Teaching forDiversity

The Role of a Teacher Students with

DiverseAbilities

Their Peers

Their Parents

OtherProfessionals

Students with Diverse Abilities

Have an inclusive

classroom approach

Use early intervention when a need first occurs

Recognise strengths and weaknesses in students

Maintain teacher supportUnderstand

the level of impairment

Their Peers

Inclusion =An equitable education for

ALL

Students with disabilities

Students with exceptionalities Their Peers

HOW?

Differentiated Instruction

Peer tutoring

To promote Understanding and acceptance

The role of the teacher is to provide:

Their ParentsTeachers can work in a partnership ethically and effectively with parents when

they

Maintain confidentiality Trust each other to build mutual respect

Keep the lines of

communication open

Support

the whole

family

Remain flexible

Other Professionals

Teachers have a responsibility to:

Maintain accurate records

Facilitate follow ups

Monitor the wellbeing of the student

Uphold legal requirements

ConclusionCommunicate with parents

and other professionals

Scaffold student learning

Follow legal guidance

Monitor students learning

Have an inclusive

classroom approach

ReferencesAustralian Human Rights Commission. (n.d.). rightsED: Human rights education resource for teachers. Retrieved from http://www.humanrights.gov.au/education/

Burrello, L., Lashley, C., & Beatty, E. (2001). Educating all students together: How school leaders create unified systems. London: Sage Publications

Cohen, L., Manion, L. & Morrison, K. (2004). A Guide to Teaching Practice (5th Ed.). New York: Routledge

Deiner, P. L. (2010). Inclusive early childhood education: development, resources, and practice (5th Ed.). Belmont, CA: Wadsworth Cengage Learning

Education Queensland. (2005). Inclusive Education Statement. Retrieved from http://education.qld.gov.au/studentservices/learning/docs/inclusedstatement2005.pdf

Department of Human Services. (2007). Retrieved from http://www.cyf.vic.gov.au/data/assets/pdf_file/0006/41568/ig_education.pdf

Eggen, P., & Kauchak, D. (2010). Educational psychology. New Jersey: Pearson Education

Gunning, T. (2010). Assessing and Correcting Reading and Writing Difficulties (4th Ed.) In O’Hare, S. (2009). Students with Diverse Abilities. Frenchs Forest: Pearson Australia

Heward, W. L. (2006). What is special education? Retrieved from: http://www.education.com/reference/article/what-special-education-2/

Karnes, F. & Stephens, K. (2008). Achieving Excellence: Educating the Gifted and Talented. In O’Hare, S. (2009). Students with Diverse Abilities (pp. 223-241). Frenchs Forest: Pearson Australia

K-6 Board of Studies NSW (2010), retrieved from www.k6.boardofstudies.nsw.edu.au

Larsen, T. (2010, October). Special needs co-ordinator Garfield Primary School. (L. Byrne, Interviewer)

Owens, A. (2009). Putting Children First: Working with other professionals. Retrieved from http://www.ncac.gov.au/pcf/Working_with_other_professionals_Mar09.pdf

Rief, S. F., & Heimburge, J. A. (2006). How to reach and teach all children in an inclusive classroom (2nd Ed.). San Francisco: Wiley

Rosenberg, M., Westling, D., & Mcleskey, J. (2008). In O'Hare, S. (2009 ). Students with diverse abilities. Frenchs Forest, Sydney: Pearson Australia

Sanders, M. G., Sheldon, S. B. (2009). Principals matter: A guide to school, family, and community partnerships. Thousand Oaks, California: Corwin

Whitton, D. (2009). Professional practice in primary education. South Melbourne: Cengage Learning Australia.

Legislation: Disability Standards for Education (Cwlth). 2005. Retrieved from http://www.comlaw.gov.au/ComLaw/legislation/LegislativeInstrument1.nsf/0/CB9CCD31BB70C3ADCA256FD50023EABF/$file/F2005L00767.pdf