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Inclusion in Action © 2022 Cengage Learning Australia Pty Limited
6th Edition
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Brief contents
PART A: INCLUSIVE ENVIRONMENTS 1
1 Introducing inclusion in education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

2 Legislation and policies supporting inclusive practice . . . . . . . . . . . . . . . . . . . . . . . 52

3 Practising inclusion in diverse school communities . . . . . . . . . . . . . . . . . . . . . . . . . 88

PART B: INCLUSIVE TEACHING AND LEARNING PRACTICES 134

4 Curriculum, learning, teaching and assessment adjustments . . . . . . . . . . . . . . . 135

5 Planning effective teaching strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196

6 Encouraging positive interactions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237

7 Transitions, self-determination and twenty-first-century skills . . . . . . . . . . . . . . 285

PART C: STRATEGIES TO SUPPORT INCLUSIVE TEACHING 317

8 Developing communication skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 318

9 Understanding and supporting literacy competence . . . . . . . . . . . . . . . . . . . . . . 358

10 Understanding and supporting numeracy competence . . . . . . . . . . . . . . . . . . . . 401

PART D: INCLUSION ACROSS THE SCHOOL YEARS 443

11 Inclusion in early childhood . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 444

12 Inclusion in primary schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 489

13 Secondary school inclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 533

v
 Contents
Guide to the text................................................x
Guide to the online resources.......................xiv
Preface.............................................................xvi
About the authors........................................xviii
Acknowledgements......................................xxiii
Standards mapping grid..............................xxiv

PART A: INCLUSIVE ENVIRONMENTS 1

1 Introducing inclusion in education 2
Iva Strnadová and Phil Foreman
Introduction......................................................................................................................................... 2
1.1 Principles underlying inclusion................................................................................................ 5
1.2 What is a disability?..................................................................................................................13
1.3 Other forms of diversity..........................................................................................................17
1.4 Terminology and concepts related to inclusion...................................................................18
1.5 Language about diversity........................................................................................................23
1.6 Inclusion in schools: models of schooling for students with a disability..........................29
1.7 Overview of approaches to teaching students with additional needs in
regular classes..........................................................................................................................36
1.8 Diversity across the life-span..................................................................................................39
1.9 Myths and facts about disability and diversity.....................................................................41
1.10 The future of inclusion............................................................................................................43

2 Legislation and policies supporting inclusive practice 52

Michael Arthur-Kelly and Phil Foreman
Introduction.......................................................................................................................................52
2.1 Principles, policies and practice...............................................................................................53
2.2 Legislation in Australia and New Zealand...............................................................................54
2.3 Policy in Australia and New Zealand.......................................................................................60
2.4 International legislation and policy.........................................................................................68
2.5 The practice of inclusion...........................................................................................................72

3 Practising inclusion in diverse school communities 88

Michael Arthur-Kelly, Iva Strnadová and Martin Howes
Introduction.......................................................................................................................................88
3.1 Embracing inclusion..................................................................................................................91
3.2 Negotiating inclusion.................................................................................................................93
3.3 Programming for inclusion.....................................................................................................101
3.4 Resourcing inclusion................................................................................................................108
3.5 Building capacity for inclusion...............................................................................................119

vi
 CONTENTS

PART B: INCLUSIVE TEACHING AND LEARNING PRACTICES 134

4 Curriculum, learning, teaching and assessment adjustments 135
Carl Leonard and Robert Conway
Introduction.....................................................................................................................................135
4.1 Concepts of teaching and the Australian curriculum..........................................................136
4.2 Learning, teaching and curriculum in inclusive education.................................................140
4.3 Needs, expectations and resistance......................................................................................150
4.4 Students with low additional education support needs in the classroom.......................159
4.5 Extensive adjustment for students with profound and/or multiple disabilities
in the classroom......................................................................................................................171
4.6 Assessment...............................................................................................................................177
4.7 Using technology in learning and teaching..........................................................................183
4.8 Staff working cooperatively on adjustments and implementation...................................185
A final reminder...............................................................................................................................189

5 Planning effective teaching strategies 196

Therese M. Cumming and Michael Arthur-Kelly
Introduction.....................................................................................................................................196
5.1 Curriculum issues....................................................................................................................197
5.2 Instructional issues..................................................................................................................199
5.3 Aspects of the learning context..............................................................................................200
5.4 Designing effective teaching interventions..........................................................................205
Final thoughts..................................................................................................................................224

6 Encouraging positive interactions 237

Robert Conway and Judith Foggett
Introduction.....................................................................................................................................237
6.1 Social behaviour in schools....................................................................................................238
6.2 What is social inclusion?..........................................................................................................247
6.3 Integrating behaviour and academic skills...........................................................................249
6.4 Approaches to managing behaviours in regular classes....................................................253
6.5 Developing specific behaviour plans.....................................................................................255
6.6 Student and teacher developed behaviour improvement plans.......................................259
6.7 Social skills and enhancing peer acceptance through classroom activities.....................262
6.8 Preparing teachers and students to support social inclusion............................................273
6.9 Maintaining positive interactions in the wider school context..........................................276

7 Transitions, self-determination and twenty-first-century skills 285

Iva Strnadová and Michael Wehmeyer
Introduction.....................................................................................................................................285
7.1 The context for twenty-first-century transitions..................................................................286
7.2 Diversity of transitions............................................................................................................288
7.3 Promoting self-determination across the life span.............................................................291
7.4 Meaningful participation in individual learning plans/individual transition plans..........298
7.5 Self-advocacy............................................................................................................................306
vii
CONTENTS

PART C: STRATEGIES TO SUPPORT INCLUSIVE TEACHING 317

8 Developing communication skills 318
Dean Sutherland
Introduction.....................................................................................................................................318
8.1 Communication and inclusion...............................................................................................320
8.2 Communication development...............................................................................................323
8.3 Teaching strategies to support communication..................................................................331
8.4 Indigenous Australian and Māori students..........................................................................334
8.5 Supporting communication learning for students with diverse needs............................337

9 Understanding and supporting literacy competence 358

Kerry Dally and Michelle Ralston
Introduction.....................................................................................................................................358
9.1 Underlying processes and influences...................................................................................360
9.2 Components of successful literacy and specific teaching strategies................................364
9.3 Integrating literacy across key learning areas......................................................................391

10 Understanding and supporting numeracy competence 401

Sally Howell and Sarah Hopkins
Introduction.....................................................................................................................................401
10.1 Understanding students’ learning needs...........................................................................402
10.2 Numeracy...............................................................................................................................403
10.3 Big ideas for number sense..................................................................................................407
10.4 Counting and early number.................................................................................................411
10.5 Basic facts...............................................................................................................................417
10.6 Problem-solving.....................................................................................................................421
10.7 Multi-digit arithmetic.............................................................................................................428
10.8 Supporting students with significant numeracy needs....................................................433
10.9 Extending students with advanced mathematical skills...................................................433

PART D: INCLUSION ACROSS THE SCHOOL YEARS 443

11 Inclusion in early childhood 444
Coral Kemp
Introduction.....................................................................................................................................444
11.1 Supporting early childhood intervention in the home and in inclusive
community-based settings...................................................................................................445
11.2 Supporting families and carers to provide intervention within naturally
occurring home and community settings..........................................................................456
11.3 Supporting interventions in inclusive early education settings.......................................462
11.4 Early childhood transitions...................................................................................................469
11.5 Inclusive practices in the early years of school..................................................................474
viii
 CONTENTS

12 Inclusion in primary schools 489

Umesh Sharma and Martin Howes
Introduction.....................................................................................................................................489
Barawun Primary School................................................................................................................491
12.1 Barawun PS: Day 1, term 1, about three years ago …....................................................491
12.2 End of week 1, the first year...............................................................................................495
12.3 End of term 1, the first year...............................................................................................497
12.4 End of term 2, the first year...............................................................................................501
12.5 End of the first year.............................................................................................................504
12.6 Day 1, the second year........................................................................................................508
12.7 End of term 2, the second year..........................................................................................512
12.8 End of the second year.......................................................................................................515
12.9 Day 1, the third year............................................................................................................518
12.10 End of term 2, the third year..............................................................................................520
12.11 End of the third year...........................................................................................................523

13 Secondary school inclusion 533

Michael Davies
Introduction.....................................................................................................................................533
13.1 Issues on inclusion in secondary schools...........................................................................533
13.2 Strategies for inclusion in secondary schools....................................................................540
13.3 Ten strategies for teaching for diversity.............................................................................544
13.4 Inclusion across the secondary curriculum........................................................................554
13.5 Collaborative teaching and teaming in secondary schools..............................................556
13.6 Making secondary education meaningful..........................................................................560
13.7 Transition planning................................................................................................................561
13.8 Work experience and transition from school....................................................................572

Appendix 1: Common abbreviations and shortened forms..............585

Appendix 2: Fact sheets.........................................................................587
Index.........................................................................................................588

ix
 Guide to the text
As you read this text you will find a number of features in every
chapter to enhance your study of Inclusive education and help
you understand how the theory is applied in the real world.
Standards mapping grid
BOOK FEATURES
This book is designed to assist readers to achieve the Australian Professional Standards for Graduate Teachers.
The following grid shows how the content of particular chapters contributes to the Standards.

