Central Queensland University

Rachael-Lyn Anderson

12143136

Bachelor of Education (Secondary)

Responding to Diversity and Inclusion: EDED11457

Term: Term 2 2020

Written Assessment 2: Differentiation and Catering for Differences

Corey Bloomfield

12th October 2020

Number of words required: 1500-2000

Responding to Diversity and Inclusion EDED11457

Every classroom has diverse learners with specific characteristics that affect their learning.

These range from cultural and linguistic diversity; social-emotional, cognitive and physical

disabilities, learning difficulties, giftedness and talent; and socioeconomic differences. The

learners belonging to these groups should never be singled out due to the characteristics of

which group they belong to and should be encouraged to participate in the classroom.

Teachers plan and teach their lessons in response to the students in their classes, by

demonstrating a desire to see every student succeed (Northcote, and Fetherston, 2006). The

strategies outlined in this essay were chosen to incorporate and support all learners within the

classroom with choices, input and a level of responsibility in their learning.

Many would argue that an inclusive environment is viewed as welcoming, nurturing, and

educates all children regardless of their gender, physical, intellectual, social, emotional,

linguistic, or other characteristics. This includes students with disabilities (UNESCO 2004b,

p.6, as cited in Churchill et al., 2019, p.317). The Convention on the Rights of Persons with a

Disability (2008) expresses the attributes of inclusive education for students with a disability.

Using this document, all students with a disability have the rights to participate fully in an

inclusive, quality education on an equal basis with people who are not labelled disabled, and

support the full development of human potential, sense of self-worth and dignity, and

strengthening of respect for human rights, diversity and freedoms. (CRPD, 2008, Article 24,

as cited in Cologon, n.d). Teaching strategies and practices should meet the individual

learning needs, interest and styles for the students in the class, and responds to the strengths

and need to reach their full potential (Mohamed et al, 2017). Reasonable adjustments should

be made to ensure inclusion is enacted in all aspects of the school life and is supported by the

school culture, policies, everyday practices( QCAA, n.d), the education provider, and staff

members (QDE, 2020a).

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The Rights of the Child stipulate that “the best interests of children must be the primary

concern in making decisions that may affect them” (United Nations International Children’s

Emergency Fund, n.d, p.1). When an adjustment is made for students with a disability,

complying with the Disability Standards for Education 2005, school decision-makers should

do what is best for the child. This involves consulting stakeholders, the student, parents/carers

(Queensland Curriculum and Assessment Authority [QCAA], n.d), identifying if an

adjustment is required and what that adjustment could be.

Adjustments are actions taken to assist a student with a disability to participate in education

on the same basis as their peers (QDE,2020a). Adjustment should take into account the

opinion, needs and interests of the student with a disability (United Nations International

Children’s Emergency Funds, n.d, p.2), as well as the wellbeing of all parties, including

education providers, staff and other students (QDE, 2020a).

Labelling is a controversial issue in education and is a major point of contention when

working with students with disabilities. When it comes to labelling, there are advantages and

disadvantages (Bloomfield, 2020). Advocates for labelling argue that “it is inclusionary as it

makes it possible to identify and meet individual needs” of diverse learners (Ravet, 2011,

p.670). From this perspective, the intent is that all learners are treated essentially the same

and an equal and opposite intentions to treat them differently (Dyson, 2001, p.25 as cited in

Ravet, 2011, p.670). The process of labelling enables families and teachers to adapt, learn to

cope, make sense, and identify the strengths and challenges associated with a disability. This

process gives schools, teachers, and parents practical and financial support, educational

support services with appropriate assessment procedures, and partnerships the ability to make

relevant adaptions to the learning environment, and the ability to develop holistic and

meaning interventions to meet the needs of students with disabilities (Jones et al. 2008, as

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cited in Ravet, 2011, p.670). These advocates believe that embracing labels affirms the

individual’s identity and challenges the notion that their impairments have shameful

connotations (Cigman, 2007, xxvi, as citied in Ravet, 2011, p.670).

Advocates against labelling argue that “it is exclusionary because it emphasises difference

which can lead to marginalisation” (Dyson, 2001, p.25, as cited in Ravet, 2011, p.670), and

reveals “little about the individual student and their learning abilities” (Dixon & Sanjakdar,

2004, p.53). The process of labelling often leads to stereotyped thinking and expectations

about the labelled child and results in an automatic risk of exclusion (Cologon, n.d).

Labelling can lead to thinking of inadequacies, the misconception of homogeneity, myths

based on assumptions, stigmatizing of inappropriate social response, adversely affects the

lives of family and friends, as well as imply permanence (Ashman & Elkins, 2005, as cited in

Bloomfield, 2020, p.3).

From experience as a student with Autism Spectrum Disorder, labelling students due to their

differences puts negatively placed values on the recognition of their differences and learning

abilities (author, year). Throughout primary and secondary education, I was assigned labels

that said: “Rachael-Lyn has Autism. Individuals with disabilities can never become teachers.”

