Healthy learning environments for young people are underpinned by respectful relationships. Unfortunately, Australian students who do not form reasonable relationships with peers and staff are unlikely to benefit from being at school. These students tend to disengage and are often excluded. However, a growing number of Australian schools have moved beyond exclusion as their default response in dealing with such students. In asking themselves After exclusion what? some Australian schools have found that one answer is to create an onsite enabling space as an integral part of their student well-being practice. Drawing on an Australian Research Council-funded research project involving the University of Melbourne, Hands On Learning Australia and a wider team of partners, this paper introduces the conceptual framework of enabling spaces to explore respectful relationships through the tripartite lens of connection, control and meaning. Enabling spaces, built on respectful relationships, foster a sense of belonging in students, encourage and develop self-efficacy, and provide a context for students to derive a sense of purpose. In this way, they can help young -often disadvantaged -people maintain their connection with mainstream schooling. We argue that these elements are common features of all enabling spaces, and discuss the Hands On Learning method as an illustrative case study.
In this study, we investigate a program designed for young adults with intellectual disability to learn how to calculate the value of a collection of coins and notes with procedural fluency. In the first half of the paper, we establish the importance of financial literacy for people with intellectual disability and the need to address mathematical foundations using approaches that build procedural fluency. In the second half of the paper, we present findings from an analysis of pre-service teachers' weekly reflections after having just tutored a student in the program. Using educational design research, we articulate how students build procedural fluency and what supports this type of learning. This paper will be of interest to researchers and practitioners alike who are looking to apply the latest findings on effective pedagogies to the field of inclusive education.Keywords Financial literacy . Intellectual disability . Complex learning . Procedural fluency . Money Numeracy (sometimes called mathematical literacy) refers to the effective application of mathematics outside the classroom to help manage the practical demands of everyday life, to explore and bring to resolution real-world problems, and to participate in society as informed, reflective, and contributing citizens (Geiger, Goos, and Forgasz, 2015). The area of personal finances is an important context for numeracy, and initiatives to embed financial literacy outcomes in school curricula have flourished in recent times (Appleyard and Rowlingson, 2013;Blue, Grootenboer, and Brimble, 2014). Financial literacy encompasses an expanding set of competencies (mathematical and practical) that individuals build throughout life, which, when combined with a person's beliefs and values, are applied to make effective decisions about their personal finances (OECD, 2014).
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