Please enable JavaScript.
Coggle requires JavaScript to display documents.
EDN:612 Diveristy and Inclusion, developed to ensure educational practices…
EDN:612 Diveristy and Inclusion
Understanding Diversity, Inclusion and Engagement.
Diversity
Acknowledging and celebrating individual differences
cultural background
Australia's rich cultural identity
Indigenous, migrant or otherwise
Culturally responsive teaching
Historically, some students have been marginalised in education.
Focus on elevating their learning capacity
abilities
Physical, sensory and cognitive differences.
identities
Gender identities, sexual orientations and other personal aspects.
Inclusion
Creating an environment where everyone feels safe, valued, respected and actively participates.
Equity
Pedagogic rights- conditions for effective democracy
"how of education has a strong link to how 'society' works" (Hyde et al., 2022, Chapter 17)
Who's rights, on behalf of whom? Who gets the power to make these decisions? Who gets to decide who is 'in' or 'out' or 'let in'?
Who or what is normal and not normal?
Rights
Enhancemen
t
1 more item...
Inclusion
1 more item...
Participation
1 more item...
Qualification - we as teachers have aquired the qualifications to posess he knowledge, dispositions and skills neded to teach students. This helps us to prepare students for the work they need to complete.
Subjectification - going against the grain, purposely not fitting in, thinking outside the box without restraint.
Socialisation - relationships between students and existing social and cultural practices.
Ensuring each students gets what they specifically need to succeed.
needs vary based on diversity
Levelling the playing field
Equal Opportunity
Social Justice
The achievement of outcomes that are equal.
Inclusive Education
Meaningful learning experiences for all by restructuring policies, curriculum, cultures and practices that influence learning environments in schools.
Reasonable Adjustment
Differentiated Instruction
understanding th evolving needs of students
Considering individual needs and backgrounds when tailoring learning experiences
Engagement
Emotional Engagement
Build positive relationships with other students and staff.
Teacher Engagement
Ensuring educators are motivated, supported and commited.
Engaged teachers positively impact student outcomes
Fostering meaniful connections between students, teachers and the learning process.
Emotionally engaged students will show interest, enjoyment and a sense of belonging.
Behavioural Engagement
Students who are engaged in learning with interest will demonstrate less disruptive or negative behaviours.
Active Participation
Positive relationships
Building rapport between teachers and students
Student Voice
Allowing students to express their opinions and contribute to decision making
Meaningful learning activities
Lessons that resonate with student interests and experiences.
Cognitive Engagement
Students are invested in learning, they will go beyond the minimum requirements and enjoy being challenged.
(Hyde, M., Dole, S., & Tait, K. (2021). Diversity, Inclusion And Engagement. Oxford Univ Press.
https://bookshelf.vitalsource.com/books/9780190329495
) Chapers 1, 17 & 19
The Glossary of Education Reform
ABC Education - What is Equity in Education and How Do We Achieve It
Australian Schools, Policy and Legislation
Policy and Legislation
Understanding laws and guidelines that shape education.
Australian Curriculum
Diverse educational settings, including public, private and independent schools.
Australian Curriculum, Assessment and Reporting Authority (ACARA)
https://www.acara.edu.au/
In WA we have School Curriculum and Standards Authority (SCSA)
https://www.scsa.wa.edu.au/
Western Australian Curriculum Browser
https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser
The national curriculum for all Australia except WA.
No distinction for students with special needs other than an expectation that all students are expected to be included in access and assessment.
Teacher's abandon the Australian curriculum for students with special needs in favour of the content provided by the state they reside in.
National assessment program (NAPLAN) to measure student progress in numeracy and literacy.
National data collection for analysis, evaluation, research and resource allocation.
Provides accountability for schools
Students with special needs are often excluded from sitting the tests.
2016 NAPLAN Report has no mention of students with special needs at all.
Disability Standards
National Disability Insurance Scheme (NDIS)
Offers funding and support for persons with disabilities and their families.
