Please enable JavaScript.
Coggle requires JavaScript to display documents.
EDN612: Diversity and Inclusion - Coggle Diagram
EDN612: Diversity and Inclusion
Topic 1: Understanding Diversity, Inclusion and Engagement
Diversity
Different backgrounds, cultures, languages, religions, abilities and experiences
.
30% of Australians were born overseas (Hyde et al., 2022)
.
Schools and communities should respect and include differences
.
Inclusion
Transforming curriculum, teaching, approaches and structures to eliminate barriers
.
Improve participation and meet students’ needs (United Nations, 2016, para. 11; Graham, 2024)
.
Teachers’ Role
Teachers’ attitudes influence outcomes for students with disabilities
.
Growth mindset of teachers enhances inclusive teaching.
Special education training builds understanding and confidence with diverse learners (Sze, 2009)
.
Key Principles
Equality: Equal opportunities and resources.
Equity: Support based on individual needs for fair outcomes.
Justice: Remove educational issues to give fair opportunities.
Engagement: Active participation of students both inside and outside the classroom (Hyde et al., 2022).
Strategy
UDL: Flexible teaching methods that provide opportunities for all learners (Hyde et al., 2022).
Topic 3: Aboriginal and Torres Strait Islander Students, Cultural and Linguistic Diversit
y
Context and History of Indigenous Education
Before colonisation, Indigenous people had their own cultures, languages and knowledge.
Social inequalities affected Indigenous education after colonisation.
Educational organisation must respect cultural backgrounds and individuality to improve participation and outcomes (Andersen & Walter, 2017).
8 Aboriginal Ways of Learning (Yunkaporta & Kirby, 2011)
Story sharing
Learning maps
Non-verbal learning
Symbols and images
Land link
Non-linear learning
Deconstruct/reconstruct
Community links
Teaching and Achievable Goals
Build positive relationships
.
Connect learning to cultural backgrounds and experiences.
Use strategies that improve participation (Andersen & Walter, 2017).
Family Engagement
Collaborate beyond school and communicate.
Build community and identity.
Connect home and school learning (Australian Government Department of Education and Training, 2018).
Linguistic and Cultural Diversity
Students bring different languages, cultural knowledge and experiences.
Value students’ backgrounds and use adaptable teaching (Andersen & Walter, 2017).
Teaching EAL/D Students
Identify language levels using the EAL/D Progress Map.
Understand students’ cultures and build shared knowledge
.
Clearly explain classroom rules and expectations (SCSA, 2014)
.
Cultural Competency
Expand knowledge about Indigenous cultures, histories and perspectives.
Examine personal beliefs and their influence on students.
Teaching needs to Indigenous cultures, beliefs and knowledge (Andersen & Walter, 2017).
Topic 2: Australian Schools, Policy and Legislation
Disability Discrimination Act 1992
Removes discrimination against people with disabilities
.
Disability Standards for Education 2005
Educational organisations’ legal responsibilities to minimise discrimination and empower students with disabilities.
Covers enrolment, participation, curriculum, support services, harassment and victimisation (Australian Government, 2005, p. 4).
Discrimination
Educational organisations should take steps to prevent discrimination (Australian Government, 2005)
.
Students with disabilities have equal rights to participate and access services
.
Reasonable Adjustments
Ask about and identify students’ needs.
Assess needs and make necessary adjustments.
Encourage participation without discrimination (Australian Government, 2005).
Unjustifiable Hardship
Exceptions may apply when adjustments cause unjustifiable hardship.
Assess costs, benefits and effects of disability
.
Organisations must give their best possible support (Australian Government, 2005).
Topic 4: Differentiation and Universal Design for Learning
Differentiation
Use multiple teaching methods to meet students’ needs.
Content: Adapt what students learn using videos, charts, models and audio.
Process: Adapt how students learn through group work, individual tasks and hands-on activities.
Product and environment: Allow writing, speaking, drawing or models; provide comfortable spaces and seating (Tomlinson, 2017).
Universal Design for Learning (UDL)
Makes learning inclusive and accessible.
Three principles: engagement, representation, and action and expression (Grant & Pérez, 2022).
Multiple Means of Engagement
Offer relevant choices and a safe environment.
Example: Group or independent work.
Multiple Means of Representation
Use visuals, text, audio and hands-on models.
Example: Video, infographic and verbal explanation.
