Inclusive Curriculum Glossary

Accommodations
Changes made in how the student accesses the curriculum without altering the curriculum content e.g. wheel chair ramps, large print books or Braille texts, taped lessons
 
Chat books
Books in which can be displayed items such as photos and other memorabilia which relate to activities / events / objects that the person enjoys. A chat book provides topics of conversation for the communication partner. The text is written so as to prompt interaction, for example - the use of open-ended questions like ‘Where have you been today?’

Coactive support
A technique for helping a child learn a new action, by moving his hands (or arms or legs ) through the action you want to teach him. It could be used, for example, by hand-under-hand or hand-over-hand instruction during the students’ learning about daily living routines (for example- meals, grooming, games)

Communication - initiation
Produce a message to affect another (expressive language)

Communication - response
Understand and respond to another’s communication (receptive language)
 
Graffiti board
Key words, phrases or questions related to the learning sequence understandings are written in the centre of large pieces of blank paper displayed around the room. Students are invited to write or draw any ideas that are sparked by the words displayed.

Laying it on the line
A statement related to the learning sequence understandings is read out to students who then take up a position next to one of four points along a line (strongly agree, agree, disagree, strongly disagree). ‘On the spot’ interviews are then conducted asking individual students why they have chosen that position.

Life stage appropriateness
Ways of behaving, having interests and involvement in activities which are typical of those of peers. For example, teaching a teenage student to activate a switch to operate a CD player, ipod , food processor rather than to operate a toy.

Modifications
Changes made in the content, complexity and pace of the curriculum and the pedagogical approach
 
Preintentional communicators
People who communicate at this stage are not really aware of the importance of communicative partners and the two-way nature of communication. They will demonstrate a behaviour (facial expression or body language) whether there is a person in the room to help or not.

Supports
Resources and strategies that enable participation - for example a visual timetable, social stories, teacher aide.