Professional Knowledge Standards Chapters A Mapping grid shows how the

1. Know students and how they learn
1.1 Physical, social and intellectual development and characteristics of students 4, 6, 7, 8, 9,
content of the chapters relates
Demonstrate knowledge and understanding of physical, social and intellectual development and
characteristics of students and how these may affect learning.
10,11
to the Australian Professional
1.2 Understand how students learn 4, 5, 6, 7, 9, Standards for Graduate
Demonstrate knowledge and understanding of research into how students learn and the 11, 12
implications for teaching . Teachers.
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds 1, 4, 5, 7, 8,
Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and 11, 12, 13
needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students 8, 9, 12
Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and
linguistic background on the education of students from Aboriginal and Torres Strait Islander
backgrounds.
1.5 Differentiate teaching to meet the specific learning needs of students across the full 1, 3, 4, 5, 6,
range of abilities 7, 8, 9, 10,
Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the 11, 12, 13
specific learning needs of students across the full range of abilities.
1.6 Strategies to support full participation of students with disability 1, 2, 3, 4, 5,
Demonstrate broad knowledge and understanding of legislative requirements and teaching 6, 7, 11, 12,
strategies that support participation and learning of students with disability. 13
2. Know the content and how to teach it
2.1 Content and teaching strategies of the teaching area 4, 6, 8, 9, 10,
Demonstrate knowledge and understanding of the concepts, substance and structure of the 11,12, 13
content and teaching strategies of the teaching area .
2.2 Content selection and organisation 4, 5, 9, 10,
Organise content into an effective learning and teaching sequence. 12, 13
2.3 Curriculum, assessment and reporting 4, 5, 9, 10,
Use curriculum, assessment and reporting knowledge to design learning sequences and 12, 13
lesson plans.
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote 1, 8, 12
reconciliation between Indigenous and non-Indigenous Australians
Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait
Islander histories, cultures and languages .
2.5 Literacy and numeracy strategies 4, 8, 9, 10
Know and understand literacy and numeracy teaching strategies and their application in
teaching areas .
2.6 Information and Communication Technology (ICT) 3, 4, 5, 8, 12
CHAPTER OPENING
Implement teaching strategies for usingFEATURES
ICT to expand curriculum learning opportunities
for students.

xxiv

2
CHAPTER

Legislation and policies

BK-CLA-STRNADOVA_6E-210116-Chp00_Prelims.indd 24 20/08/21 2:43 PM

supporting inclusive practice

Michael Arthur-Kelly and Phil Foreman

This chapter aims to:

Identify the key concepts you
2.1 Describe the development of principles and policies related to inclusive education
for students with disability
will engage with through the
2.2 Describe the important features of legislation for students with disability in the
states and territories of Australia and in New Zealand
Learning objectives at the start
2.3 Describe the important aspects of policy in Australia and New Zealand for
students with disability
of each chapter.
2.4 Describe the important features of international legislation and policies for
students with disability
2.5 Discuss the practice of inclusion, and the effect groups can have on educational
policy.

Introduction Refer to the Introduction for a

Including diverse students with disability in the regular classroom requires some specific contextualised summary of the
practices on the part of teachers and their colleagues. Later chapters in this book provide
examples of ways in which teachers can support a diversity of students in the regular chapter.
classroom. For example, to meaningfully include students with additional needs, teachers
must develop an understanding of the strengths and support needs of the students, and
must make relevant adjustments or changes to the learning environment to assist these
students.
At both the private and the professional level, teachers’ day-to-day practice is
a reflection of their beliefs, their obligation to follow the law, and the requirements
associated with organisations such as the workplace and educational institutions. In a
school environment, the behaviour and practice of teachers is influenced by their training
and their personal beliefs, by legislation, and by organisational policy.
x An awareness of the relationships between principles, laws, policies and practices is
important in the context of this book. One of the aims of the book is to provide practical
advice about how to support students with a diversity of additional needs in the regular
classroom. Consequently, the way these students are supported (the practice) will be
influenced by attitudes and beliefs (the principles) and by laws and organisational
guidelines (the legislation and policies). In turn, how well we do at the practice will
 GUIDE TO THE TEXT

FEATURES WITHIN CHAPTERS

CHAPTER 9 Understanding and sUpporting literacy competence

Narratives from parents, NARRATIVE

students, teachers and other 9.3
professionals link the theory to Response to intervention: Tier 3, spelling
real-life situations. ‘Matthew’ is currently in Year Three and has moderate bilateral
sensorineural hearing loss. Through observation in classroom
activities, in addition to the Oral and Written Language Scales
assessment, it was noted that Matthew was below same-age peers
in recognition and understanding of suffixes. Matthew tends to
mishear the ends of words and finds understanding and applying
verb tense challenging.
Tier 3 intervention involved Matthew being engaged in one-
on-one follow-up activities to extend and consolidate skills in
understanding basic suffixes. A past and present verb tense focus
incorporated simple errors from Matthew’s writing such as walk,
walked, walking and help, helped, helping. Matthew worked with
the teacher to visually and aurally identify the -ed and -ing suffixes.
Matthew and the teacher worked together using a basic,
custom-designed graphic organiser (see Figure 9.24) to focus
explicitly on the two base word and suffix combinations. This
supported Matthew to hear the base words and morphemes used
in context and also see them visually within written text, leading to
further discussion of related word families to enable Matthew to
recognise common patterns.
Amanda Boelen
Given that writing is a less preferred area of study for Matthew,
the session included online interactive games from Vocabulary
Spelling City (Learning City, n.d.) and self-constructed word lists and associated games were used,
targeting the suffixes in focus. Following this, flip books (Cecil et al., 2017) were createdCHAPTER
for further 6 EncouragIng PosItIvE IntEractIons

(see Buckskin, 2009; Edwards-GrovesSuffixes:

& Murray, 2008).
Present and PastMany
Tensestudents have been shown to have
growing resentment towards schooling (Schwab, 2012) and some disengage from the education
Walking I like walking to school.
system entirely.
A key to the developmentWalk of productive and engaged behaviour is, as for gifted students,

ensuring that the curriculum is engagingWalked

and at the level appropriate to the individual’s
I walked home from school.
current learning capabilities. In some cases, this requires a rethinking of curriculum content Aboriginal and
to incorporate Indigenous values and culture. This can be accomplished through ongoing Torres Strait Islander
students
professional development on Indigenous teaching which develops stronger teacher ‘confidence
PART C STRATEGIES TO SUPPORT INCLUSIVE TEACHING
about classroom management of Indigenous students’ (Craven & Han, 2014). It also means that
schools need to be aware that removal of students from mainstream schools to specialist settings
NEW Evidence-based practice EVIDENCE-BASED
reflects PRACTICE
the ‘persistent failure of Australian9.1
education systems to engage, support and understand
Indigenous students’ (Graham, 2012, p. 173).
boxes contain practical Developing vocabulary through shared book reading
FIGURE 9.24 Suffixes: present and past tense
examples, teaching tips, and Students
1 Drawfrom culturally
attention to wordsdiverse backgrounds
which children may not know and provide child-friendly
source: amanda Boelen

other materials that illustrate Students definitions

from diverse for these words
cultural as the story
backgrounds is being
have read:sets
differing e.g.of
‘a challenges
snore is a loud sound
in mainstream
classroom thatsettings.
some people This or animals
is most make when
common when they
EAL/D
CHAPTER are sleeping’.
4students
CurriCulum,arePoint to illustrations
taught in a monolingual
leArninG, teAChinG And Assessment Adjustments
practical approaches to classroom representing the words if they are available or model actions like snoring and ask
where mainstream teachers have not yet incorporated the learning needs of these
389

teaching and that assist in good children to join in.

professional
students into learning community
their classroom in thepractices
learning school is (Dobinson
seen by Deppeler
& Buchori, (2012) as a In
2016). way
thefor staff
case ofto
2 Have
collaborate
refugees, asconversations
data an inclusive
show with have
school
that many children
rather about
hadthan newteachers
have
seriously words and
disrupted workaskinquestions
educationalisolation. relating
Like so to
experiences the
many
and
inclusive practice. new word, e.g.
BK-CLA-STRNADOVA_6E-210116-Chp09.indd 389
strategies that Have you heard someone snoring? 20/08/21 5:02 PM
hence may notexist for increased
be aware involvement
of expectations of students
of schools with disability
and classrooms in the classroom,
in Australian educational
teachers
settings need
3 Re-read
(Strausssupport
books from the
several
& Smedley, school
times
2009). to executive,
provide
Hence, skillslack
multiple
they may to make
basicthe
exposures to
skillsstrategies
such as work,
the new how toand
words and the in a
behave
ability
structuredgradually
to choose buildthey
who
mainstream children’s understanding
work with
classroom. Anrather than
additional ofthis
the being
new words
challenge imposed
is andon
working the story.
them.
with the students’ homes
where English may not be used.
4 Engage children in retelling the story and discussing how the new words and concepts
relate to their own experiences.
For some students there may be a clash between the cultures and values of the home and the
A final reminder
5 Integrate new words from book readings into other activities during the day.
cultures and values of the school. This can add to student frustration and hence disengagement
source: adapted from snell et al. (2015)
with learning and the use of unproductive behaviours in the absence of other appropriate ways to Students for
Aseek
good assistance.
way to summarise what has been presented in this chapter is to recognise that among the whom English is an

many The evidence-based

ways students with practices in can
disability Evidence-based practice in
be active participants 9.2anare for olderclass
inclusive readers and are
is through
additional language
Reflect on this reminders or dialect
adaptedREFLECT
teachers: ON THIS
from the explicit vocabulary instruction steps described by Beach et al. (2015), Swanson
prompt you to critically analyse •et al. (2017) and
modifying Coyne and Koriakin (2017). Readers are also referred to Elleman et al.’s (2019)
expectations
Using AITSL Graduate Standard 4.1 (Support student participation: Identify strategies to
important concepts and reflect recommendations of evidence-based practices for vocabulary instruction and Hougen’s (2014)
• providing supports and adjustments
support inclusive student participation and engagement in classroom activities), reflect
suggestions for teaching vocabulary at the three RTI levels.
on your own experiences and • embedding basic skills
on what activities and individual
in a classroom may education planning (IEP)
increase engagement goals
of the into classroom
diversity routines
of students in
• ensuring that all
the classroom
EVIDENCE-BASED students
and are engaged
those activities
PRACTICE that in meaningful
may
9.2 academiceffect.
have the opposite and social
Comelearning
back to your
beliefs about the processes of experiences
reflections at the end of the chapter and see whether these have changed.
learning and teaching. • Vocabulary
embracing instruction
evidence-based forand
practices older readers
approaches to teaching and learning
• using the principles
1 Select of Universal
words to teach directly:Design
beforefor Learning
teaching (UDL) consider
a lesson, to synthesise the above
the purpose of processes.
the

