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Diversity & Inclusion - Coggle Diagram

- - - - CALD and EALD Learners of English:
        Found in SCSA
- - - - 1992: Disability Discrimination Act
        this act makes it unlawful to discriminate on a student on the grounds of disability, promoting equal opportunity and access
        
        2002: review of 'Services for Students with Disabilities in Gov. schools.
        "this was a strategy to broaden the inclusivity of schools to the communty around the school'
        Compromising of 7 points:
        :star:all students have the right to enrol and participate,
        :star:all levels of the system tom value diversity (inclusive framework),
        :Star: provide appropriate adjustments to ensure access participation and achievement,
        :star:adjustments are made on a "needs" basis,
        :star: Systemic support for pedagogies that meet individual student needs,
        :Star: Coordination of services deliver according to the student need
        :star: Services are provided and supported by collaborative partnerships and models.
        
        2005: Disability Standards for education
        five major areas of focus:
        :star:Enrolment,
        :star:Participation,
        :star:Curriculum development, accreditation and delivery (teaching standards)
        :star: Student Support Services
        :star: Harassment & Victimisation (Bullying)
        
        ABLEWA has been created to assist
  - - - 2015: National aboriginal and Torres Strait Islander education strategy was ENDORSED but EDU Ministers
        7 Priority Areas:
        
        Resulted in Aboriginal Cultural standards framework (2015)
  - - - Governed by ATILS standards
  - - - Categorising and defining the student ability
        Physical, Cognitive, Sensory or Social/emotional(or a combination of some/all?)
        
        Reasonable adjustment in terms of education refers to modifying the learning environment to curriculum delivery to assist the student
- - - - teaching strategy to help
        :star: use visuals, flash cards, daily routine boards
        :star: chuck instructions
        :star: provide written and oral directions
        :star: have student relay instructions
        :star: allow thinking/processing time
        :star: provide manipulative for working out
        :star: be concise with directions
- - - - Supports Services
        :star: Special school to support (WAIDE, VES, SEND
        :star: Individualised Health care plans (IHCP)
        :star: Classroom changes (seating arrangements, writing equipment, location of resources, ect)
        :star: Adaption of instruction and evaluation
        :Star: Assistive technology (Electric wheel chairs, communication aides, software, ect)
- - - - Characteristices of LD
- - - - Common Traits
        :star: Compensation (mimicking social norms)
        :star: Masking (repressing Autistic traits)
        :star:Assimilation (preforming or pretending)
      - Challenges
        :red_cross: Prefers sameness
        :red_cross: In attention and Distractibility (prone to tune out, problems with sustaining attention)
        :red_cross: Restlessness to sensory irritation ( lights, noise, smells ect)
        :red_cross: Can use self injuring behaviour (head banging, hair pulling)
        :red_cross: hyper focus
        :red_cross: non verbal behaviour may not mach the feelings
        :red_cross: struggles with understanding jokes, irony or metaphors
        :red_cross: can be very literal
        :red_cross: inrrupting speaker, but lack of understanding of social cues
        :red_cross: Excessive chatter about area of interest
        :red_cross: often naive, bullied
        :red_cross: misunderstanding social ques
        :red_cross: difficulty understanding emotions
        :red_cross: Meltdowns
    - - Predominately Inattentive
        :red_cross: Easily distracted
        :red_cross: trouble staying organised
        :red_cross: difficulty following instructions
        :red_cross: lack of attention for details
        :red_cross: forgetful, lose or misplace things
      - Predominately Hyper - impulsive
        :red_cross: cannot sit still
        :red_cross: Run or climb uncontrollably
        :red_cross: Prone to fidgeting
        :red_cross: talk excessively
        :red_cross: struggle to be quiet or do things quietly
        :red_cross: implusive
        :red_cross: interrupt speakers
        :red_cross: struggle with strong emotions
      - Combined: Shows a mix
        
        Characteristics & Challenges
        :check: Creative and resourceful
        :check: be flexible and take initiative
        :check: be a visual learner
        :red_cross: can experience unpredictable mood swings
        :red_cross: inattentive and can make careless mistakes
        :red_cross: Appears to not listen to direction or instruction
        :red_cross: Difficulty prioritising
        :red_cross: Easily distracted
        :red_cross: fidget or restless
        :red_cross: talks quickly and often
        :red_cross: interrupts often
        
        Teaching Strategies
        :arrow_forward: Present lesson in creative ways
        :arrow_forward: use elements that involves the senses( hands on, visual aids
        :arrow_forward: make links to sounds, visual images and personal connections
        :arrow_forward: Chuck/break assignments and tasks in to smaller parts
        :arrow_forward: help student build time management skills (diary, reminders, lists)
        :arrow_forward: teach using a variety of formats
        :arrow_forward: record instructions for assignments, lectures or have links for videos to be able to be viewed multiple times
        :arrow_forward: repeat and emphasise important information
        :arrow_forward: use colour in written materials
        :arrow_forward: allowing wait time
        :arrow_forward: teach stop-think-do
        use visual prompts for memory recall
        :arrow_forward: make time tangible
      - Types