Linda Graham

Linda Graham

Professor Linda Graham leads QUT's Centre for Inclusive Education and coordinates LCN629, the core unit in the M.Ed (Inclusive Education) at Queensland University of Technology (QUT)

Location Australia

Activity

  • Note this video only includes *some* of the major milestones. We couldn't include everything or you'd be watching it all day! Let us know what has been influential in your country?

  • It should always be remembered that the aide is there to support the teacher. Not students.

  • @PhilipBrady Very good points. One of my very first published papers asked the question "Into what do we seek to include?" True inclusion involves a complete reshaping of the way we deliver education. No more "mainstream" and no more "regular".

  • That depends on the student and the level of adjustment required, which is significantly reduced if teachers employ universal design principles at the planning phase. You will learn more about this in the course :)

  • Especially in the curriculum. They have a right to learn, not just observe, hey?

  • Thank you everyone for your comments. This scenario was built from real-life research data. "Daniel" is a real student and this is the reality of his "inclusion" at school. But as so many of you pointed out, this is not inclusion, it is a strange mix of integration and segregation. We can do SO much better and that is why Haley and I created this course. I'm...

  • Precisely @MariaBarros :) Later we define inclusion because it is important to be clear about what it really is so that we know what is really taking place (or not) in our classrooms

  • I'm glad you used "quotation marks" Alison :) Later in the course we define inclusion and it is important to be very clear about what it is and also what it isn't.

  • What an incredibly diverse range of learners we have! I have noted down Argentina, Armenia, Brazil, Dubai, Ghana, Greece, Italy, Ireland, Maldives, Mexico, Myanmar, New Zealand, Pakistan, Tunisia, Uganda, Ukraine and the United States, not to mention Queensland and New South Wales!! Welcome all of you and I hope you enjoy the course. :)

  • This is exactly what we like to hear.

  • Angela!!! How ARE you?? So great to hear from you again. :)

  • Hi Kerrie, long time no see!! I hope you enjoy the course :)

  • Hello Philip! I began my schooling in Dublin and Haley gave me 'Far from the Tree' as a present. So many connections already ;)

  • It's never too late, @AnaWhite :) We really hope you continue your learning. Congratulations for your drive and initiative -- your students will benefit!

  • Fantastic to hear @PamPrichard -- we look forward to visiting you in 2020 :)

  • Yep. That's the plan! :)

  • This is such a shame Winifred but with people like yourself doing this course, there will be change over time.

  • That is true. Some will. However, there are some societal patterns that can guide you. The two groups that most prefer identity-first are those who identify as Autistic and those in the Deaf (as opposed to 'deaf') community. Note though that just because someone is autistic or deaf does not tell you how they wish to be identified. Being aware of the identity...

  • It would be preferable to refer specifically to 'with ADHD' or 'with dyslexia'. Someone diagnosed with ADHD may not actually experience learning difficulties... The safest option is to have the conversation with the person themselves and ask them what they prefer. :)

  • @IanCampbell I saw a similar space when I was in Oxford recently and I really didn't like it because I was unsure of who had right of way... me or the bus! The whole design seemed quite dangerous to me. Especially when people on bikes and skateboards were whizzing about

  • I am so pleased to hear that @ZhiqiangAmosTay :) Adopting inclusive language can be challenging in systems that have been influenced by the medical model for a long time. But we need to start somewhere and every person that extends their knowledge and makes a commitment like you just have is one more brick in the wall of change. Welcome!!

  • Thank you Jennai -- we certainly think so!

  • Thank you so much for that thoughtful reflection, @ElizabethBeynon -- it is a powerful story and far too common.

  • That is excellent.

  • Yay!

  • You are very welcome @AshaF -- please share your learning with others and encourage them to do the course :)

  • Awesome to hear Paul, thank you for that positive feedback :)

  • Thank you @AlexTuffin -- we worked very hard on it and it is such a pleasure to hear that it is hitting the mark!

  • Yay!! Go you! There is plenty of research to support your position so flick us an email if you experience opposition... :)

  • The CRPD supercedes the Statement and is the most authoritative instrument as it is legally binding on countries that have ratifies the CRPD

  • The MOOC is open for two weeks, @MiriamCrouther -- you can send them the link and encourage them to do it? You could also use this video of a lecture I gave last year and use it as a PL resource...?

    https://mediawarehouse.qut.edu.au/QMW/player/?dID=70532&dDocName=QMW_061007&ref=embed

  • Woo hoo, Alice!! You are right. There are better ways to reach your students and the person best placed to do this is YOU.

  • Excellent to hear @pragatimahajan -- you can be a leader in your school and in your country by making changes one step at a time. Congratulations!