Anti-discrimination Legislation
United Nations Educational Scientific and Cultural Organisation (UNESCO)
https://www.unesco.org/en/education
The Australian Human Rights Commision (AHRC)
formerly known as the Human Rights and Equal Opportunity Commission (HREOC)
https://humanrights.gov.au/
Responsible for the management of legislation regarding:
Aboriginal and Torres Strait Islander Social Justice
Age discrimination
Children's Rights
Disability Rights
Race Discrimination
Sex Discrimination
Asylum Seekers and Refugees
Rights and Freedoms
LGBTIQ+
Business and Human Rights
Technology and Human Rights
https://humanrights.gov.au/
applies this act
Disability Discrimination Act 1992
https://www.legislation.gov.au/C2004A04426/2018-04-12/text
provides protection
protection extends to the person with the disability, their friends, relatives and other associates connected to the person.
1 more item...
Directly applies this legislation in education
The Melbourne Declaration
Goals
Australian Schooling will promote equity and excellence.
All young Australians will become successful learners, confident and creative individuals and active and informed citizens.
(Hyde, M., Dole, S., & Tait, K. (2021). Diversity, Inclusion And Engagement. Oxford Univ Press.
https://bookshelf.vitalsource.com/books/9780190329495
) Chapers 2
Cultural and Linguistic Diversity (CALD) and Competency
Cultural Competency
Developing awareness and skills to work effectively with students from various cultural backgrounds.
Classroom Practice
Differentiation and Universal Design for Learning (UDL)
UDL is a strategy that is useful for diverse classrooms
Bruner and Vygotsky's constructivist, social interaction and metacognitive theories are helpful for EAL/D learners.
Building on prior accumulated knowledge.
The schema that EAL'D students posses can be very different to Australian students. E.g. in a teacher centred culture students may be acustomed to remaining silent for long periods of time and may refuse to speak during class or ask questions if they need help.
English language proficiency is an assumed and pre-requisit competency in all Australian classrooms.
Classroom Support Strategies: Working with EAL Learners
What works best: EAL/D - NSW Department of Education
Supporting EAL/D Students in Mainstream Classrooms
EAL/D Students in the Mainstream Classroom
Classroom guidance and strategies to support EAL learners
Oral proficiency
Speech requires a complex number of components to come together.
a thought you want to communicate
vocabulary that you need to communicate that thought
making the meaning contextually and socially appropriate
Cognitive processing
1 more item...
Reading Proficiency
Graphic Organisers
teach students how to use graphic organisers to organise information.
KWL charts, story maps.
Vocuabulary Building
Highlight key vocabulary before reading. Discuss synonyms, antonyms and context clues.
Close Reading
Read short passages together, ask inferential questions to deepen understanding.
Writing Proficiency
Sentence Structure
teach sentence patterns (subject, verb, object) and common connectors (because, although).
Modeling
Examples of paragraph structure, topic sentences, supporting details and conclusions.
Peer Feedback
Peer editing, providing constructive feedback.
EAL/D students may need to be taught language functions such as asking questions and introductions to give them confidence to interact in class.
Listening Proficiency
Speech is processed differently to written texts
spoken form can be quite different to written form with parts chopped out due to redundancy.
Speech has visual cues (facial)
Dictogloss
short spoken text that is either read by the teacher or played in audio or visual form.
Visual aids
Visual like pictures, videos and diagrams to support comprehension. Discussion and questions related to what they've seen.
Slow down
Clear speach at a moderate pace. Avoid complex sentences.
Predictive listening
Ask students to predict what they will hear and discuss if their prediction were accurate.
(Hyde, M., Dole, S., & Tait, K. (2021). Diversity, Inclusion And Engagement. Oxford Univ Press.
https://bookshelf.vitalsource.com/books/9780190329495
) Chapers 3.
Student Sociolinguistic Profiles
Classes of students are linuistically and culturally diverse.
