What is it about?
Various curriculum units in the Australian curriculum have the potential to include or exclude children who have been adopted into their families from overseas countries. This article highlights examples of units of study in the History and English Curriculum which do this and suggests inclusive approaches for teachers to consider, to better support these and other children in diverse family groups.
Featured Image
Why is it important?
Inclusive education practices are a priority in education however, teachers don't know what they don't know. This paper aims to raise awareness and broaden perspectives around seemingly benign units of study which teachers may assume are inclusive of all children, but can indeed be quite the opposite.
Perspectives
This paper provides a number of light bulb moments for educators who, as a result of their own experience, culture and background may not have insight into the school experiences of children from vastly different backgrounds to themselves. Hence, they may consider exercising their professional agency in the selection of materials and the delivery of such curriculum units using inclusive approaches which cater for children from diverse family backgrounds and groups.
Dr Tracey Sempowicz
University of the Sunshine Coast
Read the Original
This page is a summary of: Identifying obstacles and opportunities for inclusion in the school curriculum for children adopted from overseas: developmental and social constructionist perspectives, International Journal of Inclusive Education, October 2017, Taylor & Francis,
DOI: 10.1080/13603116.2017.1390004.
You can read the full text:
Contributors
The following have contributed to this page
