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9. A constant process of monitoring and evaluation to reflect on and continue to ensure that inclusive education is being upheld. A best practice approach to supporting students with speech, language and communication needs is through a whole school collaborative approach which is multi-tiered. This approach is defined as cohesive, collective and collaborative action in and by a school community that has been strategically constructed to improve student learning, behaviour and well-being, and the conditions that support these. Key features: • Professionals work together with parents, sharing knowledge and skills to effectively support all students with an integrated approach. • Professionals know about speech, language and communication, learning, curriculum and the interaction between all of these elements, with an appreciation of the wider social context for students and their families. • Professionals work together to create an environment that facilitates communication

and learning and is adaptable to the needs of students in that environment. • A range of specialist, well evidenced interventions (tiered interventions) to be planned and delivered by experienced professionals. • Explicit monitoring by teachers of student learning so that they can be making regular judgements about student movement between the whole school approach tiers. Response to intervention (RTI) is an example of this approach that has substantial empirical evidence. This model provides evidence-based classroom instruction for all children and by using a dynamic and ongoing monitoring approach, the RTI model supports the identification of students who are not responding to this “tier”. These students will need increasingly personalised and intensive instruction, while measuring and monitoring progress in order to make decisions about the need for further intervention. The focus for a response to intervention approach is enhancing the performance of all students, including those with communication needs in the school.

References Ainscow, M. (2004). Developing inclusive education systems: what are the levers for change? J ournal of Educational Change , 6(2), 109–124. doi:10.1007/s10833-005-1298-4 Australian Government. (2005). Disability Standards for Education 2005. Plus Guidance Notes. Barton, ACT: Australian Government Publishing Service. Retrieved from October 2017, from https://www.docs. education.gov.au/system/files/doc/other/disability_standards_for_education_2005_plus_guidance_ notes.pdf Ballard, K. (1999). International voices: An introduction. In K. Ballard (Ed.). Inclusive education: International voices on disability and justice . London: Falmer Press. Carrington, C., & Elkins, J. (2002). Bridging the gap between inclusive policy and inclusive culture in secondary schools. Support for Learning , 17(2), 51-57. doi:10.1111/1467-9604.00236 Ministerial Council on Education, Employment, Training and Youth Affairs. (2008). Melbourne declaration on educational goals for young Australians . Canberra: Author. Retrieved October 2017, from http://www.apo.org.au/node/29859 UN Committee on the Rights of Persons with Disabilities (CRPD). (2016). General comment No. 4 (2016), Article 24: Right to inclusive education, 2 September 2016, CRPD/C/GC/4. Retrieved October 2017, from http://www.ohchr.org/EN/HRBodies/CRPD/Pages/GC.aspx United Nations Educational, Scientific and Cultural Organisation (UNESCO). (2017). A guide for ensuring inclusion and equity in education . Paris: Author. Retrieved October 2017, from http://www. allmeansall.org.au/unesco-guide-inclusion-education-including-special-school-resources-general- system


Speech Pathology Australia: Speech Pathology in Schools Project

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