Creating a Learner Profile for Plurilingual Learners
Meeting thee Needs of Students for Whom English Is an Additional Landuage or Dialect
How to Create an EAL Learner Profile
English as an additional language or dialect (EAL/D)
Aboriginal and Torres Strait Islanders
Immigrants to Australia from non-English speaking countries.
Refugees
Australian children of migrant heritage
Children of deaf adults
International students from non-English speaking countries.
English Proficiency
Beginning English (some print literacy in their first language)
Emerging English (degree of print literacy and oral language competency with English)
Developing English (print and oral literacy is further developed and growing)
Consolidating English (students have sound knowledge of both print and oral literacy.)
(ACARA) provides a list of language skills "The Language Table"
https://www.australiancurriculum.edu.au/senior-secondary-curriculum/english/english-as-an-additional-language-or-dialect/language-table/
Contains essential language skills to help with the development of reading, writing, listening, speaking and viewing.
Collaborative learning, student centred and discussion based can help sudents engage with learning materials.
Home country and language (s)
Student country of origin and home languages.
Migration Experience
Understanding the journey the student made to the country.
Language Proficiency
Assess proficiency in their first language.
English proficiency - listening, speaking, reading and writing.
Cultural Practices
Explore cultural norms, traditions and customs
Religious practices that could affect school attendence, dietary preferences or daily routines.
Family and Community
Family dynamics, extended fammily.
Community networks, places of worship, cultural centers and support groupss.
Educational Background
Gathering information about previous educational experiences before arriving in a new country.
Literacy skills
Strengths and Interests
Interests, passions and hobbies.
Identify where the student excels - art, sports, music
Teaching Aboriginal and Torres Strait Islander Students
Acknowledgement
Recognising the unique histories, cultures and contributions of indigenous peoples.
Lack of recognition can result in exclusion.
Welcome to Country and Acknowledgement of Country
Formal ceremonies and acknowledgements specific to cultural practices and ceremonies.
Welcome to Country
Conducted by local Elders
A formal ceremony performed by Elders or traditional custodians of the land to welcome visitors to their traditional land.
Speeches, traditional dance, music and smoking ceremonies.
Importance and Significance
Recognises the traditional custodians of the land and shows respect for their ongoing connection to the land.
Acknowledgement of Country
Should be done at the beginning of meetings, events and gatherings.
Can be performed by anyone, acknowledging the traditional custodians of the land.
Examples
“I would like to acknowledge the Traditional Custodians of the land on which we meet today, and pay my respects to their Elders past, present, and emerging.”
"We acknowledge the Traditional Owners of the land where we work and live, and recognize their continuing connection to land, water, and community. We pay respect to Elders past, present, and emerging."
Shouuld be incorporated into daily routines, assemblies and special events to foster respect and awareness.
Cultural Protocols
Learning respectful ways to engage with indigenous communities.
Customs, values and practices, interactions and behaviours.
Showing respect and understanding.
Self determination
Supporting Aborginal and Torres Strait Islander peoples to make decisions about their own lives and communities.
Acknowledgiing that Aboriginal and Torres Strait Islander people are the custodians of their cultural heritage.
Ensuring cultural knowledge and practices are attributed correctly and used respectfully.
Building trust and positive relationships, cultural heritage and culturally safe environment.
Respecting cultural and intellectual property
recognising and respecting the ownership of cultural knowledge and practices.
Impact of colonisation
understanding he historical and ongoing effectts of colonisation.
Language preservation
importance of preserving and reviitalising Indigenous language as a key aspect of cultural identity.
Practical Applications
Engaging with local Elders and comunity members to understand and respect their specfic cultural protocols.
Modifying teaching approches to align with cultural contexts and learning styles.
Integrating traditional knowledge and practices into the curriculum to enhannce cultural relevence.
Creating a safe classroom environment where students can express thier cultural identity.