Meet real teachers in the Home factors

lesson and select target words. Target words should have high academic utility: that is,
A TEACHER REFLECTS
Studentsthey are words
come to school that students
with a set ofare not likely
values to encounter
and attitudes thatindirectly,
cannot bebut leftare essential
at the schooltogate.
A teacher reflects feature, and Familyunderstand
perceptionsthe topic and
of school andconcepts
the valueunder study orplay
of schooling will an
be important
useful acrossrolecontent
both in areas,
a student’s
Cloe,e.g.first year
clarify, secondary social sciences teacher, rural South Australia
investigate.
gain insights into how inclusive attitude to school and its management practices, and in the degree of support that teachers
canI2started
Introduce
expect from words
the
teaching in aand
home inprovide
rural schoolstudent-friendly
promoting thatschool definitions:
management
was fairly isolated, Definitions
practices.
which was While
a shockshould
schoolbebehaviour
for an short
urban
practices inform their day-to- problemsandcannot
dweller easyme!
like toberemember
directly
I found thatand
I hadaccompanied
attributed to family
a number ofby synonyms.
factors, withSynonyms
a number
students of home
disability provide
in issues acan
gistexacerbate
my classes of the
and
day teaching. wasword
school having meaning
problems. difficultyand help with
These meeting
include the
recall, e.g. expand:
typeadditional
all their of additional
getatbigger.
need,
needs single-parent
once. families,
The learning and marital
support
teacherlowatsocioeconomic
3 Provide
discord, the schoolopportunities
multiple offered to and
status assist me in planning
todisturbed
interact with theand
word:
child–parent preparing lessons.
If the target
relationships. wordShe didn’t
is in a
offer to prepare
current text, them for me, the
then explain butword
to work alongside
in the contextme
of to
theprovide adviceintroducing
topic. When and some a
Particularly in the case of students with mental health needs, there is a clear link between
examples.
generalShe even offered
academic to come itinto
word, present in athe room, ifand
sentence I was comfortable
explain with that,
what it means to share
in that
their mental health needs and the home situation. The National Health and Wellbeing Survey
a lesson or two
sentence. where additional
Provide we would team-teach
sentences, andpartstudents
of a topic. She also
discuss howsuggested
the wordsome
is used and
(see Sawyer,
changes
what in
2009) conducted
assessment
it means
across Australia
and reporting
in different contexts.
found that approximately 14 per cent of all
for one student who had high support needs. I learnt
more from being
4 Engage supported
students in wordthan
play:I Ask
would have done
questions thatifrequire
she hadstudents
simply taken over
to make the
decisions
planning
aboutor sent
the a learning
target word’s support
meaning, assistant into the
e.g. If I blow intoroom. I maintained
a balloon responsibility
will it expand and
or contract?
the support sentence
teacher did just that – supported me.with sentence frames where students 243
5 Provide writing opportunities: Start
substitute a target word for a synonym or complete cloze sentences by choosing
appropriate target words. Progress to sentence generation and composing longer texts
using a range of target words in authentic contexts.
BK-CLA-STRNADOVA_6E-210116-Chp06.indd 243 20/08/21 4:53 PM
source: adapted from Beach et al. (2015), swanson et al. (2017); coyne and Koriakin (2017)

xi
 Contemporary education environments place an emphasis on collaboration between students to
support their learning. The mechanism which supports this collaboration is talking. Therefore,
communication via oral language is critical for cognitive development and learning (Gillies,
2014). Children also learn about themselves through the ways in which others communicate with
GUIDE TO THE TEXT them. This places considerable responsibility on parents/caregivers and teachers to consider how
they communicate with – and about – children. For teachers, particularly, it is important to reflect
on the language used when talking about children. It is also important to reflect on the words
and style of communication used when speaking with children. The manner in which adults
communicate with each other and children in preschools and classrooms is critical to inclusive
FEATURES WITHIN CHAPTERS
education. Consider the following versions of an exchange between two teachers discussing a
student’s behaviour.

Guided example boxes help

Example 1 you contextualise theory by
Teacher A: ‘Scott had another one of his meltdowns this morning. Then the whole session
went pear-shaped’.
providing immediate examples
Teacher B: ‘Oh no, you poor thing – that is so frustrating. He has got some real behaviour
alongside learning concepts.
issues going on.’

Teacher A: ‘It seems every time I try to get him involved in a group activity, he just loses it.
I’m sure some of it is just to get under my skin!’

Teacher B: Yeah, he’s got to learn how to get on with others.’

Teacher A: I know, and I am going to make sure that he does!’

320 PART B INCLUSIVE TEACHING AND LEARNING PRACTICES

negative
reinforcement
In behavioural terms, both are negatively reinforced by the teacher reactions. By the student Important Key terms are
displaying the behaviour and the subsequent teacher actions, the teacher is negatively reinforced
This occurs when a
behaviour allows the by having peace in the room and the student out of the room. The student is negatively reinforced marked in bold in the text and
person320to escape
BK-CLA-STRNADOVA_6E-210116-Chp08.indd by getting out of the work and the room. Importantly, the student has communicated that the 20/08/21 4:57 PM
from something
that they would work is beyond her ability, and this should be noted by the teacher, particularly if the student defined in the margin when
otherwise find
does not have the skill to communicate frustrations in other ways.
aversive and to
avoid an unwanted
From a social skills perspective, students who display these behaviours are considered to have
they are used for the first time.
consequence.
interfering problem behaviours (Gresham, 2017). Gresham sees these as being in three categories:
• social skills acquisition deficits – they do not have appropriate skills in their repertoire
• social skills performance deficits – they have the behaviour and either choose not to use the
behaviour, or do not realise that they need to use the skill
• social skills fluency deficits – they use the behaviour in the setting in which it is reinforced
but fail to use it in other situations.
ICONS The issues of social skills will be discussed further later in the chapter as they are critical in
ensuring the social inclusion of all students, particularly those with disabilities.

Types of behaviours causing concern

Fact sheet icons in the margins indicate where additional background information is
Teachers want to spend most of their time focusing on student learning rather than student

available on common forms of diversity. When you see this icon, ask your instructor for
behaviour. In order for this to happen, teachers want students to:
• start on time
access to the
• prepare for thefact
lesson sheet that relates to that topic.
• attend to what the teacher says
ACARA (AC)
• comply withicons indicate material from the Australian Curriculum, Assessment and
teacher directions
• strive to finish assigned tasks to the highest possible standard
Reporting Authority,
• collaborate ACARA.
constructively with other students when required, and
• work
PART B INCLUSIVE TEACHING AND without
LEARNINGdisturbing
PRACTICES others when required (Angus et al., 2009, p. 5).

Angus
PART B INCLUSIVE TEACHING et al. (2009)
AND LEARNING were studying teachers in Western Australia and their concerns about
PRACTICES
student behaviour and classroom learning at Years 2, 4, 6 and 8 (first year of secondary in
WA), and particularly in lower socioeconomic areas. They found that the behaviour of most
Summary
concern to teachers was inattention, with over 20 per cent of students identified as inattentive.
END-OF-CHAPTER
STUDY Summary
This
FEATURES
chapter has focused on the role of the regular national and jurisdictional curricula that
Unmotivated behaviour was more commonly reported in secondary than primary classes.
heavily influence mainstream classroom teaching. The approach has been to examine ways in
This chapter has the
focused on the rolestudents
of the regular
werenational and jurisdictional curricula that
STUDY
TOOLS Importantly, unmotivated not aggressive in their behaviour;
which the curriculum can be adjusted to meet the requirements of students with disability, rather
heavily influence mainstream classroom teaching. The approach has
they simply
diddeveloping
than not engage in learning.
discrete Aggressive
curricula or teachingbehaviour was
models that may lessbeen
farexacerbate to examine
common ways inproductive
than either
differences rather than
TOOLS which the curriculum can be adjusted to meet the requirements of students with disability, rather
or unmotivated
enhance behaviour
inclusion for all studentsat in
allthe
levels.
class.Angus et al.that
Strategies used thebeen
have terms ‘productive’,
examined include‘disengaged’,
the
At the end ofthan each
adjustment chapter
of individual you will
disruptive’.
materials find
adjustingseveral
Interestingly,
through only
their tools
developing discrete curricula or teaching models that may exacerbate differences rather than
‘uncooperative’, and teaching
‘low-level 40 per cent
readability andofthrough to
students
enhance inclusion for all students in the class. Strategies that have been examined include the
help
thewere seen you to review, practise and extend
asofconsistently
inclusion language andproductive, 20 perthat
reading activities centare
consistently unproductive
appropriate to the students’and the remainder
instructional levels.fluctuated
your knowledge
The difficulties ofusingyear
of the key
to school
text-based learning
year. This
materials
PART B INCLUSIVE TEACHING AND LEARNING PRACTICES
inclusion of language and reading activities thatwas
objectives.
adjustment of individual teaching materials through adjusting their readability and through the
from school attributed
and the challenges
are appropriate tofinding
of
to thestudents’
the setting and
suitable the typeslevels.
alternatives
instructional and
havecontent of
been acknowledged,
instruction. considering the heavy reliance placed on them, particularly by secondary teachers.
The difficulties of using text-based materials and the challenges of finding suitable alternatives have
The rapid expansion of alternative materials through technological sources, such as the internet, is
been acknowledged, considering the heavy reliance placed on them, particularly by secondary teachers.
expanding options, but these still need adjustments in many cases for students with disability.
Summary
Unproductive behaviours
The rapid expansion of alternative materials through technological sources, such as the internet, is
Review your understanding of
The development
expanding options, ofbut
units of work
these to provide
still need a more selective
adjustments amount
in many cases forof content,
students coupled
with with focused
disability.
STUDY This
vocabularyInchapter
The development
ahas
studybeen ofsuggested
has student
focused on
of unproductive
units
behaviours
asthe role of in
theSouth
an appropriate
of work tobehaviours
provide a more
regularAustralian
approachnational
selective
schools,
and
amount
Sullivan
jurisdictional
for mainstreamed
of content,
et al. (2012,
curricula
classes. While that
such an 2014) also the key chapter topics with the
approach found
heavily that
influence
is time-consuming mainstream
for theclassroom of concern
individualteaching.
teacher, to teachers
Theinvolvement
the approach were
has
of been
groupstocoupled
largely
examine
of
with
low-level
teacherswaysfocused
disengaged
andinwhole
TOOLS vocabulary
which
faculties
approach
than
has
canthe
behaviours,
been
reduce
isdeveloping
suggested
curriculum
the
time-consuming
can be
including
burden
discrete for
as
on
an appropriate
adjusted
being
eachlate to
formeet
teacher
the individual
curricula
approach
andthe
class,
teacher,
or teaching
for
avoiding
increase
mainstreamed
requirements
thedoing
array
the involvement
models that may
of
classes.
ofschoolwork
students
adjustedwith
of groups
exacerbate
and
While suchrather
disability,
disengaging
materials
of teachers
differences
an
for later from
and whole
Summary.
classroom
use. Adjusted activities.
curriculum Other unproductive
presentation has the potentialbehaviours
to increase included
student low-level
involvement andrather
disruptive
reduce than
behaviours
faculties can reduce
enhance the for
inclusion burden
all on eachin
students teacher andStrategies
thelesson,
class. increase the thatarray
have of adjusted materials for later
disruptivesuch as disrupting
behaviour through the flow ofatthe
teaching the student talking out
instructional turnbeen
oflevel. and examined include
making distracting the noises.
use. Adjusted
adjustment curriculum presentation
of individual teachinghas the potential
materials through toadjusting
increase student involvement
their readability and and reduce
through the
Aggressive/antisocial
The more specific
disruptive behaviour adjustmentsteachingbehaviours
and modifications such as verbally
required abusing
for students other students, spreading
with high support needs rumours
inclusion of languagethrough
and reading activities at thethat
student instructional
are appropriate level.
to the students’ instructional levels.
andaexcluding
necessitate greater level peers were very
of support uncommon
for classroom for allThis
teachers. teachers.
is perhapsHence,
bestacross all years
undertaken of schooling
through
The more specific
difficulties of adjustments
using text-based and materials
modifications required
and the for students
challenges of findingwith high support
suitable needs have
alternatives
collaborative planning with specialist teachers to ensure maximum participation in classroom learning
necessitate a greater considering
been acknowledged, level of support for classroom
the heavy relianceteachers.
placed onThis is perhaps
them, best by
particularly undertaken
secondary through
teachers.
and assessment and the possible use of teacher’s assistants to supervise learning activities in the class.
240 collaborative
The rapid expansionplanning ofwith specialist
alternative teachers
materials to ensure
through maximum sources,
technological participation in classroom
such as the internet,learning
is
Finally,
and
expanding it isoptions,
assessment important
andbut
thefor the still
executive
possible
these use and staff assistants
ofadjustments
need teacher’s to support
in manyto acases
coordinated
supervise approach
learning
for students to learning
activities
with and
in the
disability. class.
teaching adjustments. The following chapter will explore further the interrelated areas of social
Finally, it is important
The development for the
of units executive
of work and staff
to provide to support
a more selectivea amount
coordinated approach
of content, to learning
coupled and
with focused
integration and management of the inclusive classroom.
teaching
vocabulary adjustments. The following
has been suggested as an chapter
appropriatewill approach
explore further the interrelated
for mainstreamed areasWhile
classes. of social
such an
integration
approach is 240
BK-CLA-STRNADOVA_6E-210116-Chp06.indd and managementfor
time-consuming
Discussion questions
of the individual
inclusive classroom.
teacher, the involvement of groups of teachers and whole
faculties can reduce the burden on each teacher and increase the array of adjusted materials for later
Test your knowledge and
20/08/21 4:53 PM

