Chapter 3

Understanding learner diversity

What is 'diversity'?

Encompass such cultural factors as...

ethnicity

language

gender

ability

Special needs

Poverty

Children who are from disadvantaged families or low socioeconomic families are less likely to experience

success at school, compared to those who are more advantaged than them.

http://www.whatworks.edu.au/3_3_14.htm

“Strong and Smart” Cherbourg School, Queensland

“Chris (prinicpal) has a school with 257 students from kindergarten to Year 7 who come from a community where there are high levels of domestic violence, alcoholism and other social problems. He tells his students that they have to be 'strong and smart'. Lest they forget this, he introduced a uniform with that slogan sewn onto the shirt. "You don't have to accept that you are at the bottom of the pile - you don't have to accept the rubbish," Chris tells his pupils.”

Indigenous Australian Children

Indigenous% Non-Indigenous% Gap in percentage points

Year 3 Reading 68.3 93.5 25.2

Year 3 Writing 78.8 96.4 17.6

Year 3 Numeracy 78.6 96.0 17.4

Year 5 Reading 63.4 92.6 29.2

Year 5 Writing 69.7 93.9 24.2


Year 7 Reading 71.9 95.4 23.5

Year 7 Writing 67.9 93.2 25.3


Year 9 Reading 70.7 94.2 23.5

Year 9 Writing 59.7 88.8 29.1

Year 9 Numeracy 72.5 94.8 22.3Source: 2008 national Asssessment Program literacy and Numeracy. MCEETYA 2008

Percentage of students at or above the national minimum standard, 2008

Indigenous Australian children

•Just over 2% of the population are Indigenous• 3% of the school aged population are Indigenous• Only 3% of indigenous population who are over the age of 65• 40% who are under the age of 15• Australian Aboriginals and Torres Strait Islanders growing proportion of the population• The increase may be due to the fact that people are proud of their identity from Aboriginal decent•There are still around 200 Aboriginal languages spoken today• Indigenous people experience

- Poverty- Unemployment- Poor health- Short life expectancy

•Indigenous Australians earn one third less than non-indigenous Australians after leaving school and gaining a full time job• Policy’s, created by the state and federal government, which try to involve indigenous perspectives into the school curriculum. • Lack f teacher understanding, disadvantages at home and poor health all contribute to the level of success to many Aboriginal Australians

Ethnic diversity

Children who arrive in Australia, especially those from small ethnic minority groups, OFTEN

experience adjustment difficulties.

Sex vs Gender

Sex = male or female

Gender = masculine or feminine

1980's 1990's

In the 1980's boys were performing much better than girls

In the 1990's girls were performing much better than boys

Special needs Gifted and talented students

PROBLEMATIC!!!

Most of us believe that our IQ reflects our intelligence or LACK of. Relying solely on our intelligence, a minority stands out among us all, not exploiting our OP or IQ as a numerical representation of what we have to offer.

For example, putting this is in a school situation, dividing the class up in a Math lesson into groups of “Prevocational maths A, B and C”

Despite being characterised by name or letter, the hidden meaning is often then advertised by students and teachers, segregating intelligence among social parties in the school environment.

Special needs Students with disabilities

PROBLEMATIC!!!

Disabilities are often put in two groups, mental or physical. However, diagnosis can not always be placed in one or the other, therefore disregarding those who may fall into both groups.

Special needs Children at risk

PROBLEMATIC!!!

Children who are seen as at risk, are rarely placed in a classroom environment. This can be because of family issues, which have a major effect on young minds, therefore causing lack of concentration, enthusiasm and consideration for others.

This can appear as a behaviour management when it is quite the opposite.

Learning Styles

http://www.youtube.com/watch?v=LVogokHJSUM

Education

Chapter 3