Sorry Business
The period of mourning following the death of a community member, involving specific cultural practices and ceremonies.
Cultural Protocols
Respect for Cultural Protocols and Practices
Indigenous Cultural Protocols
Cultural Protocols - A framework
Cultural Etiquette
Curriculum Integration
Incorporating indigenous perspectives across subjects.
Incorporating Acknowledgement in Schools
Embedding Indigenous knowledge in various subjects.
Using culturally relevent materials and resources.
Highlighting contributions of Aboriginal and Torres Strait Islander peoples.
Effective Teaching Practices
Culturally responsive pedagogy
Teaching methods that are culturally responsive.
Understanding of their learning styles
Building strong relationships with students and communities.
Foster strong and respectful students.
Engaging with Elders and community members brings authenticity to Indigenous perspectives.
Differentiating instruction to meet diverse learning needs.
accomodate diverse learning needs or Aboriginal and Torres Strait Islander students.
Use of visual aids, hands on activities and collaborative learning.
Resources and Support
Accessing teaching resources and guides.
utilise available resources and guides that provide strategies for integration of Indigenous perspectives into the curriculum.
Professional development for teachers.
development programs that are focused on culturally responsive teaching practices and understanding of Aboriginal and Torres Strait Islander culltures.
Collaborating wiith Indigenous educators and community members.
co-develop and deliver curriculum content.
Utilising digital resources and online platforms.
interactive and engaging content that is relevent to their culture.
By 2031 - predictions suggest there will be at least one indigenous student in every classroom.
Distribution is not even - a quarter of the indigenous population lives in remote areas.
a variety of disadvantages - social and cultural marginalisation, poverty, poor health, difficult home life etc.
Australian Curriculum, “Aboriginal and Torres Strait Islander Histories and Cultures”
Indigenous.gov.au, “Curricula Project”
Department of Education, “Aboriginal and Torres Strait Islander Students”
(Hyde, M., Dole, S., & Tait, K. (2021). Diversity, Inclusion And Engagement. Oxford Univ Press.
https://bookshelf.vitalsource.com/books/9780190329495
) Chapers 4.
Students with Specific Learning Disabilities and Neurodiversity.
Learning Disabilities
Strategies for supporting students with dyslexia, dyscalculia or other specific learning difficulties.
Neurodiversity
Embracing diverse cognitive styles, including ADHD, autism and giftedness.
Autism Spectrum Disorder (ASD)
developmental disorder that affects communication and behaviour.
Challlenges with social skills, repetitive behaviours, speech and non-verbal communication.
Difficulty understanding social cues, forming relationships and communicating effectively.
Use of visual supports, structured routines and social skills training.
Attention Deficit Hyperactivity Disorder (ADHD)
Neurodevelopmental disorder - inattention, hyperactivity and impulsivity.
may struggle with staying focused, following instructions and controlling impulses.
Bheavioural interventions, organisational aids, classroom accomodations (seating plans and breaks).
recognising neurological difference as natural variations in tthe human brain.
respected and valued.
classrooms should accomodate diverse learning needs, acceptance and understanding.
(Hyde, M., Dole, S., & Tait, K. (2021). Diversity, Inclusion And Engagement. Oxford Univ Press.
https://bookshelf.vitalsource.com/books/9780190329495
) Chapers 6 & 7.
British Dyslexia Association, “A Guide to Specific Learning Differences"
I CAN, “Developmental Language Disorder”
Dyslexia UK, “Neurodiversity and Specific Learning Difficulties”
Dyspraxia Foundation, “Dyspraxia/DCD”
National Handwriting Association, “Dysgraphia”
Reading Rockets, “Neurodiversity and Children with Learning Differences”
Literacy & Numeracy Learning Difficulty
Dyslexia
Students may struggle with reading comprehension, slow reading rates and friequent spelling errors.
