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:star: EDN612 Diversity and Inclusion :star:, :checkered_flag:MAIN IDEA:…

- - - - Autonomy, relatability, 'gamify' skillbuilding, movement
    - - multimodal presentations, hands-on activity
    - - Paper and pencil test, oral report/presentation, video, group project
- - - - Examples: Use of a diagnostic tool (e.g. diagnostic assessments), classroom observation, learning plan is given at beginning of learning period
    - - Examples: a student with a learning difficulty may get the help of an EA for some classroom tasks. Reasonable adjustments may be made for assessments such as more time allocation and assistive technology
    - - Examples: Individuals may be considered for special education services (e.g. learning support, support classes)
  - - - Addresses teaching and learning adjustments that are to be made in the classroom
      - Students that require documented plans include students who require an attendance policy, behaviour management in schools and schools plus resourcing informed practice (students with disability)
- - - - Classroom visual and gestural support, scaffolding**
    - - Classroom explicit language and content teaching by specialist EAL/D and mainstream teachers
    - - Classroom focus on specialised communication including writing
    - - Classroom explicit teaching for topics culturally laden in literature or history
    - - Student centred learning that engages students with their needs and interests
      - High level of peer-to-peer and teacher interaction
      - Focus on authentic and purposeful language and HOW to use language
      - Emphasis on meaning over form
      - Teaching using body language, clear and concise instruction, checking of instruction acknowledgement and understanding, increased thinking time and pair-work
    - - Identify level of language proficiency using an EAL/D progress map
      - Use cultural understandings by inviting students to share cltural and linguistic knowledge and experiences to create an inclusive space
      - Build shared knowledge by supporting the learning of the context of concepts to establish the 'everyday' Australian context
      - Make the procedures and assessment expectations of the learning environment explicit
  - - - Integrate culture and practices into teaching and learning
        
        8 ways of learning: story sharing, community links, deconstruct/reconstruct, non-linear methods, hard links, use of symbols and images, non-verbal practices, learning maps
        
        Learning through performance, authentic learning
        
        Learning context specific skills (rather than abstract)
        
        Learning through observation and imitation
        
        Learning through trial and error
        
        Orientation to people rather than task
      - Form strong relationships between schools, teachers, students and communities
      - consult elders in the community to ensure content is Indigenous or sensitive to Indigenous learners
      - Consideration of family and cultural commitments
    - - Operate flexibility with students
      - Consider student aspirations, content and delivery
      - Help students develop sense of security and affirmation (mentoring and tutoring strategies)
- - - - accommodations collaboration within a multidisciplinary healthcare team, muscle stretching and strengthening exercises, careful positioning, use of assistive devices for walking, wheelchair use, commuinication devices, stabilisation tools, grasping aids, creation of boundaries, modification of toys and equipment, MOVE curriculum
    - - accommodations: use of wheelchairs, braces, crutches, walkers, catheters, assistance in dressing and toileting
    - - Accommodations: facilitate movement, provide emotional support to family and child, encourage children to be as active as possible, avoid lifting or pulling children by limbs
  - - - accommodations: during seizures, keep calm, ease child to floor, put something soft under head, turn gently to side, do not attempt to restrain movements, allow child to rest until consciousness returns
    - - accommodations: scheduling of snacks, knowledge of how to manage BGL fluctuations, accommodate access to drinks and toilet breaks, address lunchroom eating issues, address circumstances such as classroom parties, be aware of medical emergency contacts
    - - accommodations: modification to physical activities, access to inhaler and knowledge of student's asthma action plan, plan for absenteeism if asthma not controlled
    - - accommodations: extra opportunities for movement and stretching, limit high-impact participation in PE, give additional time to move between classes throughout the day
    - - accommodations: assist in providing work to do at home to keep up if possible, development of a reintegration plan when child returns to school
- - - - helping in prioritising tasks with first/then board
      - Reward chart
      - Provision of a visual schedule of the day or activity
      - Provide structure in the day
      - Offer options to engage in quieter activities
      - Use a 'positive behaviour support' approach to let students experience success with behaviour. Positive reinforcement and rewards
      - Modifications to the classroom environment: Reduced noise, lighting, teaching materials
      - Understand reasons behind challenging behaviour rather than focussing on the bahaviour itself --> address the issue in a posititve way, teach the student self-soothing techniques, develop supportive routines to minimise outbursts, encourage the student to be successful. Teachers look for patterns in time of day, linking to activities or environments and other students
      - Build positive relationships with parents and caregivers, read relevant assessment reports, seek out information from reputable sites and disability coordinator
  - - - allow wait time after impulsive response for correction
      - teach stop-think-do
      - Clear, structured classroom activities
      - Reduce sources of distraction in the environment
      - Utilise lists and prompt cards
      - teach time management skills and set goals within manageable timeframes
      - Explicit teaching strategies
      - Teach daily self-reflection practices
      - Use extrinsic motivation