use. Adjusted curriculum

Discussion questions
1 What
disruptive
topics would you
behaviour
presentation
include in a has the potential
half-day to increasesession
staff development studenton involvement and reduce
adjusting curriculum, consolidate your learning
learning, teachingthrough teachingfor
and assessment at the student
students instructional
with disability inlevel.
your mainstream school?
1 What topics would you include in a half-day staff development session on adjusting curriculum,
The more
2 learning, specific
How can you
necessitate
adjustments
makeand
teaching assessment and
assessment
modifications
tasks
forrelevant
required
studentsfor
for students
all students
with disabilityininthe
with
yourclass?high support
mainstream school?
needs
through the Discussion
3
2 What
How canareayou
greater
the types
make
level of support for
of curriculum,
assessment
classroom
learning
tasks andfor
relevant
teachers.supports
teaching This is perhaps
all students in the required best undertaken through
class? for students with high
collaborative
and assessment
planning with specialist
support needs and how can they be provided?
3 What are theand typestheofpossible
curriculum,
use of
teachers
learning
teacher’s
to
and
ensure maximum
teaching to
assistants supports
participation
superviserequired
in classroom
for activities
learning students with
learning
in thehigh
class.
questions, Individual activities,
support needs and how can they be provided?
Finally, it is important for the executive and staff to support a coordinated approach to learning and
Individual activities
teaching adjustments. The following chapter will explore further the interrelated areas of social
and Group activities.
Individual activities
1 Take a topic
integration and in your teaching
management areainclusive
of the and identify the ‘must know’ content and the vocabulary that
classroom.
should be placed in each of the three categories. Compare your results with those of a colleague.
1 Take a topic in your teaching area and identify the ‘must know’ content and the vocabulary that
2 should
Take anbe existing
placed teaching
in each ofmaterial and adjust it for use byyour
students with anthose
instructional level at
Discussion questions the three categories. Compare results with
least three grades above or below the grade level for which the teaching material was originally
2 Take an existing teaching material and adjust it for use by students with an instructional level at
of a colleague.

1 designed.
What topics would you include in a half-day staff development session on adjusting curriculum,
least three grades above or below the grade level for which the teaching material was originally
learning,
3 designed.
Draw a mapteaching
of yourand assessment
classroom, for students
including seatingwith
plan,disability
position in
ofyour mainstream
resources school?
– especially technology
CHAPTER 4 studY tOOls
2 that
How supports
can you make assessment
the learning tasks relevant
of students for all students
with additional in the
needs, and class?of students with
location
3 Draw a map of your classroom, including seating plan, position of resources – especially technology
3 disability
What are the andtypes
their specific learning
of curriculum, needs. and
learning Track where you
teaching moverequired
supports within theforcourse
studentsof most lessons.
with high
that supports the learning of students with additional needs, and location of students with
How does
support yourand
needs utilisation
how canoftheyspacebehelp to meet diverse student needs? Does your classroom space
provided?
disability and their specific learning needs. Track where you move within the course of most lessons.
Group activities
encourage diverse students to learn together, allow for targeted grouping of students within lesson
How does your utilisation of space help to meet diverse student needs? Does your classroom space
structures, etc.?
Individual activities
1 As aencourage
small group, diverse
take students
a curriculumto learn
topictogether,
and workallow for targeted
through grouping
the process of students
of identifying thewithin
criticallesson
1 structures,
curriculum
Take a topic etc.?
content, adjusting
in your teachingthearea
vocabulary
and identifyand then developing
the ‘must know’acontent
series ofandsample teaching materials
the vocabulary that
190 for the topicbethat
should demonstrate
placed in each ofthe
theimportance of adjusting
three categories. Compare curriculum, reduced
your results vocabulary
with those and
of a colleague.
appropriate presentation
2 Take an existing styles.
teaching Also prepare
material an adapted
and adjust assessment
it for use by studentstask foran
with the same topic. Share
instructional level atthe
190
outcomes withgrades
least three other groups in below
above or the same
theor different
grade level curriculum areas.
for which the teaching material was originally
2 Have each member of the group examine a different technological approach to supporting students
designed.
with disability
3 Draw a map ofthe
BK-CLA-STRNADOVA_6E-210116-Chp04.indd 190in
classroom
your (e.g.
classroom, digital books,
including iPad
seating applications,
plan, position ofRead and Write
resources Gold). Discuss
– especially your
technology
20/08/21 7:00 PM

findings with the group

that supports
BK-CLA-STRNADOVA_6E-210116-Chp04.indd
and how
the learning
190
they could
of students be used
with in the needs,
additional classroom.
and location of students with 20/08/21 7:00 PM
3 Discuss and identify
disability adjustments
and their required
specific learning for students
needs. withyou
Track where special
moveneeds, those
within the who areofgifted
course most lessons.
andHow
talented
doesand those
your with an
utilisation ofEAL/D background.
space help Share the
to meet diverse outcomes
student andDoes
needs? consider how these space
your classroom
differing needsdiverse
encourage can be students
met in antoinclusive classroom.
learn together, ACARA’s
allow Illustrations
for targeted groupingof of
Practice (https://www.
students within lesson
australiancurriculum.edu.au/resources/student-diversity/illustrations-of-practice/)
structures, etc.? include documents
(e.g. unit overviews) showing the teaching adjustments made within the video samples. Use these as

xii 190
a comparison to your own approach. Consider how your future planning might best meet individual
learning needs within a positive, inclusive climate.
4 Examine and critique ACARA’s CASE Content – Abilities – Standards – Evaluation Planning Pathway
(https://www.australiancurriculum.edu.au/resources/student-diversity/planning-for-student-diversity/
steps-to-personalise-learning-case/)
BK-CLA-STRNADOVA_6E-210116-Chp04.indd 190 20/08/21 7:00 PM
 appropriate presentation styles. Also prepare an adapted assessment task for the same topic. Share the
outcomes with other groups in the same or different curriculum areas.
2 Have each member of the group examine a different technological approach to supporting students
with disability in the classroom (e.g. digital books, iPad applications, Read and Write Gold). Discuss your
findings with the group and how they could be used in the classroom.
3 Discuss and identify adjustments required for students with special needs, those who are gifted
and talented and those with an EAL/D background. Share the outcomes and consider how these
GUIDE TO THE TEXT
differing needs can be met in an inclusive classroom. ACARA’s Illustrations of Practice (https://www.
australiancurriculum.edu.au/resources/student-diversity/illustrations-of-practice/) include documents
(e.g. unit overviews) showing the teaching adjustments made within the video samples. Use these as
a comparison to your own approach. Consider how your future planning might best meet individual

END-OF-CHAPTER FEATURES learning needs within a positive, inclusive climate.

