A Framework for Inclusive Education
Sustainable Learning is an approach to inclusive education that supports teachers in providing for all their learners. Anchored in more than a century of teaching experience of the authors, and referenced to the research evidence about what works, this approach provides structure for responsive, reflective, evidence-based teaching. Encapsulated in three volumes, Sustainable Learning and the activity of teachers to support learners, through Responsive Teaching and Educational Casework is explained and substantiated in ways that are accessible for new teachers and for wise, experienced teachers.
Sustainable Learning is learning for all, learning that lasts and teaching that matters
Learning for all is inclusive education. It is a valuing of diversity of learners and is about finding ways of meeting the needs of all students.
Learning that is valuable for future lives, and sets us up for lifelong learning. We work towards learning that lasts through a capabilities approach. The ATRiUM capabilities are those used in learning and in life: Active learning; Thinking; Relating to others; using language and symbol systems; and managing the self as a learner.
The teaching that makes a difference is responsive to the unique learning needs of all students as learners, aims to build capabilities for learning and for life. The Responsive Teaching Framework, an eight-step planning; teaching & learning and assessment & feedback; evaluation & reflection cycle, guides the teaching that matters.
What can Sustainable Learning offer teachers, leaders and other professionals?
Sustainable Learning is a way to think about and to reflect on teaching practice to ensure learning for all, and learning that lasts. It extends the notion of inclusive education to include the diversity of learners, not just a focus on those who have traditionally been marginalised or excluded. It is a way to approach teaching, organisation and leadership in educational settings that is grounded in valuing and responding to all learners. Taking an ecological perspective and placing a capability framework at its core, Learning Intervention is understood in its broadest sense, including Responsive Teaching and Educational Casework by educators, educational psychologists, speech pathologists and other professionals.
Responsive Teaching is the teaching that matters, it makes a difference for learners who might otherwise struggle. The Responsive Teaching Framework is a set of eight reflective steps that ensure teachers take into account the context of their teaching, what they bring to teaching, what their students bring and how best to teach all learners. It is an evidence-based process that draws on what is known about effective teaching and successful learning.
The Educational Casework Process complements the Responsive Teaching Framework, providing eight reflective steps to guide evidence informed practice.
Where does Sustainable Learning come from?
The thinking around Sustainable Learning has been developed by four Australians. We are four teachers with general and special education, and school psychology experience, who are dedicated to supporting teachers and learners. The frameworks and strategies brought together in this work are anchored in decades of practice in teaching and teacher education, and informed by Australian and international research about what works in classrooms. The ideas and practices have been tested in other cultural contexts and are about to be shaped to fit a diversity of contexts.
We wish to acknowledge the Aboriginal Countries on which we have worked together on Sustainable Learning. From Gubbi Gubbi, Anaiwan, Bundjalung and Wurundjeri country we have learnt much about how to teach and how to keep learning. We acknowledge that teaching and learning have been carried out on country for tens of thousands of years and we pay respects to the original teachers of Australia.