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Inclusion and diversity, Training and support/collaboration, EDN 612 …

- - - - Barriers to inclusive teaching
        
        lack of access to learning
        
        Strategies to inclusive environment
        
        Buddy system
        
        Peer support
        
        Listen to student
        
        Help develop social and emotional wellbeing
        
        Start with teacher approach
        
        Willingness to co- teach
        
        Collaboration
        
        Team approach
        
        Focus on student strengths
        
        Use variety of teaching instructions
        
        Flexible approaches
        
        Modify pace of work
        
        Supportive classroom climate
        
        Provide positive Feedback
        
        Have high expectations
        
        Differentiating content, process and product
        
        Be consistent
        
        Keep students involve in own learning
        
        Promote social inclusion
        
        Get to know the student
        
        can cause
        
        not belonging
        
        lack of participation
        
        isolation
        
        Teacher lack of
        
        Skills
        
        Attitudes
        
        Knowledge
      - Assessment
      - Teaching
      - Environment
- - - - Reasonable adjustment
        
        Needs
        
        4 stages of adjustment
        
        No adjustment needed at this time
        
        Supplementary
        
        Substantial
        
        Extensive
        
        Cost
      - IEP's
        
        Collaborative approach
    - - Access to learning
      - Right to a good education
      - Fair
    - - Best practice
      - Can benefit everyone
- - - - Incl. ATSI culture in teaching plan
    - - Consider special events
  - - - Group work
      - Cooperation - not competition
    - - 8 Ways of learning
        
        Story sharing
        
        Non-verbal
        
        Symbols and images
        
        Land links
        
        Non-linear
        
        De/Re-construct
        
        Community Links
        
        Learning maps
      - Acknowledgement of country
      - Liaise with Elders
    - - Know my students and how they learn
- - - - text to voice
        
        voice to text
      - bigger/dyslexia font
      - High contrast writing
      - Know student strengths and level of dyslexia
      - Encourage learning and having a go
        
        making mistakes is ok
      - Differentiation strategies
        
        process and product
      - Clear instructions
      - Check for understanding
      - Explicit teaching
      - Scaffolding
      - Modelling
        
        Think out loud
      - Set authentic tasks
      - Readings text that are achievable and age appropriate
      - Offer as audio book
      - Collaborative learning and peer support
      - Use graphic organisers and other diagrams
      - L I and S C
      - Cloze activities
      - Provide feedback
      - Break up instruction
      - Offer breaks
      - Teach mnemonic devices
      - Class room environment
        
        Sound
        
        Light
        
        Organisation
      - Seating arrangement
        
        Close to teacher
      - Teach self-regulation and management skills
    - - Reasonable adjustment
  - - - Have high expectations
      - Clear and concise instructions
      - Check for understanding
      - Teach key terms
      - Explicit teaching
      - Use mathematical language
      - Differentiation
      - Know student strength and how they learn
      - Collaboration and peer support
        
        supervised
      - Scaffolding
      - Prompting
      - Use numeracy across the curriculum
      - Simpler problems
        
        Simpler numbers
      - Apply to real life situations
      - Wait time
    - - Reasonable adjustment
- - - - Consider special events
  - - - pair work
      - role plays
      - jig-saw
      - problem solving tasks/projects
      - Flexible grouping
    - - Vocabulary
      - Figurative speech
      - Abbreviations
      - Visual symbolism
      - Cultural references
      - Associated meanings
    - - Know student's language proficiency
        
        Beginning, Emerging, Developing, Consolidating
        
        Offer breaks
      - Read material in own language/literature
    - - Know my students and how they learn
- - - - Social skills
      - Cognitive skills
      - communication skills
        
        Behaviour
    - - 3 levels of support
        
        Substantial support
        
        Very substantial support
        
        Support
      - Spectrum
        
        3 Types
    - - Explicitly teach appropriate behaviour for learning, communicating and social interaction
      - Positive reinforcement
      - Visual cues and ACC
      - Social stories
      - Assistance to understand
        
        Vocabulary
        
        Figurative speech
        
        Abbreviations
        
        Visual symbolism
        
        Associated meanings
    - - Struggle in larger groups
    - - Know triggers
      - Don't pressure for response
      - Support when showing sign of distress
    - - minimise
        
        noise
        
        mess
        
        smells
        
        light
  - - - Medication
      - Behaviour plans - collaboration
        
        Functional behaviour
        
        Problem behaviour
      - Specific teaching of appropriate behaviour
    - - Impulsive behaviour
      - concentration and attention difficulties
      - Poor self-esteem and anxiety
      - learning difficulties
    - - Know my students and how they learn
        
