Diversity in the Inclusive Classroom
&
Diversity in the Classroom
LEARNING
OUTCOMES:
Diversity
in the Classroom is a professional program that requires development of
particular attributes for accreditation purposes. These are also included in
the Learning Outcomes. This unit is part of the Core Curriculum and is a mandatory
unit for all teachers in NSW.
On
successful completion of this unit, you should be able to:
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Learning Outcomes
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NSW GTS
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University Graduate Attributes
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1. review and articulate the principles and
current International, National and State policies on inclusion,
disabilities, values education and safe schools
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2.1.1
Sp Ed 1, 2
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2. Ethically informed and able to recognise their responsibility to the common good
the environment and society.
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2. explain how these principles and policies are
based on legislation and the major outcomes of the broader social justice
movement linked to the principles of equity, access, participation and rights
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2.1.1
Sp Ed 3
Beh 1, 5
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1. Demonstrate respect for the dignity of each individual and for
human diversity
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3. develop student resilience through pro-social
school and classroom practices and embedding the teaching of social-emotional
skills within the curriculum
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2.1.1, 2.1.5, 2.1.6, 5.1.1, 5.1.2, 5.1.3
Sp Ed 5, 11; Beh 1
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5. Demonstrate values, knowledge, skills and attitudes appropriate to
the discipline and/or profession
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4. draw on their existing teaching skills and
curriculum knowledge to program effectively for the diverse students in every
classroom with a case study on literacy, numeracy, language development and
behaviour
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2.1.2, 2.1.5, 2.1.6
Sp Ed 4, 5; Lit 5,6; Abor 8; ESL 4,5,6,7,8; Beh
6;
ICT 4
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4. Think critically and reflectively
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5. plan and effectively implement lessons and be
able to make adaptations to learning tasks/activities and assessment
criteria, teaching strategies and the classroom environment to cater for all
students
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2.1.2, 2.1.3, 2.1.5, 2.1.6, 6.1.1
Sp Ed 5,6,7,11;
Beh 10
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3. Apply ethical perspectives in informed decision making
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6. implement suitable class based measurement and
recording techniques to assess students’ progress and to guide appropriate
instructional programming decisions for students with special needs
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2.1.4, 5.1.4
Sp Ed 4, 10;
Beh 5,10
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10.Utilise information and communication and other relevant
technologies effectively
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7. implement a range of diverse teaching and
learning strategies to engage all students in learning and meet the criteria
of the NSW quality teaching program
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2.1.3,
Sp Ed 9; Lit 5; ESL 6; Abor 4,8,9; Beh 6,10
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6. Solve problems in a variety of settings taking local and
international perspectives into account
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8. design and implement behaviour management
strategies and incorporate social skills development in conjunction with
instructional programs
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2.1.4, 5.1.5, 5.1.6, 5.1.7
Sp Ed 10;
Beh 1,2,6,10
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8. Locate, organise, analyse, synthesise and evaluate information
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9. identify and describe a range of support
networks and services within the class, the school and the community to
support the inclusion of students with special needs
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5.1.7, 6.1.5, 7.1.2, 7.1.4, 7.1.5, 7.1.6
Sp Ed 8, Beh 5
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7. Work both autonomously and collaboratively
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10. identify the characteristics and skills
required for effective collaborative consultation with a team of colleagues,
support staff and parents to facilitate the effective inclusion of students
with special needs
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6.1.4, 6.1.7, 6.1.8, 7.1.6
Sp Ed 8, Abor 4,
ESL 8-10, Beh 6
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9. Demonstrate effective communication in oral and written English
language and visual media
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Case
Study 60%
Imagine
this student is in your class. Using readings and research follow the steps to
develop strategies to support the student in your class.
Gabby, a student in
your nominated year, is Aboriginal and is now living in the city with
grandmother. Gabby’s parents grew up in the care of the state and are not able
to care for Gabby at this time. As a young child Gabby had glaucoma and otitis
media and is now totally deaf in one ear and partially deaf in the other. While
Gabby struggles with all written work, some aspects of numeracy, art and sport
are strengths. Gabby rarely participates
in class activities and is generally a loner though Gabby is starting to form
some friendships with younger students. Gabby has a good understanding of
Aboriginal culture but is unsure of where his/her people are from.