4 Examine and critique ACARA’s CASE Content – Abilities – Standards – Evaluation Planning Pathway
(https://www.australiancurriculum.edu.au/resources/student-diversity/planning-for-student-diversity/
PART B INCLUSIVE TEACHING AND LEARNING PRACTICES
steps-to-personalise-learning-case/)

Discover high-quality online Weblinks

Paula Kluth - toward inclusive classrooms and communities blog. Rewriting History, and Nine Other Ways to

educational resources to Adapt

support your study in education
with the Weblinks lists.
ACARA Textbooks:
(Australianhttps://www.paulakluth.com/readings/differentiating-instruction/rewriting-history-and-
Curriculum, Assessment and Reporting Authority website – Student Diversity section
nine-other-ways-to-adapt-textbooks
(includes illustrations of practice) https://www.australiancurriculum.edu.au/resources/student-diversity/
Positive Partnerships
AFIRM (Autism
com.au/
on Autism
Focused Spectrum
Intervention Disorder for
Resources andteachers
Modules)and school leaders http://www.positivepartnerships.
https://afirm.fpg.unc.edu/afirm-modules
AITSL (Australian Institute for Teaching and School Leadership) https://www.aitsl.edu.au/research/
Queensland Curriculum & Assessment Authority. IEP: Annotated Sample https://www.qcaa.qld.edu.au/
spotlight/inclusive-education-teaching-students-with-disability
downloads/p_10/qklg_pd_iep_annoted_samp.pdf
ASDAN Education for alternative UK curriculum programs http://www.asdan.org.uk/
Spectronics – for students with learning difficulties who struggle with reading and writing but are interested
Center for Applied Special Technology http://www.cast.org
in technology; it includes an activity exchange for Clicker 4 and Clicker 5, Boardmaker, etc. http://www.
English as an Additional Language or Dialect Teacher Resource. https://docs.acara.edu.au/resources/EALD_
spectronics.com.au/
Resource_-_EALD_Learning_Progression.pdf
TIC Talks is an audio podcast that can be listened to on a variety of devices. It focuses on human rights issues,
IES – What Works Clearing House: https://ies.ed.gov/ncee/wwc/
inclusion, and sport https://itunes.apple.com/au/podcast/tic-talks-all-about-sport/id738247927?mt=2
Microsoft alternative pointers add a range of cursor styles, larger icons, the use of inverted colour and left-
VCAA: The Victorian Curriculum http://victoriancurriculum.vcaa.vic.edu.au/
handed mouses, to the Windows system http://www.microsoft.com

Extend your understanding National Assessment Program: Disability Adjustment Scenarios https://www.nap.edu.au/naplan/school-
Recommended reading
support/adjustments-for-students-with-disability/disability-adjustments-scenarios

with the suggested Boyle,

NCCDC., & Topping,Consistent
(Nationally K. (2012). What worksof
Collection
Berkshire: Open University Press.
in Data
inclusion? Kuhl, S.,with
on School Students Pagliano, P., & Boon,
Disability) H. (2015). ‘In the too hard
https://www.nccd.edu.au/
basket’: issues faced by 20 rural Australian teachers
NESA, Collaborative curriculum planning https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/
when students with disabilities are included in their
Recommended reading and Carson, K., & Walker, P. (2015). The Australian Curriculum:
diversity-in-learning/special-education/collaborative-curriculum-planning
Assessment practices for diverse learners. In H. Askell- secondary classes. International Journal of Inclusive
NESA, Life Skills
Williams. https://edvucationstandards.nsw.edu.au/wps/portal/nesa/k-10/diversity-in-learning/
Transforming the future of learning with Education, 19, 697–709.
extensive References relevant special-education
educational research (pp. 167–187). Hershey, PA: IGI Global. Loreman, T., Deppeler, J., & Harvey, D. (2nd edn). (2010).
NESA,T.,Special
Hehir, Education
& Katzman, – Year
L. I. (2012). 11 – Year
Effective inclusive schools: Inclusive education: supporting diversity in the classroom.
12 https://educationstandards.nsw.edu.au/wps/portal/nesa/11-
to each chapter. 12/Diversity-in-learning/stage-6-special-education
designing successful schoolwide programs. Indianapolis, Crows Nest: Allen & Unwin.
IN: Jossey-Bass.

References
Abell, M. M., Bauder, D. K., & Simmons, T. J. (2005).
Access to the general curriculum: a curriculum and
instructional perspective for educators. Intervention in
School and Clinic, 41, 82–86.
ACARA (n.d.) CASE191
BK-CLA-STRNADOVA_6E-210116-Chp04.indd Planning Pathway. Retrieved from
ACT Department of Education and Training (2013). 191
Every chance to learn: curriculum framework for ACT
schools preschool to year 10. Canberra: Author. https://
portfolio.canberra.edu.au/artefact/file/download.
php?file=176673&view=46411 20/08/21 7:00 PM

https://www.australiancurriculum.edu.au/resources/ Alchin, G. (2014). Is reasonable adjustment a deficit

student-diversity/planning-for-student-diversity/steps-
to-personalise-learning-case/
ACARA (n.d.). Students with disability – illustrations of
personalised learning. Retrieved from https://www.
australiancurriculum.edu.au/resources/student-
diversity/
ACARA (n.d.). Teaching resources for students from EAL/D
backgrounds https://docs.acara.edu.au/resources/EALD_
Learning_Progression_revised_February_2014.pdf
ACARA (2012). The shape of the Australian Curriculum:
health and physical education. Sydney: Author.
ACARA (2013). Student diversity and the Australian
curriculum: advice for principals, schools and teachers.
Melbourne: Author.
ideology? Special Education Perspectives, 23, 3–6.
Armstrong, F. (2007). Disability, education, and space. In
K. N. Gulson & D. C. Symes (Eds), Spatial theories in
education: policy and geography matters (pp. 96–100).
New York, NY: Routledge.
Arthur-Kelly, M. (2017). Calibrating Professional
Learning Approaches for Teachers in Inclusive
Classrooms in the Context of Implementation.
Science Oxford Research Encyclopaedia of Education.
https://oxfordre.com/education/view/10.1093/
acrefore/9780190264093.001.0001/acrefore-
9780190264093-e-150

END-OF-BOOK FEATURES 192

At the back of the book you will find appendices of common abbreviations and shortened forms,
BK-CLA-STRNADOVA_6E-210116-Chp04.indd 192 20/08/21 7:00 PM

and one comprising a full list of fact sheets.

xiii
 Guide to the online resources
FOR THE INSTRUCTOR

Cengage is pleased to provide you with a selection of resources

that will help you to prepare your lectures and assessments,
when you choose this textbook for your course.
Log in or request an account to access instructor resources
at au.cengage.com/instructor/account for Australia or
nz.cengage.com/instructor/account for New Zealand.

MINDTAP
Premium online teaching and learning tools are available on the MindTap platform – the
personalised eLearning solution.
MindTap is a flexible and easy-to-use platform that helps build student confidence and gives you
a clear picture of their progress. We partner with you to ease the transition to digital – we’re with
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The Cengage Mobile App puts your course directly into students’ hands with course materials
available on their smartphone or tablet. Students can read on the go, complete practice quizzes
or participate in interactive real-time activities.
MindTap for Strnadová’s Inclusion in Action is full of innovative resources to support critical
thinking, and help your students move from memorisation to mastery! Includes:
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MindTap is a premium purchasable eLearning
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INSTRUCTOR’S GUIDE
The Instructor’s guide includes:
• Learning objectives
• Key points
• Suggested responses to Narrative discussion questions and Reflect on this activities
• Solutions to end-of-chapter activities
• Chapter video with questions and activities

COGNERO® TEST BANK

A bank of questions has been developed in conjunction with the text for creating quizzes, tests
and exams for your students. Create multiple test versions in an instant and deliver tests from
your LMS, your classroom, or wherever you want using Cognero. Cognero test generator is a
flexible online system that allows you to import, edit, and manipulate content from the text’s test
bank or elsewhere, including your own favourite test questions.

xiv
 GUIDE TO THE ONLINE RESOURCES

POWERPOINT™ PRESENTATIONS
Use the chapter-by-chapter PowerPoint slides to enhance your lecture presentations and
handouts by reinforcing the key principles of your subject.

ARTWORK FROM THE TEXT

Add the digital files of graphs, tables, pictures and flow charts into your learning management
system, use them in student handouts, or copy them into your lecture presentations.

FOR THE STUDENT

MINDTAP
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MindTap gives you the resources you need to study – all in one place and available when you
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If your instructor has chosen MindTap for your subject this semester, log in to MindTap to:
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xv
 Preface
The focus of this book is on how schools can become inclusive communities, providing optimal
learning environments for a wide diversity of students. The editors and chapter authors have
a strong view that the basis for inclusive education is good teaching. For this reason, much of
this book is about teaching rather than about differences or disability. If all teachers focus on
the needs of the individual students in their classes, inclusive educational processes will follow.
The concepts presented are about processes such as adapting curriculum to meet individual needs,
planning teaching strategies, using evidence-based practices, applying whole-school approaches,
encouraging positive interactions, ensuring smooth transitions and working collaboratively. These
concepts are as applicable in regular education as they are in ‘special’ education, and they apply
to students with a wide range of abilities (or disabilities). The book therefore focuses on the
diversity of students attending regular schools, and the strategies that can be used to optimise
the educational experiences of all students. As a result, the various chapters in this book include
reference to Indigenous students, students for whom English is an additional language or
dialect (EAL/D students), gifted and talented students, and students with a range of additional
education support needs.
The approach in this book does not generally attempt to link particular teaching strategies to
particular forms of disability or diversity. It is wrong to assume that identification of a disability
or additional need will indicate the type of teaching approach to be taken. For example, knowing
that a student has Down syndrome or cerebral palsy or spina bifida or is gifted and talented
does not tell us much about the teaching approach we need to take for that student. In some
situations, particular approaches have proven useful. For example, there are some specific
suggestions in this book about teaching students who are on the autism spectrum, but even these
should not be seen as a general recipe. As with any other student, we would want to assess an
individual student’s current attainments, skills and strengths, and set some educational goals
based on a broad-based assessment. It is also recognised that there are specialised teaching
approaches for students with significant sensory disabilities (vision or hearing loss), and
these are not covered specifically in this text. Teachers can access information about specific
disabilities when they have a student with that disability in their class, and there are fact sheets
on disability and diversity on the website. Parents are usually experts on their child’s disability or
additional needs. The internet is also a source of the most up-to-date information about particular
aspects of diversity, and website references are provided at the end of each chapter. However, for
most students, the classroom teaching approach is determined by careful assessment of their
individual educational needs.
The book is divided into four parts. The first part sets the scene by providing an overview of
concepts, principles, legislation and policy related to inclusion, with a focus on inclusive practices
in the school. The second part examines effective teaching and learning practices, including
curriculum adaptation, planning for teaching and supporting positive behaviour. The third part
deals with specific difficulties in communication, literacy and numeracy, which occur in many
students with a disability. The final section examines inclusive practice in three common school
divisions: early childhood education, primary schooling and secondary schools transitioning into
post-school options.
The book can be used as the basis for a semester-long course for undergraduate and
postgraduate students. An online instructors’ manual is available which assists lecturers and
tutors with end-of-chapter activities and within-chapter discussion questions. There are also
chapter videos and other instructor resources, and an online course website for students, provided
by the publishers.

