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DIVERSITY AND INCLUSIONHands, WAYS OF TEACHING AND ENGAGING ABORIGINAL…

- - - - STRATEGIES
        
        How you run your classroom is really important.
        
        Seeing students with a disability as a person and not a label.
        
        Walk-in their shoes.
        
        Legally you have to provide everyone with an education.
        
        Don't make assumptions.
- - - - Maybe prompted by anxiety, boredom, or being lost in school.
      - Not processing the environment around them
  - - - Behaviour Strategies
        
        Time Management.
        
        Reward good behaviour.
        
        Let them choose.
        
        Distract bad behaviour.
        
        Find a quiet place.
        
        Engage your students learning
        
        Classroom receptive language strategies
        
        Classroom expressive language strategies
  - - - Nonverbal Working Memory: visual imagery of past events and preparation for the future.
        Impairments
        
        Holds events in time.
        
        Observation learning.
        
        Reduce destructions.
        
        Organisation of behaviour.
        
        Time management.
        
        Verbal Working Memory: verbally present information.
        Impairments
        1.Reading and comprehension.
        2.Struggle with behaviour self instruction and self reflection.
        
        https://youtu.be/SJ5QRwTUVdw
        
        Self-regulatory of emotion and motivation: the internal of emotions and their consequences
        
        Reconstitution: utilising experience to generate new responses
- - - - Not unless the school can prove that it would cause unjustifiable hardship for the school.
  - - - Promote aa supportive, respectful, positive classroom climate
      - Embrace Students’ Diversity
      - Be culturally aware of your students and your whole school community.
      - Encourage Student Interactions with each other and the school community.
      - Have high expectations of all your students.
      - Plan learning that involves participation from everyone.
      - Take a ‘community’ approach to learning and teaching.
- - - - Effective Practices
        
        Age-appropriate tests.
        
        Authentic texts.
        
        Repeated reading.
        
        Direct teaching, so students cany automatically employ taught strtegies.
        
        Use "BLOOM" for deeper questioniing.
        
        Extend literacy outside the classroom.
        
        Helping with Comprehension.
        
        Monitoring
        
        Cooperation learning.
        
        Use graphic organisers.
        
        Focusing on story structure.
        
        Answering and generating questions.
        
        Students at Risk of Disengagement
        
        Students and teachers have set no high learning expectations.
        
        Pygmalion effect - only teaching to students they know will succeed easily.
        
        Student’s Maslow’s pyramid needs are not being met within the classroom or the whole school community.
        
        Teachers haven’t used differentiation for learning and assessments.
        
        No professional training for teachers to deal with in these situations.
        
        Diversity isn’t considered.
        
        Universal design for learning hasn’t been considered.
      - Error Analysis: students responses to particular taks
      - Repair Theory (Brown & Van Lehn's (1982): looks at students and how and why they make mistakes (consistent errors in computation)
      - Error Analysis: students responses to particular tasks.
      - Mathew Effect: the literacy gap that occurs in primary, where students notice the gap between themselves and their skilled peers
- - - - Families clash between cultural family identity and curriculum
        
        2020 Every student every classroom everyday
- - - - Cerebral Palsy
        
        Spina Bifida
        
        Muscular Dystrophy
        
        1 more item...
    - - When Interacting with Parents.
        
        Always provide positive feedback (sandwich).
        
        Listen more than talk.
        
        Parents are the expert on their child therefore use them as a expert resource.
        
        What can the child do?
      - Observe your students and decide what they can do independently.
        
        Understand their skill set and implement them in your classroom planning.
        
        It’s important to give students time to become familiar with the classroom environment and teacher and student expectations.
        
        Learn the basics of any specialised equipment your students use so that you can support them in your care.
        
        Allow students to express what they know about their own specialised equipment.
        
        Set up a buddy system that allows other students to take turns helping to finish difficult tasks.
- - - - Functional Skills
        
        Learn skills applicable to environments.
        
        Generalise skills to various situations and other environments
        
        Adaptive Functioning: How well a person handles common demands in life compared to others of similar age and background
        
        Adaptive Behaviour: represents conceptual, social and practical skills that are learned and performed by people in their everyday lives.
    - - Cognitive Strategies - explicit instructions of basic skills.
        
        Review, revise and motivate.
        
        Presentation.
        3.Guided practice.
        
        Correctives and feedback.
        
        Independent practice.
        
        Require Accommodation, Modification and Instructional Strategies
        
        IEP Planning: accommodation and Modifications link
        
        Instructional modifications support students with learning problems within the classroom settings.
        
        Can include modifications to lesson presentation, student responses, and evaluation and assessment techniques.
      - Behavioural Strategies
        functional behaviour assessments: problem solving strategy for identifying the contextual factors associated with problem behaviour and consists of record reviews, descriptive assessment and experimental analyses