Case
Study 60% Post-Graduate
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Big
picture ideas
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How
do I cater for this student?
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A. What are the most common issues
regarding this case study student?
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Give a context for this
student’s learning needs (one A4 page).
· Identify the
student’s possible strengths
· Identify the
possible learning needs of the student – what are the possible gaps in
learning?
· Analyse possible
issues of concern when including this student in the regular classroom. These
might come from the school staff, other students, community members, and/or
the student.
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/10
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B.
How can I now put into practice what I have learned?
Site has MI/Bloom grids on different
topics. Note some inaccuracy re Bloom levels & MI activities
Site has research paper on
integrating MI and Bloom.
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·
As
an example of differentiating the curriculum, on the Eight Ways At Once MI/Bloom blank matrix (one A4 page) write a
set of ten activities in a curriculum area/topic and include the
theme of positive communication with
others.
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Identify
the key syllabus outcomes for the whole class.
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Write
10 different learning activities (for whole class) that teach the key
concepts and engage different intellectual domains and different levels of
thinking (MI/Bloom) ensuring each level of thinking on the Bloom Taxonomy is
addressed.
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Make
sure you write the activities in a way that others would understand what to
do if given the task.
-
Use
a different topic to CAP’s website.
·
Discuss
two benefits of a differentiated unit of work for your case study student.
Support this with research. (half A4 page)
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/10
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C. How will I differentiate a lesson
for my whole class with adaptations and assessments for my case study
student?
Drawing
from what you have learned from your readings, lectures and tutorials:
- Format an A4 page as shown opposite.
- Choose and activity from your MI/Bloom matrix
& develop a lesson for your class with a planned SMART outcome for your
case study student
- Show how you would adapt the task, teaching,
resources and environment to facilitate and assess your case study student’s
inclusion
- Include a rubric as a strategy for assessment in
the lesson (one A4 page)
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Lesson steps
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SMART outcome
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Adaptations
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Assessment
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Lesson steps for whole class
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Write one outcome
for the lesson that includes reference to what you wish the case study
student to achieve in terms of, for
example,
· Curriculum content
· Literacy
· Social skill and/or
· Behaviour skill
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Adaptations to lesson to include case study student
effectively
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How will your case study student’s progress be assessed?
Be specific & link assessment directly to the SMART
outcome eg checklist, observations, frequency count, time sample student
work product, rubric. Include a
rubric
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/10
/5
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D.
Reflection on personal learning
Critically reflect on ways you
as a practising teacher can continue to learn about teaching students with
special needs.
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· Write
a 500 word critical analysis reflecting on how you will continue to improve
your theoretical and practical understandings and skills in order to include
students with special needs in your classroom, linking with the literature.
(one A4 page)
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/10
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E.
Reflection on strategies in practice
Critically reflect on ways you
can successfully implement different co-operative learning strategies to
include students with differing needs.
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· Select
4 students with four different disabilities and select four different
cooperative leaning strategies.
· For
each student write 250 words critical reflection on implementation issues and
adaptations in your KLA for a specific cooperative leaning strategy. Support
with research. (1000 words).
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/15
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/60
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MARKING CRITERIA FOR INDIVIDUAL CASE
STUDY
General:
Focussed
and concise writing in word limit with appropriate English language &
correct referencing
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Specific
A.
Context for case study student
·
Clear
identification of possible strengths of student supported by research
·
Clear
identification of possible learning needs of student supported by research
·
Sound
analysis of possible issues of concern well supported by research
B. Unit of work
·
Clear
identification of topic with syllabus outcomes
·
Sound
application of MI
·
Sound
application of Bloom
·
Two
benefits for case study student well supported with research
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C. Lesson
·
Logical
lesson steps
·
Outcome in
SMART format
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Suitable
adaptations
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Appropriate
assessment
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Appropriate
rubric included identifying how the student will be assessed and in what
areas
D. Reflection on personal learning
·
Critical
analysis of ways of continuing to develop theoretical and practical
understandings and skills for working with students with special needs
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Analysis
is linked well to the literature
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E.
