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Responsibilities of a teacher: Diversity and Inclusion in schools, *Please…
Responsibilities of a teacher: Diversity and Inclusion in schools
AITSL standards: 1. Know Students and How they Learn (AITSL, n.d.)
Understand Diversity
All learners are diverse (Allen & White, 2021)
Types of diversity
Sensory Disabilities
A disability that affects either one, some, or all of a person’s senses (sight, hearing, smell, touch, taste) (Hyde et al, 2021)
Examples
Deafness (Hyde et al, 2021)
Vision impairment (colour blindness, monocular vision) (Hyde et al, 2021)
Blindness (Hyde et al, 2021)
Complex communication needs (Hyde et al, 2021)
Challenges in the classroom
Difficulties with modes of expression (writing, speaking, class discussions) (Hyde et al, 2021)
Difficulties with moving around the classroom (Hyde et al, 2021)
Difficulties with accessing information and instructions (seeing the board, hearing instructions) (Hyde et al, 2021)
Physical Disabilities
A broad category that usually involves the motor system and places some limitation on the person’s movement ability (Hyde et al, 2021)
Examples
Muscular Dystrophy (Hyde et al, 2021)
Spinal Cord Injury (Hyde et al, 2021)
Cerebral Palsy (Hyde et al, 2021)
Spina Bifida (Hyde et al, 2021)
Challenges in the classroom
Extended periods of absence (Hyde et al, 2021)
Difficulty with movements (writing, getting to class, seating) (Hyde et al, 2021)
Fatigue (Hyde et al, 2021)
Neurodiversity
A term that encompasses all neurological differences (Hyde et al, 2021)
Examples
Specific learning disabilities
A disability that affects a specific area of learning (Hyde et al, 2021)
Examples
Dyscalculia (Hyde et al, 2021)
Dysgraphia (Hyde et al, 2021)
Dyslexia (Hyde et al, 2021)
ADHD (Hyde et al, 2021)
ASD (Hyde et al, 2021)
Tourette Syndrome (Hyde et al, 2021)
Complex communication needs (Hyde et al, 2021)
Attention Deficit Hyperactivity Disorder (ADHD)
Neurobiological condition characterised by a continuing pattern of inattention and/or hyperactivity or impulsivity that is developmentally inappropriate (ADHD foundation, n.d.)
Challenges in the classroom
Trouble staying organised (ADHD foundation, n.d.)
Talk loudly or interrupt (ADHD foundation, n.d.)
Easily distracted/lack of attention to detail (ADHD foundation, n.d.)
Acti without thinking (ADHD foundation, n.d.)
Fidgeting or moving incessantly (ADHD foundation, n.d.)
Cultural and Linguistic Diversity
EAL/D learners
Students who speak English as an additional language or dialect . *English as an additional language or dialect (EALD): Pre-primary
Aboriginal and Torres Strait Islander students
Challenges in the classroom
Absenteeism (Hyde et al, 2021)
Racism (Hyde et al, 2021)
Health issues (Hyde et al, 2021)
Trust of education/differences in educational systems (Hyde et al, 2021)
Cultural needs and differences (Hyde et al, 2021)
CALD learners (Culturally and linguistically Diverse) (Department of Education and Training, n.d.)
Students with cultural and linguistic backgrounds that are diverse (Department of Education and Training, n.d.)
Challenges in the classroom
Language barriers (Department of Education and Training, n.d.)
Different experiences with educational systems/expectations (Department of Education and Training, n.d.)
Different background knowledge and cultural references (Department of Education and Training, n.d.)
Difficulty with social integration (Department of Education and Training, n.d.)
Autism Spectrum Disorder (ASD)
"A neurodevelopmental condition characterised by differences in and challenges with social skills, communication and behaviour" (Autism Spectrum Australia, n.d.)
Challenges in the classroom
Difficulty interpreting social cues (Autism Spectrum Australia, n.d.)
Sensory overload (Autism Spectrum Australia, n.d.)
May be non-verbal (Autism Spectrum Australia, n.d.)
Difficulties with change or being flexible (Autism Spectrum Australia, n.d.)
Preoccupied with a particular topic/interest (Autism Spectrum Australia, n.d.)
Intellectual Disabilities
A disability that affects a person's intellectual ability and/or behaviour in different situations (Hyde et al, 2021)
Examples
Brain Injury (Hyde et al, 2021)
Fetal Alcohol Syndrome (Hyde et al, 2021)
Down Syndrome (Hyde et al, 2021)
Challenges in the classroom
Difficulty with social skills (Hyde et al, 2021)
Difficulty with practical skills (daily living) (Hyde et al, 2021)
Difficulties with speech, attention, problem solving, abstract thinking (Hyde et al, 2021)
AITSL Standard 2: Plan for and implement effective teaching and learning (AITSL, n.d.)
Strategies
All. Encouraging the use of Assistive technology (voice to text software, writing devices) (Dell et al, 2028)
1, 3, 4, 5, 6, 7.
Modify the classroom and seating arrangements (Hammekin, 2007)
All.
Multiple means of expression (written responses, presentations, graphic organisers, recorded speeches) (CAST, 2024)
All.
Educate other students in the class (Hammekin, 2007)
All.
Multiple forms of input (i.e. instructions to the class verbalised and written on the board/ texts in audio and printed form) (CAST, 2024)
All.
Allow extra time (Hammekin, 2007)
All.
Explicit instruction, goal setting, expectations (Hammekin, 2007)
1, 4, 5, 6, 7
. Provide a quiet space/headphones/fidget toys (Eren, 2023)
All. "Chunking" work into smaller segments + providing varying levels of scaffolding (Hammekin, 2007)
1, 5, 6, 7
Digital timer on the board (Parker, 2005)
2.*
(8 ways, n.d.)
