dyslexic Children with Their Learning Difficulties
14.7 Teacher Readiness and Skills to Support Students with Dyslexia
14.8 Suggestions for Teachers
14.9 Conclusion
References
15 Supporting Students with Emotional and Behavioural Disorder
15.1 Introduction
15.2 What Is Emotional and Behavioural Disorder (EBD)
15.3 Misconceptions About Individuals with EBD and Associated Mental Health Issues
15.4 Common Theories and Models on EBD
15.5 Common Approaches to Support Individuals with EBD
15.5.1 Early Intervention Approaches
15.5.2 Parent Training
15.5.3 Social Skills and Anger Management Training
15.5.4 Cognitive-Behavioural Therapy (CBT) and Problem-Solving Skills
15.6 Challenges Faced by Students with EBD
15.7 Challenges Faced by Parents of Students with EBD
15.8 Parent–Teacher Partnership
15.9 Challenges and Concerns Faced by Teachers
15.10 Suggestions for Classroom Intervention
15.11 Examples of Intervention Strategies
15.11.1 Helping students to reduce rude language
15.11.2 Helping students to stop aggression and violence
15.11.3 Helping students to develop resilience
15.12 Conclusion
References
16 Supporting Students with Giftedness
16.1 Introduction
16.2 What Is Giftedness?
16.3 Theories and Models on Giftedness
16.4 Characteristics of Gifted Individuals
16.5 Challenges Faced by Gifted Students
16.6 Nurturing and Supporting Students Who Are Gifted or Talented
16.7 School Leadership Required to Nurture Gifted Students
16.8 Challenges Faced by Teachers
16.9 Universal Designed Learning
16.10 Conclusion
References
17 Supporting Students with Hearing Impairment
17.1 Introduction
17.2 Defining Hearing Impairment (HI)
17.3 Causes of Hearing Loss
17.3.1 Treatment
17.3.2 Hearing and Learning
17.4 Executive Function and Hearing Loss
17.5 Hearing Loss and Language Development
17.6 Inclusion of Students with Hearing Impairment
17.6.1 Teacher Factors
17.6.2 Instructional Strategies
17.6.3 Seating and Noise Management
17.6.4 Visual and Technological Support
17.6.5 Adjustments in the Classroom
17.6.6 Different Modes of Classroom Support
17.6.7 Building Self-Confidence in Wearing Hearing Aids
17.7 Social and Emotional Development
17.8 Social Inclusion in the School Community
17.9 Music and Hearing Impairment
17.10 Conclusion
References
18 Supporting Students with Vision Impairment
18.1 Introduction
18.2 What Is Vision Impairment?
18.2.1 Definitions
18.2.2 Distance Vision Impairment Describes
18.2.3 Causes of Vision Impairment
18.3 Signs and Symptoms of Vision Impairment
18.4 Effects of Blindness and Low Vision on Young Children
18.5 Functional Vision
18.5.1 Educational Implications
18.6 Classroom Learning Needs of Students with Vision Loss
18.6.1 Braille and Tactile Graphics
18.7 Suggestions for Classroom Teachers
18.7.1 Use Differentiated Instruction
18.7.2 Communication
18.7.3 Establish a Positive Learning Environment
18.7.4 Core Curriculum
18.7.5 Teaching Instruction
18.7.6 Academic Assessments
18.8 Orientation and Mobility Training
18.9 Social and Leisure Skills for Visually Impaired Students
18.10 Conclusion
References