Reflection on strategies in practice
·
Four
students and four co-operative learning strategies selected
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Differing
needs of students considered and supported with research
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Implementation
strategies demonstrate sound understanding of both co-operative learning,
teaching practice and inclusion issues and well supported with research.
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REFERENCING
The unit requires you to use
the APA referencing system. See the ‘Academic referencing’ page from the Office
of Student Success (http://students.acu.edu.au/372091) for more details.
TEXTS
AND REFERENCES:
Required
text(s) Nil
Recommended
references
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Core readings – Available online
Topic
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Reading and support material
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1
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·
Ashman, A. (2012). Contemporary cultures
and education. In A. Ashman & J. Elkins (Eds.). Education for
inclusion and diversity. (4th ed.). Frenchs Forest: Pearson
Education Australia.
·
Ainscow, M. (2007). Teaching for
Diversity: the next big challenge, The SAGE Handbook of Curriculum and
Instruction. (Editors, Connelly,
M, He, M. F. and Phillion, J.). London: Sage.
·
Department of Education and Training,
NSW. (2005). Who’s going to teach my child? Sydney: DET NSW.
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2
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·
Materials
on Revised Bloom's Taxonomy With Multiple Intelligences from: McGrath, H.
& Noble, T. (2005). Eight Ways At
Once. Book 1 (MI-Bloom planner & Strategies) and Book 2 (units of
work). Australia: Pearson Education.
·
Department of Education and Training,
NSW. (2004). Curriculum Differentiation. Sydney: DET NSW.
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3
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·
Shaddock,
A., Giocelli, L. & Smith, S. (2007). Students with disabilities in
mainstream classrooms: A resource for teachers. Canberra: Australian
Government.
·
Australian Curriculum,
Assessment and Reporting Authority (ACARA). (2013). Student diversity and the Australian curriculum. Sydney: Author.
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4
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Assessment Ideas – collated Noble and
Laws, (2009)
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5
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·
Janney, R. & Snell, M. (2004). Modifying
schoolwork. (2nd ed.). Baltimore: Brookes. (Chapter on
Modifying school work)
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Catholic Education Office. (2005). IEP support. Sydney: Author.
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6
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·
Australian
Curriculum, Assessment and Reporting Authority (ACARA). (2012). General capabilities in the Australian
curriculum. Sydney: Author. Personal
and social chapter.
·
Ministerial Council on Education, Early
Childhood Development and Youth Affairs (MCEECDYA). (2011). National Safe Schools Framework. Victoria:
Author.
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7
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·
Loreman, T., Deppler, J. & Harvey,
D. (2011). Inclusive education: A practical guide to supporting diversity
in the classroom. ( 2nd
ed.). Crows Nest: Allen and Unwin. (Collaboration chapter 5)
·
Giangreco,
M. (2007). Improving instruction for students with learning needs. Educational Leadership. 64 (5), 34-37.
http://www.uvm.edu/~mgiangre
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8
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·
Sugai,
G. & Horner, R. (2006). A promising approach for expanding and sustaining
school-wide positive behavior support. School
Psychology Review Spring 2006, 35
(2), 245-260. Positive behaviour support website: www.pbis.org
·
Department of Education and Training, NSW. (2006). Occupational Health and Safety: self-paced
induction training. Sydney: Author.
·
Department
of Education and Communities NSW. (2012). Reporting
work health and safety incidents and injuries. Sydney: Author.
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9
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·
Australian
Government. (2005). National Framework in Values Education. Canberra:
Australian Government.
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10
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·
Loreman,
T. (2007). Seven pillars. International Journal of whole schooling. 3(2), 22-38.
·
Board
of Studies NSW. (2000). Statement of equity principles. Sydney: Author.
