References

 

8 Ways. (2020). 8 Aboriginal Ways of Learning. NSW Department of Education. Retrieved September 30, 2021 from https://www.8ways.online/

Abawi, L.A. (2015). Inclusion ‘from the gate in’: Wrapping students with personalised learning support. International journal of pedagogies and learning, 10(1), 47–61. http://dx.doi.org/10.1080/22040552.2015.1084676

Australian Curriculum, Assessment and Reporting Authority (ACARA). (n.d.). Literacy. Australian Curriculum. Retrieved September 18, 2021, from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/literacy/

Australian Institute for Teaching and School Leadership. (n.d). Australian professional standards for teachershttps://www.aitsl.edu.au/teach/standards

Boutot, A. (2017). Autism spectrum disorders: Foundations, characteristics, and effective strategies (2nd ed.). Pearson.

CAST. (2018). Universal Design for Learning Guidelines. Retrieved September 30, 2021 from https://udlguidelines.cast.org

Churchill, R., Godhino, S., Johnson, N., Keddie, A., Letts, W., Lowe, K., Mackay, J., McGill, M., Moss, J., Nagel, M., Shaw, K., & Rogers, J. (2019).Teaching: Making a Difference (4th ed.). John Wiley & Sons Australia. 

Crosland, K., & Dunlap, G. (2012). Effective strategies for the inclusion of children with autism in general education classrooms. Behavior Modification 36(3), 251–269. https://journals-sagepub-com.ezproxy.usq.edu.au/doi/pdf/10.1177/0145445512442682

Duchesne, S., & McMaugh, A. (2019). Educational psychology: For learning and teaching (6th ed.). Cengage Learning Australia. 

Education Council. (2019). Alice Springs (Mparntwe) Education Declarationhttps://docs.education.gov.au/system/files/doc/other/final_-_alice_springs_declaration_-_17_february_2020_security_removed.pdf

Fellowes, J., & Oakley, G. (2014). Language, literacy and early childhood education. (2nd ed.). Oxford University Press.  

Lavan, G. (2018). Managing challenging behaviour in the classroom: A framework for teachers and SENCOs. Routledge. https://ebookcentral-proquest-com.ezproxy.usq.edu.au/lib/usq/reader.action?docID=4930794

Pendergast, D., & Main, K. (2019). Teaching primary years: Rethinking curriculum, pedagogy and assessment. Allen & Unwin. 

Queensland College of Teachers. (n.d.). Code of ethics for teachers in Queensland.  https://cdn.qct.edu.au/pdf/CodeOfEthicsPoster20081215.pdf?_ga=2.186058157.584432111.1633848552-1323802209.1632616232

Reys, R., Rogers, A., Bennett, S., Cooke, A., Robson, K., & Ewing, B. (2017). Helping children learn mathematics (2nd ed.). Wiley. 

Stokes, M., Thomson, M., Macmillan, C., Pecora, L., Dymond, S., & Donaldson, E. (2017). Principals’ and teachers’ reports of successful teaching strategies with children with high-functioning autism spectrum disorder. Canadian Journal of School Psychology, 32(3-4), 192–208. https://journals-sagepub-com.ezproxy.usq.edu.au/doi/pdf/10.1177/0829573516672969

Tomlinson, C., (2017). How to Differentiate Instruction in Academically Diverse Classrooms (3rd ed.). ASCD.http://www.ascd.org/publications/books/117032/chapters/What-Differentiated-Instruction-Is—and-Isn’t.aspx

Turner, M., & Morgan, A. (2019). Opening eyes onto inclusion and diversity in early childhood education. In S. Carter., L. A. Abawi., J. Lawrence., C. Brownlow., R. Desmarchelier., M. Fanshawe., K. Gilbey., M. Turner., & J. Guy (Eds.), Opening Eyes onto Inclusion and Diversity. University of Southern Queensland. https://usq.pressbooks.pub/openingeyes/

Webb, S., Massey, D., Goggans, M., & Flajole, K. (2019). Thirty Five Years of the Gradual Release of Responsibility: Scaffolding Toward Complex and Responsive Teaching. The Reading Teacher, 73 (1), 75-83. http://web.b.ebscohost.com.ezproxy.usq.edu.au/ehost/pdfviewer/pdfviewer?vid=1&sid=d10e2098-42a5-48e0-b5a3-994267cb12be%40pdc-v-sessmgr01

Yunkaporta, T. (2009). Aboriginal pedagogies at the cultural interface. [PhD, James Cook University]. http://eprints.jcu.edu.au/10974