Can affecct their overall academic performance.
use of multisensory teaaching methods
visual, auditory and kinesthetic-tactile.
enhances memory and learning of written language.
tools liketext to speech software, audiobooks and word processors with spell check.
Affects reading and related language based processing skills.
Developmental Language Disorder (DLD)
DLD is a condition where children have problems understanding and/or using spoken language.
difficulty following instructions, understanding complex sentences and expressing thoughts.
Speech and language therapy, along with simplifying language, using visual supports and providing extra processing time.
Dyscalculia
Affects a person's ability to understand numbers and learn math.
Difficulties with number sense, memorising arithematic and performing accurate calculations.
Struggle with basic math, understanding mathematic concepts and solving word problems.
Use of concrete manipulatives, visual aids, step-by-step instructions.
Number lines, counters, visual representations.
Dyspraxia
Neurological disorder that affects motor skill development.
Difficulties with coordination, balance and fine motor skills.
Troubles with tasks that require fine motor skills/
Occupational therapy, physical therapy and classroom accomodations.
Extra time for tasks and alternatives for written work.
Dysgraphia
Affects writing abilities
handwriting, spelling and organising written text.
Students may have illegible handwriting, inconsistant spacing and difficulty with spelling and grammar.
Use of organisers, keyboarding skills and alternative formats for written assignments.
Students with Physical and Sensory Disabilities
Accessibility
Creating inclusive learning environments for students with mobility challenges, visual impairments or hearing loss.
Assistive Technology
Using tools like screen readers, captioning or adaptive devices.
(Hyde, M., Dole, S., & Tait, K. (2021). Diversity, Inclusion And Engagement. Oxford Univ Press.
https://bookshelf.vitalsource.com/books/9780190329495
) Chapers 9, 11, 12 & 15.
Supporting pupils with sensory and physical difficulties - Teaching Expertise
Sensory and/or physical - NASBTT
Teaching Students with Physical Disabilities - Accessible Campus
Physical Disabilities
Mobility, muscle strength, coordination
Cerebal palsy, muscular dystrophy, spinal cord injuries.
Physical accessibility
Remove obsticles (e.g. cords, clutter) to make the environment safe.
Arrange furniture to allow clear pathways for wheel chair access.
Inclusive Classroom Environment
Individual Education Plans (IEPs)
Collaborate with special education teams to create personlised goals.
Address specific needs related to mobility, communication and sensory access.
Assistive technology
Explore tools like screen readers, speech to text software or adaptive keyboards.
Promote interactions between students with and without disabilities.
encourage empathy and understanding.
Sensory Disabilities
Impacting the senses - vision, hearing, touch, taste and smell.
Visual impairments, hearing loss, tactile sensitivity.
Visual accessibility - high contrast materials (e.g. dark text on light background) or large print or digital resources.
Verbal descriptions of visual content (images, diagrams).
Tactile models or raised line drawings.
Auditory accessibility - Use microphones during explicit teaching, caption videos and provide transcripts.
Face students when speaking, use visual cues (gestures, facial expressions), provide written instructions.
Students with Intellectual Disabilities
Individualised Education Plans (IEPs)
Tailoring learning goals and accomodations.
Inclusive Practices
Collaborating with support staff and promoting social inclusion.
Involve parents, special educators and related service providers.
Foster teamwork and shared goals
Inclusive policies - advocate at school level, endsure access to general education settings.
Safe, accepting classroom environment with positive teacher-student relationships
Cognitive impairments and adaptive behaviour limitations.
Conceptual, social and practical
Adaptive Instructional Methods
Structured Learning
Breakdown complex tasks into smaller more manageable steps.
Introduce each step progressively to avoid overwhelming the student
Tactile and Kinesthetic Activities
Hands-on tasks and movement-based learning
Make lessons concrete and engaging
Visual Supports
Pictures and charts - clarify expectations and enhance with visual aids.
Feedback
Prompt and specific - reinforce learning by giving immediate feedback.
Encourage positive behaviour.
