Inclusive Practice Through Layers of Learning Intervention

Abstract

In this chapter, we, from our position as educators in Australia, outline an approach to inclusive practice that is flexible and adaptable. Instead of systems reacting to developmental delays and student learning difficulties by classifying learners and allocating them to alternative specialist programs, we advocate system responses that deliberately focus on removing potential barriers to learning from classrooms, thus making learning accessible for all learners. We believe that classroom teaching is enhanced by incorporating practices that have been shown to be most effective, such as an increased focus on individual learning needs, and the continual assessment of students’ responsiveness to teaching. Collaborative educational casework processes through which the expertise of specialists in development and intervention are accessed, also strengthen the core business of effective classroom teaching, and support students with disabilities inclusively and responsively.