Multiple Means of Action and Expression
Use flexible assessments: oral, written or project based.
Example: Podcast, poster or written report (Pasquini, 2026).
Topic 5: Specific Learning Disabilities / Neurodiversity
Specific Learning Disabilities
Affect specific learning areas and vary in difficulty.
Students have individual strengths and learning difficulties.
Focus on strengths and provide support based on needs.
Difficulties may involve reading, writing, listening, spelling and memory (Luyt, 2026).
Support Strategies
Reading: Illustrations, short texts and extra time.
Writing: Computer, tape recorder and multiple-choice.
Listening: Visual aids, short instructions and lesson outlines.
Spelling: Flash cards and multisensory activities.
Memory: Break tasks into steps and repeat instructions.
Teachers need to use different strategies to meet individual needs (Luyt, 2026).
Use of MTSS
·
Tier 1: Provide support to all students
.
· Tier 2: Provide additional support in small groups.
·
Tier 3: Provide individualised support (AERO, 2024).
Topic 6: Gifted, talented, and high potential students
Giftedness and Talent
·
A young person is identified as gifted when their intellectual and academic abilities are higher than those of their friends of the same age.
·
They may require additional support or learning opportunities beyond the designed age-based curriculum.
·
In schools, giftedness generally means those who perform exceptionally well academically and have high intelligence (Jarvis, 2022).
·
Talent is the ability developed through systematic training, support, teaching, and home and school input (Gagné, 1995).
Strategies to support gifted students
· Building good relationships.
·
Provide intrinsic motivation connected to their interest.
·
Develop curriculum based on their interest and strengths.
·
Compacting
·
Differentiating
·
Accelerating: moving through curriculum at a faster rate (Pasquini, 2026)
·
Enrichment: studying topics beyond the curriculum and in greater depth.
·
Extension: Doing more challenging activities that are connected to the regular curriculum (Jarvis, 2022).
Topic 7: Students with Physical and Sensory Disabilities/ Complex Communication Needs
Traumatic brain injury, Physical disabilities, vision and hearing impairment and other health impairments
·
TBI: Students who suffered a head injury affecting their learning ability and behaviour (Luyt, 2026)
·
Physical disabilities: They affect the motor system, the ability to move, and the conditions could be inborn or developed later, such as cerebral palsy, spina bifida (Tait, 2022).
·
Vision impairment: Vision loss that impacts students' ability to engage with learning and information (Palmer, 2022)
·
Hearing impairment: Reduction in hearing in what has been determined to be ‘normal’ hearing (Hyde, 2022).
·
Other health impairment: Students with chronic health conditions such as asthma and epilepsy causing weakness and impacting the ability to learn (Luyt, 2026).
Assistive technology
·
Physical disabilities: Wheelchair and mobility equipment.
·
Vision impairment: Braille and low-vision devices
·
Hearing impairment: Hearing aids
·
Communication needs: Communication devices (Luyt, 2026
).
Collaboration
·
Work together with families and specialist professionals.
·
Work together with occupational and physical therapists.
· Collaborate with speech pathologists and medical practitioners (Luyt, 2026)
.
Teaching strategies
·
Flexible teaching strategies that meet student needs.
·
Adjust the classroom environment and learning materials.
·
Use of assistive technology and communication devices.
·
Modification of toys and equipment
·
Provide additional time and peer support
·
Promote student independence (Luyt, 2026).
Topic 8: Students with ASD/ADHD and twice exceptional students
·
ASD is a neurodevelopmental disorder that usually becomes visible in early childhood.
·
Experience differences in the way they communicate, socially interact and exhibit repetitive behaviour (Tucker, 2022).
·
ADHD is a neurodevelopmental disorder, and the symptoms include inattentiveness, hyperactivity and impulsiveness (Thynne, 2022).
·
Twice exceptional students: Gifted or talented students who also have a neurological disorder or disability (Kircher-Morris, 2022).
Teaching strategies
·
Providing clear instruction, classroom rules, and routines.
·
Limit overstimulation and reduce distraction by focusing on students’ interests
.
·
Changing/adapting the learning environment that meets student needs.
·
Demonstrate safety in unusual situations
·
Use positive behaviour interventions and support
·
Teach time management
·
Teach using a variety of formats – handouts, overheads, worksheets, films, flow charts and diagrams
·
Repeat and emphasise important information (Pasquini, 2026).