Assessment and Diagnostic
Consider cognitive levels and learning styles and tailor tasks accordingly.
(Hyde, M., Dole, S., & Tait, K. (2021). Diversity, Inclusion And Engagement. Oxford Univ Press.
https://bookshelf.vitalsource.com/books/9780190329495
) Chapers 10.
Adapting teaching strategies to empower learners with intellectual disabilities in inclusive environment
Education for children with disabilities: improving access and quality
Intellectual disability - NSW Department of Education
Students with ASD/ADHD
Autism Spectrum Disorder (ASD)
Understanding sensory sensitivities, communication differences and strengths.
Social and communication challenges, repetitive behaviours and restricted interests.
Sensory sensitivities common.
Individual Education Plans (IEPs)
Collaborate with special education teams (EAs)
Set specific goals and accomodations.
Use visual cues (pictures, icons) to structure routines.
Reduce anxiety by enhancing predictability.
Social Communication Strategies
Social stories - create narratives to explain social situations and expected behaviours.
Foster understanding and appropriate responses.
Use peer modelling - pair students with neurotypical peers to model social interactions and play.
Attention-Deficit/Hyperactivity Disorder (ADHD)
Strategies for managing attention and impulsivity.
Inattention, hyperactivity and impulsivity.
Difficulty with executive function that affects organisation and self-regulation.
Attention and Focus Strategies
Chunking tasks - break assignments into smaller steps with clear instructions.
Use timers and alarms - visual and audio cues help manage time.
Reminders for transitions.
Positive Behaviour Supports
Token systems - reward desired behaviours with tokens (sstickers, points). Exchange tokens for fun activities.
Self-monitoring - teach students to track their own behaviour. Encourages reflection and self-regulation.
Inclusive Classroom Environment
Structured seating
Desks arranged to minimise distrations, sensory needs (noise, lighting)
Flexible seating arrangements
Allow movement (fidget toys, standing desks)
Accomodate sensory seeking or avoidance
(Hyde, M., Dole, S., & Tait, K. (2021). Diversity, Inclusion And Engagement. Oxford Univ Press.
https://bookshelf.vitalsource.com/books/9780190329495
) Chapers 8 & 13.
Teaching Children with Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices
Practical Teaching Strategies for Students with Autism Spectrum Disorder
The EPIC Strategy Booklet (ADHD Foundation)
Attention deficit/hyperactivity disorder (ADHD) in children - The BMJ
Universal Design For Learning
Multiple Means of Representation
present content in various formats (text, audi, visuals)
Offer alternative ways to explore content.
Multiple Means of Engagement
Provide choices in assignments and activities
Student autonomy and motivation
Multiple Means of Expression
Flexible assessment methods (oral presentations, written essays)
Encourage creativity and diverse ways of demonstrating understanding.
developed to ensure educational practices comply with existing act.
Disability Standards for Education 2005
https://www.education.gov.au/disability-standards-education-2005
Applies to all educational settings and all forms of education.
Reasonable Adjustments
Adjustments to curriculum, teaching materials, assessment, certification, teaching and learning activities, delivery modes and assessment procedures and methods.
Minimum amount of change needed to enable students with special needs to participate and interact with learning materials
Adjustment Levels
No adjustment needed
students with disabilities may not need additional adjustments.
Supplementary adjustments
Students may need minor adjustments to teaching and learning to help with learning, physical, communication or participation needs.
e.g. modified programs, extra time for assessments, adjustments to building and facilities , social and emotional support.
Substantial adjustments
More substantial adjustments are needed to address significant barriers to aid with engagement, participation and achievement.
e.g. individual instruction, adjustments to delivery modes, modified study materials, bridging programs, EA assistance and specialised support.
Extensive adjustments
Highly individualised adjustments to help students with acute bariers to their learning and participation.
e.g. highly individualised programs built specifically for the student, modified curriculum, assistive technology and highly specialised facilities.
