Teaching Science Inclusively

Research output: Chapter in Book/Conference paperChapter

Abstract

This chapter presents an introduction and overview of inclusive teaching within the context of teaching science in the early years. To begin with, key international agreements are identified to provide a background, rationale and context for teaching inclusively, followed by a brief introduction to Australian law in relation to teaching children with disability. Inclusive teaching is more than including children in the classroom, it is about equity, access, participation and maximising learning for all. Teaching science inclusively focuses on the planning, teaching, and assessment considerations and practices which educators/teachers must adopt in order to fulfil legal obligations, international agreements, inclusive education policies and professional responsibilities.
Original languageEnglish
Title of host publicationScience in Early Childhood
EditorsCoral Campbell, Wendy Jobling, Christine Howitt
Place of PublicationPort Melbourne, Victoria
PublisherCambridge University Press (Australian Academic Press)
Chapter7
Pages105-120
Edition4
ISBN (Print)978-1-108-81196-5
Publication statusPublished - 2021

Fingerprint

Dive into the research topics of 'Teaching Science Inclusively'. Together they form a unique fingerprint.

Cite this