Overview
Alignment with Be You Domains
-
Mentally Healthy Communities
Alignment with Australian Curriculum
- Health and PE
- Humanities and Social Sciences
Target audience
- Primary school
Target groups
- Whole class
- Whole school
Aims
Everyone Everyday aims to create a cultural shift in community attitudes about disability and inclusion by explicitly teaching inclusion concepts and behaviours to mainstream primary school students. It provides opportunities for social and emotional learning for students to take action to foster an inclusive culture.Program theory
The program is aligned to the Australian Curriculum and the professional learning for educators is aligned to the Australian Professional Standards for Teachers. In terms of the theory of change, the programs short term goal is to raise awareness of current perspectives in disability and inclusion, and provide opportunities for social and emotional learning for students to take action to foster an inclusive culture.Topics
Topics covered in the teaching component of the program include feelings and emotions, similarities and differences, valuing diversity, different ways we communicate and learn, barriers and opportunities to community participation, types of disability, strength based approaches, human rights and responsibilities, celebrating difference, stereotyping, universal design, accessible communities (physical and behavioural), impact of the media and taking action. In the professional learning component, topics include exploring personal and community perspectives on disability and inclusion, facilitating inclusion in the school and community, and teaching inclusion concepts and behaviours to create positive learning environment.Cost
Program structure
Teaching program: 38 lessons from prep to Year 6 (45 to 60 minutes). Professional learning: 6 hours.Instructor
- Educator
Instructor training
Professional learning course approved through the ACT Teacher Quality Institute. It is delivered over 3 sessions (2 hours per session).Supporting resources or materials available with program
- Manual
Ongoing support
The professional learning is delivered by trained facilitators who have continued support from the project officer.Parent involvement
- Attend information sessions
- Attend program sessions with child
- Follow-up information provided after program
- Homework
- Written information provided to parents
Origin of program
Australia
ACT Education Directorate
Program authors
Megan Campbell
- Hedley Beare Centre for Teaching and Learning, 51 Fremantle Drive,Stirling ACT 2611 Australia
Ratings
Summary of evidence factors
This is a summary of the evaluation or research study characteristics that contribute to the program’s evidence rating.
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Positive impact on at least one outcome for children and/or young people?
The study reported positive outcomes. |
No |
|---|---|
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Link between program description and theory of change
Theory of change refers to whether there was a comprehensive description and illustration of how and why a desired change is expected to happen in a particular context. |
Some links |
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Study design
Type of study design reported. |
Pre-post cohort |
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Independence
The degree to which the program authors were involved in the research. |
Completely |
Summary of implementation factors
This is a summary of the program’s characteristics that contribute to its implementation rating.
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Feedback sought from participants
Participants enjoyed the program and understood its benefits. |
Yes |
|---|---|
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Feedback sought from instructors
Instructors enjoyed the program and understood its benefits. |
Yes |
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Groups program is not suitable for
Groups the program wouldn't be suitable for or that required further research to determine suitability. |
Not assessed |
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Training provided during study
The model of training provided. |
Face to face, all instructors, in person |
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Ongoing instructor support provided during study
Whether ongoing support is provided. |
Yes |
Context
This is a summary of the context in which the evidence for the program was established.
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Study Participants
Pre school, primary school (Foundation to Year 6), secondary school (Years 7 to 12). |
Primary school |
|---|---|
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Country of Study/s
The location in which the evidence or research was conducted. |
Australia |
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Location of Study/s in Australia
The state (or states) the program was assessed in Australia. |
ACT |
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Evaluation of program in culturally and linguistically diverse populations
Provider has included culturally and linguistically diverse people when assessing the program. |
Yes |
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Evaluation of program in Aboriginal and Torres Strait Islander children and young people
Provider has included Aboriginal and Torres Strait Islander peoples when assessing the program. |
No |
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Evaluation of program in low socioeconomic groups
Program has evaluated a diverse socio-economic population in their research. |
No |
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Developmental based adaptations to program design and delivery
Shorter sessions for younger students or activities are adjusted for age appropriateness. |
No |
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Evaluation of program in children and young people with disability and/or learning difference
Provider has included participants with a disability or learning difference when assessing the program. |
No |
Last updated: 19 November 2021