  • Excellent contibution, thank you @IdaBrandão :)

  • Thank you for sharing those principles, Paul :)

  • That is great news Annemaaike! Go Uganda!

  • New Brunswick is doing good things, Paul. Check out Policy 322 which was adopted in 2013. It's not perfect but it has definitely changed attitudes

  • Absolutely right, Alice. This is why we all have to know about our obligations, so we can hold our governments to account :)

  • Yes Ian, teacher aide is our term for teaching assistant :) And it's the same deal here re qualifications, experience and pay.

  • No Pragati, it won't help. In an inclusive classroom, the classroom teacher is responsible for the learning of all students. The TA is there to support the teacher, not individual children.

  • @MatleenaJärviö Universal Design for Learning. You will learn more about it in this course :)

  • Daniel's scenario is based on real-life observations from my six-year longitudinal study investigating the development of severely disruptive behaviour. The classroom was exactly as described in the scenario. Poor Daniel is now in Year 5 and the gaps in his learning have increased every year. :(

  • Hi @RayBaselala -- when you get to the definitions section of the course you will see that the model of provision you describe is not consistent with inclusive education. It is instead defined as segregation. While your wife is no doubt an excellent TA, the most comprehensive research on TAs to date has been done by A/Prof Rob Webster and Prof Peter Blatchford...

  • You and me both Bek! We developed this course so that everyone would know what inclusive education is and ensure that everyone knows that it is a human right. Use this knowledge to uphold your child's right :)

  • Hi Lea, nice to hear from you again :)

  • Welcome Paul -- thank you for joining us!

  • Welcome Sarah, nice to see you!

  • Great to see you on here Nicole! This will give you an excellent grounding for LCN629 which will run in Semester 1 next year

  • You will learn more in this course Milan. I look forward to watching your knowledge develop :)

  • Hi Alice! Great to see you on here :)

  • This is such an important point Siobhan! Please feel free to pass on information about the course to teachers at your school. We will be running a second round of this course in March next year, so you have plenty of time to coax them into it :)

  • Love this reflection @GregoryHarding -- you are 100% on the money!

  • Absolutely right Siobhan -- I am hearing impaired and there is nothing more frustrating than poor acoustics! Amazingly, I attended an inclusive education conference earlier this year with the WORST acoustics ever. It is very easy to miss or forget things that we ourselves take for granted.

  • It is astonishing that so many schools are still inaccessible, despite the Disability Discrimination Act now being in place for over 25 years! My nephew has spent almost 18 months out of school after developing Osgood Schlatter's syndrome, which causes significant pain and mobility issues. His classes were also upstairs but being 70+ kgs and 5'9", no one can...

  • It is really tricky @JenniferMouritz -- see my comment to @maxineNolan above. The presentation by Loren will be really interesting for you too, I think...

  • Whereabouts in the world are you, @MaxineNolan? In the next week or so, we will have recordings from the 2019 Inclusive Education Forum at which Loren Swancutt presented on this topic. We will post the link to the recording on the www.research.qut.edu.au/selb/ website as soon as it is available and will post it here too... It was a brilliant presentation about...

  • Thank you @LisaCase -- this is great feedback :)

  • Thank you @SilviaBustoCaamaño -- we saw your Certificate of Completion on LinkedIn! We hope you enjoyed Week 2 as much as Week 1. You have powered through the content -- well done!

  • That is great news @KirstyRussell -- so glad to hear it!!

  • Feel free to share information about the course with your colleagues @GregoryHarding -- the more educators that do this, the more we are all on the same page :)

  • Thank you @Kerrie-LeighStory -- Haley and I worked hard to practice what we preach! I'm really pleased that you have found it helpful.

  • Thank you for that reflection @SuzyP :) The more educators with this knowledge, the more schools can push governments to meet their obligations under the CRPD.

  • No, it hasn't. Perhaps the thinking is that the Bill of Rights is enough to protect Americans with disabilities but history would show that it isn't...

  • Sad but true :(

  • Yes, Suzy, things in the UK (England particularly) are extremely challenging for educators. It is perplexing to see what is happening as an Australian because the UK was a leader in this space for so long. And, of course, Australian politicians "policy-borrow" from the UK and USA without paying enough attention to the perverse effects of a policy before...

  • Correct @SilviaBustoCaamaño :) Haley and I published a paper last year in a special edition of the International Journal of Speech Language Pathology on the communication as a human right. The whole issue is open-access to mark the anniversary: https://www.tandfonline.com/doi/full/10.1080/17549507.2018.1395478

  • I agree Joelene! It is still a massive challenge... The undergraduate ITE curriculum is very crowded and the standards aren't really explicit enough to ensure the level of quality that is needed. This is one reason we created this online course -- if we can share the necessary conceptual knowledge more widely, it will allow us to go into more depth on the...