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Everyone Everyday Program

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Why we need the Everyone Everyday Program
Timber Tops Primary School (TTPS) is situated in a rural area in Tasmania with an enrolment of 70 students of which almost 50% identify as Indigenous. The school has an ICSEA value of 813 with 74% of students in the bottom quarter (Australian Curriculum Assessment and Reporting Authority [ACARA], 2016). In recent weeks there have been increasing behavior issues centered around the students with special education needs in the Year 5/6 class. In the combined Year 5/6 class there are twenty one students, of which five students are on Individual Education Plans (I.E.P.s) and eight students are on Personal Learning Plans (P.L.P.s). Discussion with students has revealed that many of the issues have arisen …show more content…
Research has shown concerns that students with disabilities take up too much a of a teachers time and therefore have a negative effect on the academic progress of the other students is not unusual (Siperstein, Parker, Bardon, & Widaman, 2007). One of the aims of Everyone Everyday is to change students’ perceptions of people with disabilities to create a more inclusive environment. This is supported by research that shows that students’ perceptions of people with disabilities relates directly to their attitudes towards them and their willingness to include them (Siperstein et al., 2007). Evidence suggests that students with and without a disability benefit from an inclusive classroom (Henninger, Gupta, & Vinh, 2014). An inclusive classroom fosters understanding and a positive attitude towards diversity (Henninger et al., …show more content…
The program requires no special equipment, purchases, or modifications to the school’s strategic plan or vision (DACS, 2016b). Furthermore, Everyone Everyday can be used to reinforce the school values of respect, kindness, friendliness, consideration and inclusiveness from the existing whole school social and emotional learning program (Tall Timbers Primary School, 2016). Essentially, to implement the program all that is required is for the classroom teachers to allocate the time needed to implement the lessons.

Safety Concerns
The only issue would be to ensure that the program is delivered in a way that does not embarrass or single out any students. There are support materials for teachers to use to address this possibility and ensure that the delivery of the program is a positive experience for all students (DACS, 2016b). There are no other foreseeable concerns regarding the implementation of Everyone Everyday:
• There is no need for students to access the internet,
• The content does not contain any discernable triggers or contentious topics,

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