1, 5, 6, 7
Routine (Eren, 2023)
5
.Incorporate movement into lessons (Parker, 2005)
1, 2 6, 7
Define key words and terms + background knowledge (School Curriculum and Standards Authority, n.d.)
Resources
Braille Note (Dell et al, 2028)
JAWS for Windows (Dell et al, 2028)
Visual Prompts (Inclusive School Communities, n.d.)
Audiobooks (Dell et al, 2028)
Fidget toys (Inclusive School Communities, n.d.)
Communication boards (Dell et al, 2028)
Voice amplification systems (Dell et al, 2028)
Speech to text software (Dragon Naturally Speaking) (Dell et al, 2028)
Erasable highlighters (Inclusive School Communities, n.d.)
Adjustable desks and chairs (Inclusive School Communities, n.d.)
Arm and wrist supports (Inclusive School Communities, n.d.)
Classroom approaches
Differentiated
Teaching is tailored to meet the needs of students, differences used as basis for planning, multiple approaches for different students (Moon et al, 2020)
Universal Design for Learning (CAST, 2024)
Multiple means of engagement, representation, and action/expression offered, making learning flexible and accessible for all (CAST, 2024)
Traditional
Teacher and whole class centred, differences acted upon as needed, one form of teaching (Moon et al, 2020)
AITSL standard 4. Create and maintain supportive and safe learning environments (AITSL, n.d.)
Understand inclusion
Act as a role model (Roy, 2015)
Celebrate differences and strengths (Tileston, 2010)
Knowledge
Leadership skills
Creativity
Social skills
Experience
Awareness of policies and legislation
Federal
Disability Discrimination Act 1992, Disability Standards for Education 2005, Australian Curriculum (Hyde et al, 2021)
State/school
School Curriculum and Standards Authority (School Curriculum and Standards Authority, n.d.)
International
UN Convention on the Rights of the Child (1989) (Australian Human Rights Commission, n.d.)
Universal Declaration of Human Rights (Australian Human Rights Commission, n.d.)
*Please note: each category (examples, strategies, resources) is by no means exhaustive but contains a few selection of examples to demonstrate scope
References
ADHD Foundation. (n.d.).
ADHD: What you need to know
. ADHD Foundation.
https://adhdfoundation.org.au/adhd
AITSL. (n.d.)
Australian Professional Standards for Teachers
.
https://www.aitsl.edu.au/standards
Allen, J., & White, S. (Eds.). (2021).
Learning to Teach in a New Era (
2nd ed.). Cambridge: Cambridge University Press.
Australian Human Rights Commission. (n.d.).
Right to Education
.
https://humanrights.gov.au/our-work/rights-and-freedoms/right-education
Australian Human Rights Commission. (n.d.)
United Nations Convention on the Rights of Persons with Disabilities (UNCRPD)
.
https://humanrights.gov.au/our-work/disability-rights/united-nations-convention-rights-persons-disabilities-uncrpd
Autism Spectrum Australia. (n.d.).
What is autism?
Autism Spectrum Australia.
https://www.autism.org.au/what-is-autism/
CAST. (2024). About Universal Design for Learning.
https://www.cast.org/impact/universal-design-for-learning-udl
Dell, A. G., Newton, D. A., & Petroff, J. G. (2008).
Assistive technology in the classroom : enhancing the school experiences of students with disabilities.
Pearson Merrill Prentice Hall.
Department of Education and Training. (n.d.).
CALD learners: Information for schools
[PDF document]. Victorian Government.
https://www.education.vic.gov.au/Documents/about/research/acfepublications/caldlearners.pdf
Eren, R. B. (2023).
Introducing Autism : Theory and Evidence-Based Practices for Teaching Individuals with ASD.
(1st ed.). SLACK, Incorporated.
Hammeken, P. A. (Ed.). (2007).
The teacher′s guide to inclusive education : 750 strategies for success!.
Corwin Press.
Hyde, M., Dole, S., & Tait, K. (2021).
Diversity, inclusion and engagement.
Oxford University Press Australia & New Zealand.
Inclusive School Communities. (n.d.).
Assistive technologies in schools.
Inclusive School Communities.
https://inclusiveschoolcommunities.org.au/resources/toolkit/assistive-technologies-schools
KCSAE. (n.d.).
Diversity, Inclusion and Equity - Stop Stacking Boxes and Start Removing the Fence.
https://www.kcsae.org/diversity-inclusion-and-equity/
Killen, R. (2015).
Effective teaching strategies : Lessons from research and practice
. Cengage.
Moon, T. R., Brighton, C. M., & Tomlinson, C. A. (2020).
Using differentiated classroom assessment to enhance student learning
. Routledge.
Parker, H. C. (2005).
The ADHD handbook for schools : effective strategies for identifying and teaching students with attention-deficit/hyperactivity disorde
r (Second edition.). Specialty Press.
School Curriculum and Standards Authority. (n.d.).
English as an additional language or dialect (EALD): Pre-primary to Year 10
[PDF document]. Western Australian Curriculum and Assessment Outline.
https://k10outline.scsa.wa.edu.au/home/media/documents/eald/EALD-English-Pre-primary-to-Year-10.pdf
School Curriculum and Standards Authority. (n.d.).
Student diversity.
Western Australian Curriculum and Assessment Outline.
https://k10outline.scsa.wa.edu.au/home/principles/guiding-principles/student-diversity
Tileston, D. W. (2010).
What every teacher should know about diverse learners
(2nd ed.). Corwin.
8 ways. (n.d.).
Aboriginal Pedagogy.
https://www.8ways.online/about