xvi
 PREFACE

We wish all readers, whether they be teachers, administrators or prospective teachers,

successful experiences in their contribution to the development of inclusive classrooms and
schools.
Iva Strnadová, Michael Arthur-Kelly, and Phil Foreman, 2021

Note on terminology
We respectfully acknowledge that there are differences in the ways people talk about disability.
Some people with disability prefer person-first language, which emphasises the principle of
people first, disability second (e.g., a student with intellectual disability). Others prefer identity-
first language (e.g., autistic student). In this book we use person-first language, which reflects
the predominant usage in the Australian and international context, and aligns with the editors’
philosophy. However, respectful of the voices of many autistic people who believe that autism
makes them who they are, and is therefore a critical part of their identity, we use the term
‘student on the autism spectrum’, which has been recognised in the latest research (Bury et al.,
2020) as one of the more acceptable terms for this community.

Reference:
Bury, S. M., Jellett, R., Spoor, J. R., & Hedley, D. (2020). ‘It Defines Who I Am’ or ‘It’s Something
I Have’: What Language Do [Autistic] Australian Adults [on the Autism Spectrum] Prefer?
Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-020-04425-3

New to this edition

This new edition brings exciting changes. First of all, there is a stronger emphasis on Universal
Design for Learning (UDL), Response to Intervention (RTI), and evidence-based practices (EBPs)
as themes woven throughout the book. Furthermore, we have introduced a new chapter, authored
by Professor Iva Strnadová and Professor Michael Wehmeyer: Chapter 7, ‘Transitions, self-
determination and twenty-first-century skills’. This chapter details critical transitions between
early childhood education, primary and secondary schooling and developing self-determination
and self-advocacy in children.

xvii
 About the authors
Dedication
ROBERT CONWAY died in early 2020 after a short period of illness. The Editors and Contributors
of this edition wish to pay tribute to his huge contribution to the field of special and inclusive
education, and extend their condolences to his family. Bob, as he was affectionately known, was
an Emeritus Professor at Flinders University where he served as Dean of Education from 2007
to 2012. Prior to this role he was a leader in special education at The University of Newcastle,
playing several roles including Director of the Special Education Centre, with a background
as a teacher in both mainstream and special education. His main research centred on the area
of students with behaviour problems in both mainstream and specialist settings. He worked
with education systems to improve the management of students with behaviour problems,
particularly in the ways in which student management, learning and teaching could be addressed
concurrently. He also had a strong interest in the inclusion of students with a range of learning
needs in mainstream education and the ways in which schools and education systems can
become more inclusive by meeting the needs of all students. He was a member of the Australian
Government’s former Schools and Disability Advisory Council. Bob is greatly missed by all those
who knew him, and his legacy in the field is substantial.

Editors
IVA STRNADOVÁ is Professor in Special Education and Disability Studies at the University of
New South Wales, Sydney, Australia. Her research aims to contribute to better understanding
and the improvement of the life experiences of people with disabilities. Combining research with
advocacy is essential in her research program, which builds on supporting the self-determination
(including self-advocacy) of people with intellectual disabilities, and is grounded in an innovative
inclusive research approach, in which people with intellectual disabilities are included in the role
of researcher.
She has a particular research interest in the wellbeing of people with intellectual and
developmental disabilities and their families over the life span, diverse transitions in lives of
people with disabilities (particularly intellectual disabilities and autism); girls and women with
intellectual disabilities; parents with intellectual disabilities; inclusive research; issues relevant
to people with profound intellectual and multiple disabilities; and approaches giving voice to
people with intellectual disabilities (e.g., Photovoice, body mapping).

MICHAEL ARTHUR-KELLY moved into teacher education following a range of teaching

experiences in special and regular schools, working first at Charles Sturt University and then
at The University of Newcastle. He is currently a Conjoint Professor in the School of Education at
The University of Newcastle, and enjoys a balance of teaching and professional contributions to
his field and projects centred on the translation of research to leading practice. Specific areas he
has worked in include instructional design, professional development for teachers in behaviour
and communication support, and the identification of curricular and instructional approaches to
maximise engagement in students with multiple and complex additional needs.

xviii
Another random document with
no related content on Scribd:
medicine, or some little thing to eat, put out her candle, open the
window a moment, and then I would return to my task.
After the day of my debut at the Chicago Progressive Lyceum I
continued my dramatic career. The incidents of my performances
would suffice to fill several volumes. For without interruption,
adventures succeeded one another to such an extent that I shall
never undertake the work of describing them all.
I should say that when this first theatrical incident took place I
was just two and a half years old.
 III
HOW I CREATED THE SERPENTINE DANCE

