Search Results

Supportive, Repressive or Just Plain Irrelevant? Urban design and housing debates and intellectual disability

John Byrne is Director of Special Projects in the Qld Dept of Housing, Local Government and Planning. He is also the parent of a son who has intellectual disability.

Gino, his parents and his grandparents

Gino is four years old and has physical disabilities. This article describes how an extended family has come together, driven by cultural values, to participate in Gino's care and develoment.

A Plea to Government Funders: A story of hope and expectations

A parent describes her 24 yr old daughter, who enjoys a full and varied life despite significant disabilities. The parent also talks of the concerns which led to her daughter's move away from a day service to individualised support.

The Gift of Hospitality: Opening the Doors of Community life to People with Disabilities

Mary Connell begins by talking about the isolation so often experienced by people with disabilities. She uses stories about people who have broken away from specialised services to illustrate ways of offering hospitality and discovering people's capacities rather than their deficits.

Moving Out - Moving In

A teacher talks of her excitement as she prepares to move from a special unit setting to a regular classroom where she will be able to ensure that all children, whatever their ability, are welcome and included. Keyword: Education, Inclusion, School age

Inclusion in Education - a teacher's perspective

A teacher who is experienced in inclusive education offers fellow teachers ten key points to keep in mind when including a child with disabilities in her classroom. Keywords: Education, School age, Professionals

Chances & Choices: Making Integration Work

Chances & Choices' contains a wealth of practical information, making it an excellent tool for families and all those who are seeking a more inclusive lifestyle for people with a disability. While the book comments on special units, the emphasis is on full inclusion rather than integration.

Achieving inclusion: What every parent should know when advocating for their child

In truly inclusive classrooms, students do not have to leave to learn. All students remain in the general education classroom community and the team of educators collectively determines how to meet each student’s need through team teaching, differentiation, modifications and thoughtful embedded supports.

Promises & Illusions: A Review of the Reality of Support for Children with Disabilities and their Families (Part 1)

This article draws particularly on the Victorian experience, giving as an example Ben, a child with disabilities who has high support needs.

Learning about People with an Intellectual Disability

This booklet forms part of the series "Supporting Inclusive Schooling". It defines intellectual disability and developmental delay and answers common questions asked about intellectual disability.

Ordinary Lives