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REFERENCES
Journals
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Australian Journal of Learning Disabilities
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Australasian Journal of Special Education
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Educational Leadership
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Exceptional Children
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International Journal of Disability, Development and Education
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Journal of Special Education
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Remedial and Special Education
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Special Education Perspectives
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Teaching Exceptional Children
Websites
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Links to Australian education sites hosted by Australian
Association of Independent Schools www.studentnet.edu.au/
·
International Institute for restorative practices www.iirp.org/
Extended reading
Ashman, A.
& Elkins, J. (Eds) (2012). Education
for inclusion and diversity. (4th ed). Frenchs Forest: Pearson Education
Australia.
Australian Government. (2005). Disability
Standards. Canberra: Australian Government.
Bear, G.
(2005). Developing self-discipline and
preventing and correcting misbehaviour. Boston: Pearson Education.
Board of
Studies NSW. (2002). K-10 Curriculum
framework. Sydney: Author.
Brady, L. & Scully, A. (2005). Engagement. Inclusive Classroom Management.
Australia: Pearson Education.
Cohen, L.
& Spenciner, L. (2009). Teaching
Students with Mild and Moderate Disabilities: Research-Based Practices. (2nd
ed).
USA:
Pearson Education.
Foreman, P.
(2011). Inclusion in action. (3rd
ed). South Melbourne, Vic.: Thomson.
Grima-Farrell, C.R., Bain, A., & McDonagh,
S. H. (2011). Bridging the research-to-practice gap: A review of the literature
focusing on inclusive education. Australasian
Journal of Special Education, 35(2), 117-136. doi:10.1375/ajse.35.2.117
Hallahan,
D. and Kauffman, J. (2006). Exceptional
Learners: Introduction to Special Education. (10th ed). Boston,
MA: Allyn and Bacon.
Janney, R.
& Snell, M. (2004). Modifying
Schoolwork. (2nd ed). USA: Paul Brookes Publishing Co
Konza, D.
(2006). Teaching Children with Reading
Difficulties. (2nd ed). Australia: Social Science Press.
Loreman,
T., Deppeler, J. & Harvey, D.
(2011). Inclusive Education: Supporting
Diversity in the Classroom. (2nd ed).Australia: Allen &
Unwin.
McGrath, H.
& Noble, T. (2011). Bounce Back! A wellbeing and resilience
program. Years K-2, 3&4, 5-8 Port Melbourne Vic. Australia: Pearson
Education.
McGrath, H.
& Noble, T. (2010). HITS and HOTS. Port Melbourne, Vic. Australia: Pearson
Education.
McGrath, H.
& Noble, T. (2006). (Eds) Bullying
Solutions. Evidence-based approaches to bullying In Australian schools. Australia: Pearson Education.
McGrath, H.
& Noble, T. (2005). Eight Ways At
Once. Book 1 (MI-Bloom planner & Strategies) and Book 2 (units of
work). Australia: Pearson Education.
Noble, T. (2004). Integrating
the Revised Bloom's Taxonomy With Multiple Intelligences: A Planning Tool for
Curriculum
Differentiation
Teachers College Record,106(1) 193.
Pohl, M.
(2002). Social Education. Infusing
thinking into the middle years. Australia: Hawker Brownlow.
Pollock, J.
Waller, E. and Politt, R. (2004). Day-to-Day
Dyslexia in the Classroom. (2nd ed). London: Routledge Falmer Press.
Rogers, W.
(Ed) (2009). How to manage children's
challenging behaviour. London: Paul Chapman Pub. 2nd ed.
Rogers, W.
(2012). Cracking the hard class:
strategies for managing the harder than average class. Lindfield, N.S.W.:
Scholastic Press.
UNICEF. (2007). Promoting the rights of
children with disabilities. Innocenti Research Centre; Digest 13.
Westwood, P. (2011). Commonsense methods for children with special education needs. (6th
ed). Abingdon, England; New York: Routledge.
Westwood, P. (2008). What teachers
need to know about reading and writing difficulties. Camberwell, Vic.: ACER
Press.
Westwood, P. (2008). What teachers
need to know about learning difficulties. Camberwell, Vic.: ACER Press.
Westwood, P. (2008). What teachers
need to know about numeracy. Camberwell, Vic.: ACER Press.
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