I N 1890 I was on a tour in London with my mother. A manager

engaged me to go to the United States and take the principal part
in a new play entitled, “Quack, M.D.” In this piece I was to play
with two American actors, Mr. Will Rising and Mr. Louis de Lange,
who has since then been mysteriously assassinated.
I bought what costumes I needed and took them with me. On our
arrival in New York the rehearsals began. While we were at work, the
author got the idea of adding to the play a scene in which Dr. Quack
hypnotised a young widow. Hypnotism at that moment was very
much to the fore in New York. To give the scene its full effect he
needed very sweet music and indeterminate illumination. We asked
the electrician of the theatre to put green lamps along the footlights
and the orchestra leader to play a subdued air. The great question
next was to decide what costume I was to wear. I was unable to buy
a new one. I had spent all the money advanced me for my costumes
and, not knowing what else to do, I undertook to run over my
wardrobe in the hope of finding something that would be fit to wear.
In vain. I could not find a thing.
All at once, however, I noticed at the bottom of one of my trunks a
small casket, a very small casket, which I opened. Out of it I drew a
light silk material, comparable to a spider’s web. It was a skirt, very
full and very broad at the bottom.
I let the skirt dangle in my fingers, and before this little heap of
fragile texture I lingered in reverie for some time. The past, a past
very near and yet already far away, was summoned up before me.
It had happened in London some months before.
A friend had asked me to dine with several officers who were
being wined and dined just before leaving for India, where they were
under orders to rejoin their regiment. The officers were in handsome
uniforms, the women in low dresses, and they were pretty, as only
English women are.
At table I was seated between two of the youngest officers. They
had very long necks and wore extremely high collars. At first I felt
myself greatly overawed in the presence of people so imposing as
my neighbours. They looked snobbish and uncommunicative.
Presently I discovered that they were much more timid than I, and
that we should never be better acquainted unless one or the other of
us resolved to overcome his own nervousness and, at the same
time, that of his companions.
But my young officers were afraid only in the presence of women.
When I told them I hoped they might never be engaged in a war, and
especially that they might never have to do any killing, one of them
answered me very simply:
“I fancy I can serve as a target as well as any other man, and
certainly the people who draw on me will understand that war is on.”
They were essentially and purely English. Nothing could unsettle
them, provoke them or change them in the least. At our table they
seemed timid. They were nevertheless men of the kind who go into
the presence of death just as one encounters a friend in the street.
At this period I did not understand the English as I have
subsequently come to know them.
I left the table without remembering to ask the names of my
neighbours, and when I thought about the matter it was too late.
I recalled, however, that one of them took the trouble, in the
course of our conversation, to learn the name of the hotel at which I
was staying. I had quite forgotten the incident when, some time after,
I received a little casket, addressed to me from India.
It contained a skirt of very thin white silk, of a peculiar shape, and
some pieces of silk gauze. The box was not more than sixteen
inches long and was hardly taller than a cigar box. It contained
nothing else, not a line, not a card. How odd! From whom could it
come?
 I knew no one in India. All at once, however, I remembered the
dinner and the young officers. I was greatly taken with my pretty box,
but I was far from suspecting that it contained the little seed from
which an Aladdin’s lamp was destined to spring for my benefit.
This, of course, was the casket which I had just discovered in my
trunk.
Deep in thought I stooped and gathered up the soft, silky stuff. I
put on the Hindu skirt, the skirt sent me by my two young officers,
those young men who must by this time have “served as targets”
somewhere out there in the jungle, for I never heard from them
again.
My robe, which was destined to become a triumphal robe, was at
least a half a yard too long. Thereupon I raised the girdle and so
shaped for myself a sort of empire robe, pinning the skirt to a
décolleté bodice. The robe looked thoroughly original, perhaps even
a little ridiculous. It was entirely suitable for the hypnotism scene,
which we did not take very seriously.
Photo Sarony
LOIE FULLER IN HER ORIGINAL SERPENTINE DRESS
 We “tried the play on the dog” before offering it to the New York
public, and I made my debut as a dancer at a theatre in a small city
of which the average New Yorker had hardly heard. No one, I
suppose, outside its boundaries took the slightest interest in what
went on in that city. At the end of the play, on the evening of the first
presentation, we gave our hypnotism scene. The stage scenery,
representing a garden, was flooded with pale green light. Dr. Quack
made a mysterious entrance and then began his work of suggestion.
The orchestra played a melancholy air very softly, and I
endeavoured to make myself as light as possible, in order to give the
impression of a fluttering figure obedient to the doctor’s orders.
He raised his arms. I raised mine. Under the influence of
suggestion, entranced—so, at least, it looked—with my gaze held by
his, I followed his every motion. My robe was so long that I was
continually stepping upon it, and mechanically I held it up with both
hands and raised my arms aloft, all the while that I continued to flit
around the stage like a winged spirit.
There was a sudden exclamation from the house:
“It’s a butterfly! A butterfly!”
I turned on my steps, running from one end of the stage to the
other, and a second exclamation followed:
“It’s an orchid!”
To my great astonishment sustained applause burst forth. The
doctor all the time was gliding around the stage, with quickening
steps, and I followed him faster and faster. At last, transfixed in a
state of ecstasy, I let myself drop at his feet, completely enveloped in
a cloud of the light material.
The audience encored the scene, and then encored it again—so
loudly and so often that we had to come back twenty times, or more.
We were on the road about six weeks. Then came our opening in
one of the New York suburbs, where Mr. Oscar Hammerstein, who
has since become a famous impresario, owned a theatre.
 The play was unsuccessful, and even our hypnotism scene was
not strong enough to save it from the attacks of the critics. No New
York theatre cared to give it house room, and our company broke up.
The day after this opening at Mr. Hammerstein’s theatre a local
newspaper of the little community in which we had successfully
presented this “Quack, M.D.,” which the New York managers refused
to touch, wrote a ridiculously enthusiastic article on what it called my
“acting” in the hypnotism scene. But as the play had not “made
good,” no one thought that it would be possible to take a single
scene out of it, and I was left without an engagement.
Nevertheless, even in New York, and in spite of the failure of the
play, I personally secured some good press notices. The
newspapers were in agreement in announcing that I had a
remarkable string to my bow—if I only knew how to make the most of
it.
I had brought my robe home to sew up a little tear. After reading
these comforting lines I leaped from the bed and arrayed only in my
night-gown, I put the garment on and looked at myself in a large
glass, to make sure of what I had done the evening before.
The mirror was placed just opposite the windows. The long
yellow curtains were drawn and through them the sun shed into the
room an amber light, which enveloped me completely and illumined
my gown, giving a translucent effect. Golden reflections played in the
folds of the sparkling silk, and in this light my body was vaguely
revealed in shadowy contour. This was a moment of intense
emotion. Unconsciously I realised that I was in the presence of a
great discovery, one which was destined to open the path which I
have since followed.
Gently, almost religiously, I set the silk in motion, and I saw that I
had obtained undulations of a character heretofore unknown. I had
created a new dance. Why had I never thought of it before?
Two of my friends, Mrs. Hoffmann and her daughter Mrs.
Hossack, came from time to time to see how I was getting on with
my discoveries. When I found an action or a pose which looked as if
it might amount to something they would say: “Hold that. Try it
again.” Finally I reached a point where each movement of the body
was expressed in the folds of silk, in a play of colours in the
draperies that could be mathematically and systematically
calculated.
The length and size of my silk skirt would constrain me to repeat
the same motion several times as a means of giving this motion its
special and distinctive aim. I obtained a spiral effect by holding my
arms aloft while I kept whirling, to right and then to left, and I
continued this movement until the spiral design was established.
Head, hands and feet followed the evolutions of the body and the
robe. It is very difficult, however, to describe this part of my dance.
You have to see it and feel it. It is too complicated for realisation in
words.
Another dancer will obtain more delicate effects, with more
graceful motions, but they will not be the same. To be the same they
must be created in the same spirit. One thing original, though up to a
certain point it is not so good as an imitation, is in reality worth much
more.
I studied each of my characteristic motions, and at last had
twelve of them. I classed them as Dances No. 1, No. 2, and so on.
The first was to be given under a blue light, the second under red
light, the third under a yellow light. For illumination of my dances I
intended to have a lantern with coloured glass in front of the lens. I
wanted to dance the last one in total darkness with a single ray of
yellow light crossing the stage.
When I had finished studying my dances, I went in search of a
manager. I was acquainted with them all. During my career as singer
and actress I had served all of them more or less frequently.
I was, however, hardly prepared for the reception which they
gave me. The first one laughed me in the face as he said:
“You a dancer! Well, that’s too good! When I want you for a
theatrical part I’ll look you up with pleasure; but as for dancing, good
heavens! When I engage a dancer she will have to be a star. The
only ones I know are Sylvia Gray and Lettie Lind in London. You
cannot outclass them, take my word for it. Good-evening.”
He had lost all respect for my perspicacity and he made fun of
the idea of my being a dancer.
Mrs. Hoffmann had come with me, and was waiting in the lobby,
where I rejoined her. She noted at once how pale and nervous I was.
When we left the theatre it was night. We walked in silence through
dark streets. Neither spoke. Some months later, however, my friend
told me that all that evening I never stopped emitting little groans like
those of a wounded animal. She saw that I was cut to the very quick.
Next day I had to continue my search, for necessity was spurring
me on.
Mrs. Hoffmann offered me the privilege of coming to live with her
and her daughter—an offer which I accepted gratefully, not having
the faintest idea when and how I could ever repay her.
Some time later I had to give in; since I was known as an actress,
nothing could hurt me more than to try to become a dancer.
One manager went so far as to tell me that two years of absence
from New York had caused the public completely to forget me, and
that, in trying to recall myself to their memory, I should seem to be
inflicting ancient history on them. As I had then just passed my
twentieth birthday I was extremely irritated by that insinuation, and I
thought: “Would it then be necessary for me painfully to build up a
reputation and to look old to prove that I was young to-day?”
Unable to restrain my feelings any longer, I told the manager
what I thought.
“Hell,” he replied, “it isn’t age that counts. It’s the time the public
has known you, and you have become too well known as an actress
to come back here as a dancer.”
Everywhere I encountered the same answer, and finally I became
desperate. I was aware that I had discovered something unique, but
I was far from imagining, even in a daydream, that I had hold of a
principle capable of revolutionising a branch of æsthetics.
 I am astounded when I see the relations that form and colour
assume. The scientific admixture of chemically composed colours,
heretofore unknown, fills me with admiration, and I stand before
them like a miner who has discovered a vein of gold, and who
completely forgets himself as he contemplates the wealth of the
world before him.
But to return to my troubles.
A manager who, some time before, had done his best to engage
me as a singer, and who had absolutely refused to consider me as a
dancer, gave a careless consent, thanks to the intervention of a
common friend, to an interview at which I was to show him my
dances.
I took my robe, which made a neat little bundle, and I set out for
the theatre.
Mrs. Hoffmann’s daughter accompanied me. We went in by the
stage entrance. A single gas jet lighted the empty stage. In the
house, which was equally dark, the manager, seated in one of the
orchestra chairs, looked at us with an air of boredom, almost of
contempt. There was no dressing-room for my change of clothing,
not even a piano to accompany me. But the opportunity was a
precious one, all the same. Without delay I put on my costume, there
on the stage and over my dress. Then I hummed an air and started
in to dance very gently in the obscurity. The manager came nearer
and nearer, and finally ascended the platform.
His eyes glistened.
I continued to dance, disappearing in the darkness at the rear of
the stage, then returning toward the gas jet. Finally I lifted a part of
my robe over my shoulders, made a kind of cloud which enveloped
me completely and then fell, a wavering mass of fluffy silk, at the
manager’s feet. After that I arose and waited in keenest anxiety to
hear what he would say.
He said nothing. Visions of success were crowding upon each
other in his brain.
 Finally he broke his silence and gave my dance the name of “The
Serpentine Dance.”
“There is the name that will go with it,” he said, “and I have just
the music that you need for that dance. Come to my private office. I
am going to play it for you.”
Then for the first time I heard an air which later became very
popular, “Au Loin du Bal.”
A new company was rehearsing “Uncle Celestin” at the theatre.
This company was to go on the road for several weeks before
playing in New York. My new manager offered me, for this tour, an
engagement at fifty dollars a week. I accepted, making it a condition
that I should be featured on the placards, in order to regain in a
measure the prestige I had lost.
A few days after I joined the company and made my first
appearance at a distance from New York. For six weeks I appeared
before country audiences, feverishly counting the hours until I should
at last have my chance in the big city.
During this tour, contrary to the conditions I had imposed, I was
not featured. The posters did not even announce me, and yet my
dance, which was given during an interval and without coloured
lights, was successful from the first.
A month and a half later in Brooklyn its success was
phenomenal. The week following I made my debut in New York, at
what was one of the prettiest theatres in town.
There I was able for the first time to realise my dances just as I
had conceived them; with darkness in the house and coloured lights
on the stage. The house was packed and the audience positively
enthusiastic. I danced my first, my second, my third. When I had
finished the whole house was standing up.
Among the spectators was one of my oldest friends, Marshall P.
Wilder, the little American humourist. He recognised me and called
my name in such a way that everybody could hear it, for they had
neglected to put it on the programme! When the audience
discovered that the new dancer was its old favourite comedian, the
little soubrette of a former day, it gave her an ovation such as, I
suppose, never another human being has received.
They called out, “Three cheers for the butterfly! Three cheers for
the orchid, the cloud, the butterfly! Three cheers!” And the
enthusiasm passed all bounds. The applause resounded in my ears
like the ringing of bells. I was overcome with joy and gratitude.
Next morning I arose early to read the papers. Every New York
newspaper devoted from a column to a page to “Loie Fuller’s
Wonderful Creation.” Numerous illustrations of my dances
accompanied the articles.
I buried my face in my pillow and shed every tear that, for a long
time, had lurked in my discouraged soul. For how many months had
I waited for this good luck!
In one of these articles a critic wrote “Loie Fuller had risen from
her ashes.” Next day the whole city was plastered with lithographs,
reproduced from one of my photographs, representing me larger
than life, with letters a foot high announcing: “The Serpentine Dance!
The Serpentine Dance!” But there was one circumstance came near
giving me heart failure. My name was nowhere mentioned.
I went to the theatre and reminded the manager that I had
accepted the modest salary he offered on condition that I should be
featured. I hardly understood when he remarked drily that he could
not do more for me.
I asked him then whether he supposed that I was going to
continue dancing under such conditions.
“Nothing can compel you to do so,” answered the manager. “In
any case, I have taken my precautions in case you do not care to
keep on.”
I left the theatre in desperation, not knowing what to do. My head
swam. I went home and consulted my friends.
They advised me to go and see another manager, and, if I
secured an engagement, simply to drop the other theatre.
 I went to the —— Theatre, but on the way I began to cry, and I
was in tears when I arrived there. I asked to see the manager, and
told him my story.
He offered me one hundred and fifty dollars a week. I was to
make my first appearance at once, and sign a contract dating from
the next day.
On reaching home I asked if nothing had come for me from the
other theatre.
Nothing had come.
That evening my friends went to the theatre, where they saw a
poster announcing, for the following evening, the initial appearance
in the “Serpentine” of Miss —— ——. When they told me that piece
of news I understood that my six weeks on the road had been
profitably employed by my manager and one of the chorus girls to
meet just this situation, and I understood, too, why my name was not
mentioned on the first posters.
They had stolen my dance.
I felt myself overcome, dead—more dead, as it seemed to me,
than I shall be at the moment when my last hour comes. My very life
depended on this success, and now others were going to reap the
benefit. I cannot describe my despair. I was incapable of words, of
gestures. I was dumb and paralysed.
Next day, when I went to sign my new contract, the manager
received me rather coldly. He was willing to sign only if I would give
him the privilege of cancelling at his own discretion. He felt that my
imitator at the Casino, announced for the same day, would diminish
greatly the interest that would be felt in what he ironically called my
“discovery.”
I was obliged to accept the conditions which he imposed, but I
experienced all the while an access of rage and grief as I saw in
what a barefaced manner they had stolen my invention.
Heartbroken, with my courage oozing, I made my appearance at
the Madison Square Theatre and, to my astonishment, to my
immense satisfaction, I saw that the theatre had to turn people away.
And it was that way as long as my engagement lasted.
As for the other theatre, after three weeks of featuring my
imitator, it was obliged to close its doors to rehearse a new opera.
 IV
HOW I CAME TO PARIS

