 |
 |
| 1. Normalisation:
The provision of services or life style
conditions to young people with disabilities or learning
difference that match as closely as possible those provided
to young people without disabilities (Nirje, 1967). |
| 2. Decentralisation:
The concept of neighbourhood schooling
in the provision of services to young people with disabilities.
(Hallahan & Kauffman, 1997). |
| 3. Natural Proportion:
The balance of students with disabilities
or learning difference in any learning environment representing
the proportion of people with disabilities in that community.
(One exception is the placement, by choice, of groups of deaf
young students together into either pre-school, primary or secondary
schools on the bases of socio-cultural and socio-linguistic
needs (Brown, 1993)). |
| 4. Social Role
Valorisation: The provision for students with disabilities
or learning difference of roles or services with credibility
and status which will be recognised by peers and siblings
as well as by adults as valued parts of the young person’s
development. (Wolfensberger, 1991). |
| 5. Inter-Systemic/Agency
Collaboration: The principle underpinning the collaborative
management of services for young people with disabilities implying
the sharing of information, resources,
credit and accountability. |
| 6. Ultimate Functioning:
The projection of future environments
in which young people with disabilities or difference may find
themselves as adults to serve as a basis for planning and development
of services, strategies or programs. (Brown, 1991). |
| 7. Interdependency:
Developing frameworks within pre-schools or schools for students
to accept and give help in a way
that does not focus on notions of individual independence or
create negative views of young people who cannot function independently
for a variety of reasons. |
| 8. Natural Supports:
The provision of supports within classrooms or community setting
that are as natural as possible eg peer support rather that
adult (eg paraprofessional) support or local transport rather
than taxis or segregated buses. |
| 9. Age-Appropriateness:
The provision of services for young people with disabilities
or difference within a cohort of students
of similar age, with all students experiencing programs
and materials appropriate to their age and peer group
interests. |
| 10. Specialist
Services: The provision of educational therapy
and student/family counselling
services in a collaborative framework within the school setting
wherever possible. |
| 11. Wraparound
principles: The provision of services based on collaborative
no-blame, no-shame approaches and principles that are particularly
effective for students with high support needs and/or challenging
behaviours. |
| 12. Non-pathological
approaches: An emphasis in all service delivery,
not on the aetiology of the young person’s condition,
but rather on presenting behaviours and the roles and responsibilities
of adults and peers to support and minimise possible disadvantage/s
to the student. |
|