        Learn to recognise signs of agitation
        
        triggers
        
        know signs of attention seeking
      - learning that supports real life skills
      - Safe class room environment
      - Teaching self-regulation
      - Build connections
        
        Respectful communication
      - Positive behaviour management
      - Supportive students centred environment
      - Strong, fair and consistent classroom management
        
        Establish expectations and routines early
        
        Being organised to maintain flow of lesson
      - Fair feedback
      - State L I and S C
      - Using short term accommodations to re-align behaviour
      - Break up lesson with varied activities
      - Clear and short instructions
      - Differentiate content, process and product
      - Flexible seating plan
      - Chill out zone - Breaks
      - Remain calm
      - Address behaviour not student
      - Positive reinforcement
      - Scaffolding, prompting and chunking
      - Backward chaining
      - Direct instruction, modelling and roleplay
      - Wait time
      - Collaborative learning
        
        Strong supervision
- - - - noise
      - light
      - physical barriers
    - - Voice output machines
      - IEP
        
        Collaboration between home, students, specialists, community and educators
      - assistive technology
        
        Low tech
        
        High tech
      - ACC
      - Adapted scissors, pencils and keyboards
      - Classroom environment
        
        Accommodating for wheelchairs etc
      - Modified equipment
        
        Mobility equipment
      - No hand written test
      - Special computer programs
  - - - Can cause
        
        Withdrawal from speaking
        
        Problems hearing in noisy rooms
        
        Inattentiveness
        
        Behavioural problems
        
        Difficulty following instructions
      - Strategies
        
        Focus on student strengths
        
        Know my student
        
        Differentiation
        
        Content, process and product
        
        Clear concise instruction
        
        Check for understanding
        
        Written/visual instruction /aids
        
        Environment
        
        Back ground noise
        
        lighting
        
        Messy and clutter
        
        Seating position
        
        Manage group work
        
        Struggle in following conversation
        
        Group work could be difficult
        
        Get attention before instruction
        
        Know how to communicate
        
        Peer support
        
        Use note takers/scribes
        
        Provide notes or PowerPoints
        
        Captions on videos for education
        
        Scaffolding
      - Specific strategies
        
        IEP
        
        Collaboration between home, students, specialists, community and educators
      - Impact learning language
        
        literacy
        
        Social interaction
      - Auslan interpretor
      - Assessment adjustment
    - - 3 Learning needs
        
        Adapting curriculum
        
        Changes in Pedagogy
        
        Specific and unique
      - Specific strategies
        
        Visual adaptations
        
        Modifications
        
        Materials and devices
        
        Assistive technology
        
        LVD
        
        Braille
        
        Learning strategies
        
        Pedagogy
        
        Environment
        
        Collaborate team approach
        
        Family, specialists, student and educators
        
        IEP
        
        Access to two areas of curriculum
        
        Core
        
        Expanded core
        
        Orientation and mobility focus
        
        Assessment adjustment
      - Can impact
        
        Development
        
        Fine motor skills
        
        Mobility
      - General strategies
        
        Collaboration and peer support
        
        Scribe or reader
        
        Text to voice
        
        Differentiation
        
        Appropriate medium to present material
        
        Suitable seating
        
        Classroom environment
        
        Light
        
        Noise
        
        Physical barriers
        
        Have high expectations
        
        Encourage independence
        
        Large print and high contrast
        
        Opportunity for breaks
        
        Teach social competency
        
        Scaffolding
        
        Clear and concise instructions
        
        Check for understanding
        
        Read while writing
        
        Focus on student strength
        
        Know my student
- - - - Know student interest and strengths
      - Check for prior learning
      - Direct instruction and explicit teaching
        
        One concept at a time
      - Short and clear instruction
        
        Repeat
      - Check for understanding
      - Scaffolding and modelling
      - Use visuals - prompts and schedules
      - Breaking down instructions
      - Have high expectations
      - Promote independence
      - Peer support and small group collaboration
      - Generalise learning
      - Teach to interest and strength
      - Link to real life
      - Thinking time
      - Provide support for writing and fine motor skills
      - Use demonstrations
      - Class room environment
        
        noise
        
        distractions
        
        Structured
      - Physical and visual prompting
      - Chunking
      - Positive reinforcement
    - - Vocabulary
      - Figurative speech
      - Abbreviations
      - Visual symbolism
      - Associated meanings
    - - Curriculum modifications
        
        Functional curicullum
        
        Life and social skills
        
        Self-determination
        
        self- advocacy
  - - - Medication
      - Visual learners
      - Computer skills is a strength
      - Need to know what is going to happen