A LITTLE while after my appearance at the Madison Square

Theatre I was asked to dance for the benefit of a charity at the
German theatre in New York. I had forgotten all about my
promise until the day of the performance, when a card arrived to call
it to my mind. I had neglected to ask my manager’s permission to
appear on that evening, not thinking that he would refuse to grant the
privilege of my participating in a philanthropic affair.
A short time before there had taken place the first part of a
painful incident which was destined to rupture the pleasant relations
subsisting between the management of the Madison Square and
myself. My manager’s associate had asked me as a great favour to
come to open a ball given by some friends in his honour. Delighted
to be of service to him, I readily agreed to do so. When I asked him
the date of this affair he told me not to bother about that.
It was just then that I asked permission to dance at the German
theatre for the benefit of an actress who was ill. The manager
consented. At the German theatre they had engaged a Roumanian
orchestra for me. The leader of this orchestra, Mr. Sohmers, an
enthusiastic man, as the Roumanians are apt to be, came to see me
after I had danced and foretold for me the wonderful artistic success
which I was sure to meet with in Europe. He advised me to go to
Paris, where an artistically inclined public would give my dances the
reception they deserved. From that moment on this became a fixed
idea with me—to dance in Paris. Then the manager of the German
theatre proposed to me a tour abroad, beginning with Berlin.
I promised to think the matter over and acquaint him with my
decision.
Some days later the famous ball took place which my manager’s
associate had asked me to open. I went to it.
 They took us, a friend who accompanied me, and myself, into a
little drawing-room where they begged me to wait until some one
should come and fetch me for my appearance on the stage. More
than an hour passed. Finally a gentleman came to tell me that
everything was ready. Through a corridor I reached the platform,
which had been erected at the top of the ball-room. It was terribly
dark, and the only light perceptible was the little ray that filtered
through from one of my lanterns that was imperfectly closed. The
hall looked totally empty. I saw, when I had taken my bearings, that
the whole audience was disposed in the galleries, forming a balcony
half-way up the room. The orchestra finished its overture and I
began to dance. After having danced three times, as I was
accustomed to do at the theatre, I returned to the scene to
acknowledge the applause and I saw before me in luminous letters a
sign with the words: “Don’t think Club.”
That looked queer to me, but I did not attach much importance to
it. I bowed again to the magnificently gowned women and the men,
who were all in sombre black, and then, walking through the same
passage way, I once more reached the dressing-room, where I put
on my outdoor clothes and left. At the door I entered the carriage
that had brought me there, and while we were on our way home I
kept wondering what the Don’t Think Club could be.
That worried me in spite of myself.
The next morning my friend brought me a newspaper, in which I
found on the first page a long article headed:
“LOIE FULLER OPENS THE DON’T THINK CLUB.”
There followed a description of the affair and of the orgies which
took place there. The article had been written with a deliberate
purpose of creating a scandal. I was exasperated beyond measure. I
had gone there merely to please my manager, and the humiliation
inflicted upon me wounded me deeply.
Possibly he thought that I would never know where I had been. A
single newspaper might print something about the affair; but most
probably my manager thought it would never come to my notice. No
newspaper men had been invited to the performance. There was
one guest, a very little man but with a great reputation, who found
himself among the invited, and he wrote the scandalous article, so I
have been told.
I have since had my revenge, a terrible revenge; for this man,
then at the climax of his career, so mismanaged his affairs and those
of others, that he was imprisoned.
“Everybody is blaming him for the article,” my manager explained
to me when I reproached him for having dragged me to this club.
That was his only excuse. He thought he was lessening the insult
by offering me more money. This offer so increased my anger that I
tendered my resignation. I felt in no wise under obligation to a man
who I thought had morally lost all right to consideration. This was the
reason for my leaving, never to return.
The notion of going to Paris possessed me after that more
completely than before. I wanted to go to a city where, as I had been
told, educated people would like my dancing and would accord it a
place in the realm of art.
I was making at this time one hundred and fifty dollars a week
and I had just been offered five hundred. I decided, nevertheless, to
sign a contract with the manager of the German theatre that
guaranteed me sixty-five dollars instead of five hundred. But the
objective, after a tour in Europe, was Paris!
While I was dancing in New York I had to begin to invent special
robes for my new dances. These were just being made and, when I
was about to leave for Europe, they were ready.
The manager of the German Theatre had gone ahead and had
reserved berths for us on one of the steamers.
After taking leave of my friends I was still full of hope and
ambition. My mother in vain tried to share my feelings; she could not
avoid painful misgivings. As for me, I wanted to think only of the
good things that awaited, and to forget all the past annoyances.
 During the voyage an evening entertainment was organised for
the benefit of the seamen and I agreed to dance. A stage was
arranged by the bridge. There with the sea for a background and
with the coloured lights used for signalling as the media of
illumination, I tried for the first time a series of new dances, each with
a special gown.
The enthusiasm of passengers and crew knew no bounds and I
felt that I had taken my first step in the conquest of a new world.
We landed in Germany. My manager came to meet us and took
us to Berlin. But, to my great annoyance, I found that I was not to
make my initial appearance for a month, and I could not discover in
what city I was to make it.
That meant a month of inactivity.
Finally I learned that I was to make my debut, not at the Opera as
my manager had promised, but in a music hall. The Opera was
closed, and the music hall was the only place where I could dance.
In that event I would dance only my first dance and would exhibit
only a single gown, just as I had done in New York. I then chose
three of my numbers and prepared myself for my appearance. But
this debut was made without personal interest. In America the best
theatres offered me engagements on much better terms than those I
had to accept in Europe. In Berlin I was obliged to appear where my
New York manager wished. If, before signing the contract, he had
told me where I should have to dance I should have declined. But
when the time for my appearance was at hand I was without
resources and quite at his mercy. To cap the climax my mother fell
seriously ill.
At the time of which I am writing cholera had just broken out at
Hamburg. My mother’s illness came on so suddenly that it was
thought she was stricken with cholera. Everybody at the hotel was
frightened, and we were obliged to take my poor mother to the
cholera hospital.
All these circumstances, conjoined with frightfully trying weather,
put me in bad shape for the struggle. I renounced everything, my
pride, my highest hopes, and I started in assiduously to gain our
livelihood. But I was disabled and without courage.
After a month my German manager informed me he did not care
to continue my contract. He was going back to the United States with
a company that he had come for the express purpose of engaging in
Germany. It seemed clear to me that his only motive in bringing me
to Europe had been to procure the means with which to engage this
new company and take it back with him. He travelled with his wife, a
pretty American woman, who had become a close friend of mine,
and who reproached him most bitterly on my account.
Our manager left Berlin with his company, leaving me with only
just enough money to pay my bills at the hotel when I had completed
the contract that held me to the music hall in Berlin. I then had
absolutely no engagement in sight. I learned that he was getting ten
thousand marks—about $2,500—a month for me. And yet he had
given me only about $300 a month. What was I to do? My
appearance in Berlin had been deplorable and was likely to have an
unfortunate influence on my whole career in Europe. My purse was
empty, my mother ill. We had not the slightest hope of an
engagement and we had no one to help us.
A theatrical agent, an unknown man at that time, who has since
become a theatrical manager, Mr. Marten Stein, came to see me,
and I tried to continue at the music hall where I was dancing. I was
obliged to make concessions to keep going a week or two more, to
get money enough to go away and to look for a new engagement. I
kept thinking more than ever of Paris. If I could only go there!
In these circumstances Mr. Marten Stein secured for me a dozen
performances in one of the beer gardens at Altona, the well-known
pleasure resort near Hamburg. I earned there several hundred
marks, which allowed us to go to Cologne, where I had to dance in a
circus between an educated donkey and an elephant that played the
organ. My humiliation was complete. Since then, however, occasions
have not been lacking when I have realised that the proximity of
trained horses and music-mad elephants is less humiliating than
intercourse with some human beings.