Definitions of terms used in the Inclusive Education Learning Needs Analysis Survey
Inclusive education system
Inclusive education is an ongoing process aimed at offering quality education for all while respecting diversity and the different needs and abilities, characteristics and learning expectations of the students and communities, eliminating all forms of discrimination’ (UNESCO, 2009, p.126)
Professional learning
An ongoing process of inquiry into and reflection on teaching practice which is supported by learning activities and programs undertaken by both individuals and groups of teachers.
Synchronous e-learning (e.g. webinars, real time support)
Synchronous learning refers to learning where all participants are engaged in the learning in real time and interactions between participants and facilitators can occur.
Asynchronous e-learning (e.g. online modules; online resources; recorded webinars)
Learning that happens outside the constraints of the same time and place. The learning occurs as a result of the participant working in their owntime, supported by instructional interactions that do not occur in real-time.
Lesson study
A small team of teachers working together in a systematic cycle of planning, teaching, observing, refining and reviewing specific lessons/learning opportunities in order to examine their practice and improve their impact on student learning. (AITSL)
Instructional rounds
A group of leaders and/or teachers visiting multiple classrooms at their own or another school/setting with the aim to spread practice and support scaling systemic improvements of teaching and learning.
Interschool/service pairings
Interschool pairing offers teachers from across schools and different settings the opportunity to learn from and with each other through planning, teaching, observing, reflecting and reviewing specific lessons/learning opportunities in order to examine their practice and their impact on student learning.
Differentiated Instruction strategies
Differentiated Instruction entails establishing clear goals, assessing persistently to see where each student is relative to these goals, and adjusting instruction based on assessment information. Teachers can differentiate in at least four ways: 1) through content, 2) process, 3) product, and 4) learning environment, based on the individual learner.
Universal Design for Learning
Universal design for learning (UDL) is a framework to improve and optimize teaching and learning for all students based on scientific insights into how humans learn. The three main principles of UDL address representation, expression, and engagement. Multiple means of representation involves providing options for perception, language and symbols, and comprehension.Multiple means of expression involves providing options for physical action, expressive skills and fluency, and executive functions.Multiple means of engagement involves providing options for recruiting interest, effort and persistence, and self-regulation.
Explicit Instruction
Explicit instruction is systematic and focuses on critical content. For example, skills, strategies, vocabulary terms, concepts and rules that will empower students in the future are taught step-by-step in teacher-led exchanges. Pre-requisite and easier skills are taught first. Complex skills are broken down into manageable instructional units.
Scaffolded Learning
Scaffolding refers to a variety of instructional techniques used to move students progressively toward stronger understandings and, ultimately, greater independence in the learning process. Teachers provide successive levels of temporary support that help students reach higher levels of comprehension and skill acquisition than they would have been able to achieve without assistance.
Augmented or Alternative Communication
People with severe speech or language problems rely on augmented or alternative communication to supplement their existing speech or replace speech that is not functional. Special augmentative aids, such as picture and symbol communication boards and electronic devices, are available to help people express themselves
Formative Assessment
Formative assessment provides ongoing feedback to teachers and students. It provides information about student progress and identifies areas that require further development. Examples of formative assessment include writing folios, work conferencing, teacher questioning, learning journals, portfolios, digital portfolios, reading logs, observations, interviews, and use of continua.
Learner
Learners includes students taught by a teacher in a school, children taught by a teacher in an early childhood setting and students and/or children taught by a teacher in other education settings.
Education settings
Education settings includes schools, early childhood education and care services and other locations where teaching and learning occurs.
Class
Class refers to the learning environment where learning takes place and includes classrooms in schools, rooms in early childhood education and care services and other areas where teaching and learning occurs.
Education Support staff
Education Support staff provide a range of support services that include support to teaching and learning. In some settings this role may be referred to as a teacher aide.
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