Teaching for Diversity

3. Teaching for Diversity

4. Students with Diverse Abilities Their Peers The Role of a Teacher Other Professionals Their Parents

5. Students with Diverse Abilities Maintain teacher support Have an inclusive classroom approach Understand the level of impairment Recognise strengths and weaknesses in students Use early intervention when a need first occurs

6. Their Peers Differentiated Instruction Peer tutoring Inclusion = An equitable education for ALL The role of the teacher is to provide: HOW? Students with disabilities Students with exceptionalities Their Peers To promote Understanding and acceptance

7. Their ParentsTeachers can work in a partnership ethically and effectively with parents when they Maintain confidentiality Remain flexible Trust each other to build mutual respect Keep the lines of communication open Support the whole family

8. Other Professionals Teachers have a responsibility to: Facilitate follow ups Maintain accurate records Monitor the wellbeing of the student Uphold legal requirements

9. Conclusion Monitor students learning Scaffold student learning Communicate with parents and other professionals Follow legal guidance

10. References Australian 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

11. 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

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