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Inclusive Teaching: Diversity & Inclusion (EDN612) - Coggle Diagram
Inclusive Teaching: Diversity & Inclusion (EDN612)
🧠 5. Specific learning disabilities & neurodiversity
Neurodiversity: difference, not deficit
Areas: reading, maths, auditory processing, sequencing, memory, language, motor
MTSS / RTI: Tier 1 high-quality instruction first
Strategies: pre-teach vocabulary, chunk, visuals, oral + written, alternative ways to show learning
Inclusive Teaching: Diversity & Inclusion (EDN612)
🌍 1. Understanding diversity & inclusion
Diversity = 'the mix'; Inclusion = 'making the mix work'
Continuum: exclusion > segregation > integration > INCLUSION
Discrimination (DDA 1992)
Direct: less favourable treatment
Indirect: neutral rule that disadvantages
Teacher bias shapes practice > reflect and challenge
📜 2. Policy & legislation
Disability Discrimination Act 1992
Disability Standards for Education 2005
Racial Discrimination Act 1975 / WA Equal Opportunity Act
Reasonable adjustments
Academic adjustments + support services
Balance interests of all parties
Limit: unjustifiable hardship (cost, safety)
NCCD levels
Quality Differentiated Teaching Practice (Tier 1)
Supplementary
Substantial
Extensive
🪃 3. First Nations & CALD students
Aboriginal & Torres Strait Islander
8 Ways of Learning
Kinship, Elders, 'one community, many eyes'
Consult, customise, localise; family engagement
Avoid assumptions / rushing trust
CALD / EAL/D
Key terms: bilingual, LOTE, migrant vs refugee
Cultural competency; value home language
🎯 4. Differentiation & UDL
Learner variability: know your students
Goal setting: ambitious + achievable, collaborative, visible, revisited
UDL (CAST)
Engagement (the why)
Representation (the what)
Action & expression (the how)
Designed in from the start, not added on
Differentiation: adjust content, process, product
🧠 5. Specific learning disabilities & neurodiversity
Neurodiversity: difference, not deficit
Areas: reading, maths, auditory processing, sequencing, memory, language, motor
MTSS / RTI: Tier 1 high-quality instruction first
Strategies: pre-teach vocabulary, chunk, visuals, oral + written, alternative ways to show learning
💡 6. Gifted, talented & high potential
Gagne DMGT: giftedness (innate) > talent (developed)
Renzulli: ability + creativity + task commitment
Asynchronous development; perfectionism; imposter syndrome
Under-identification (culture, intersectionality, 2e)
Practice: challenge, extension, flexible goals
🏥 7. Physical, sensory & health needs
Cerebral palsy, epilepsy (seizure first aid), asthma, diabetes
Vision & hearing impairment
Assistive technology & AAC
Collaborate with families & allied professionals
🧩 8. ASD, ADHD & twice-exceptional
Predictable, safe environment: routines, visible rules
Strengths: systems thinking, visual-spatial, niche interests
Sensory needs, transitions, literal language
ALL BEHAVIOUR IS COMMUNICATION > PBIS
🔗 CROSS-CUTTING THREADS
MTSS Tier 1 = high-quality inclusive instruction for all
High expectations + ambitious, achievable goals
Family & community engagement
Evidence-based practice & reasonable adjustments
💡 6. Gifted, talented & high potential
Gagne DMGT: giftedness (innate) > talent (developed)
Renzulli: ability + creativity + task commitment
Asynchronous development; perfectionism; imposter syndrome
Under-identification (culture, intersectionality, 2e)
Practice: challenge, extension, flexible goals
🏥 7. Physical, sensory & health needs
Cerebral palsy, epilepsy (seizure first aid), asthma, diabetes
Vision & hearing impairment
Assistive technology & AAC
Collaborate with families & allied professionals
🧩 8. ASD, ADHD & twice-exceptional
Predictable, safe environment: routines, visible rules
Strengths: systems thinking, visual-spatial, niche interests
Sensory needs, transitions, literal language
ALL BEHAVIOUR IS COMMUNICATION > PBIS
🌍 1. Understanding diversity & inclusion
Diversity = 'the mix'; Inclusion = 'making the mix work'
Continuum: exclusion > segregation > integration > INCLUSION
Discrimination (DDA 1992)
Direct: less favourable treatment
Indirect: neutral rule that disadvantages
Teacher bias shapes practice > reflect and challenge
📜 2. Policy & legislation
Disability Discrimination Act 1992
Disability Standards for Education 2005
Racial Discrimination Act 1975 / WA Equal Opportunity Act
Reasonable adjustments
Academic adjustments + support services
Balance interests of all parties
Limit: unjustifiable hardship (cost, safety)
NCCD levels
Quality Differentiated Teaching Practice (Tier 1)
Supplementary
Substantial
Extensive
🪃 3. First Nations & CALD students
Aboriginal & Torres Strait Islander
8 Ways of Learning
Kinship, Elders, 'one community, many eyes'
Consult, customise, localise; family engagement
Avoid assumptions / rushing trust
CALD / EAL/D
Key terms: bilingual, LOTE, migrant vs refugee
Cultural competency; value home language
🎯 4. Differentiation & UDL
Learner variability: know your students
Goal setting: ambitious + achievable, collaborative, visible, revisited
UDL (CAST)
Engagement (the why)
Representation (the what)
Action & expression (the how)
Designed in from the start, not added on
Differentiation: adjust content, process, product
🔗 CROSS-CUTTING THREADS
MTSS Tier 1 = high-quality inclusive instruction for all
High expectations + ambitious, achievable goals
Family & community engagement
Evidence-based practice & reasonable adjustments