“Individuals with disabilities can never achieve good grades and should only take subjects

such as Essential Mathematics and Essential English.” and “Individuals with disabilities

should not take the Senior External Examination. They will not achieve high enough OP to

qualify for University.” These labels I was assigned, discouraged my ability to think and

learn, resulting in significant impacts on my self- fulfilling the prophecy of failure (Ashman

and Elkins, 2005, as cited in Bloomfield, 2020, p.3). Ho states, “it is ironic that a system that

strives to provide equal educational opportunity would require children to be labelled to

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qualify for equality” (Ho, 2004, as cited in Cologon, n.d, p.37). To avoid the significant

affect labelling can have on the learning, social and emotional wellbeing of students, teachers

should allow all students to identify themselves (Dixon, & Sanjakdar, 2004, p.56), with the

capability to either accept or reject their label/diagnosis (Heyman, & Swain, 2000, p. 405, as

cited in Ravet, 2011, p. 671).

There are various teaching strategies that teachers can employ to facilitate an inclusive

learning environment for students with disabilities. These include:

Differentiated work that matches the ability level of the students. (Western Australia

Department of Education, 2010)

Reword, re-phrase, breakdown, questioning

Learning contracts – providing opportunities for learners to learn at their own pace

independently on content to be learnt.

Problem-based learning – students are provided with a messy problem and are encouraged

to problem solve and evaluate amongst themselves

Evaluate assessments and lessons visually, verbally and kinetic.

Relate activities and examples to personal real-life experiences and student’s interests.

Teach the same topic in various ways,

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By adhering to school codes and policies, including the Australian Professional Standards for

Teachers [APST], the Queensland Code’s of Ethics and Conduct, the Alice Spring Mparntwe

Education Declaration, Queensland Anti-Discrimination, Disability Service, and Education

[General provisions] Acts; teachers will be able to effectively support the mental, emotional,

physical and social health and wellbeing (QDE, 2020a), and safety.

Every Australian classroom contains students from a wide range of backgrounds (Queensland

Department of Education 2020c), each displaying positive and negative behaviours that are

dependent on home, socioeconomic, cultural/religious and social/political factors (Ashman &

Elkins, 2009,). There are two types of challenging behaviour, one endangers others and

interferes with academic success, while the other type is persistent and not necessarily

threatening (Bloomfield, 2020, slide 7). It can be argued that these types of challenging

behaviour is often learner learned and serves specific purposes; attention, escape, gain access

to tangible items, and sensory stimulation (Ashman & Elkins, 2005; Loman & Borgmeier,

2013, as cited in Bloomfield, 2020, slide 12). In school settings, teachers commonly identify

student’s behaviours as unacceptable because they disrupt the teaching (Ashman & Elkins,

2009, p.126). Therefore, these behaviours need to be effectively and sensitively managed.

When it comes to classroom management, teachers are to promote safe, supportive and

disciplined learning environments (QDE, 2020d). Educators are to explicitly teach and

provide appropriate and expected behaviours both inside and outside of the classroom. They

are required to provide opportunities for students to practise expected behaviours (QDE,

2020d), develop and demonstrate inclusive practices and plan differentiated learning

opportunities (QDE,2020a). Teachers may use Practical Approaches to Behaviour

Management in the Classroom handbook when managing behaviours with diverse learners

(Llywodraeth Cymru Welsh Government [LCWG]-2012, p 3). The strategies and practices

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listed in this document are intended to enhance the practice of teachers, create a well-

managed structured classroom environment, are proactive rather than reactive, and assist with

the prevention and correction of inappropriate and challenging behaviours. This

documentation also outlines strategies for students to better learn what is expected of them

while also encouraging participation in the classroom.

Supportive classroom management strategies which are responsive to the strengths and needs

of learners who display challenging and persistent behaviours involve:

 Clear and consistent establishment of the classroom and school expectations with

student input; with the use of signs and posters to prompt students to use the rules.

 Provide reminded advance organisers to increase the likelihood of correct student

behaviour (Ashman & Elkins, 2009,)

 Establish consistent and understandable routines to minimise behavioural challenges

in the classroom;

 Providing students with consistent rewards/reinforcers to encourage acquire skills,

develop appropriate behaviour and support engagement and motivation (LCWG,

2012).

 Planning the classroom layout and seating plans in a manner which allows for student

traffic flow and considers student relationships;

 Break lessons into small components with varied activities to support attention and

engagement;

 Providing students with choices; and

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 Praising student effort and achievements (Hyde, Carpenter, & Dole, 2017).

Management of student behaviour needs a consistent approach; one that recognises that

student behaviour is a reflection of their engagement in teaching and learning in the

classroom (Ashman & Elkins, 2009). The development of strategies and skills to effectively

engage and manage all learner can have positive outcomes with increased expected and

appropriate behaviours. These can lead to the likelihood of developing behaviours markedly

reduced (LCWG, 2012), with students becoming motivated, persistent and resilient learners

who can change their behaviours themselves with the use of self-evaluation techniques

(Churchill et. al., 2019, Dwyer, et.al., 2018).

Australia is one of the most diverse nations in the world, culturally and linguistically

(Churchill, et. al., 2019), with migrants, Aboriginal and Torres Strait Islander students as

English as an Additional Language or Dialect Learners (EAL/D). Educators must remember

that “EAL/D students are no more homogenous than native English-speaking students”

(Harrison, 2017, p. 51). According to the 2019 Mission Youth Australia Survey (Mission

Australia, 2019), around 893 young Queenslanders reported speaking a Language Other Than

English. The use of body language, authentic learning contexts, visual aids, interests, and

narrative-teaching are strategies which can assist with catering for the needs of these learners

(Hyde, et al., 2017, pp.58). While these strategies outlined above are mentioned for EAL/D

and challenging behavioural learners, it is not limited to just them. These strategies can be

implemented in any classroom where there is a diverse range of learners. For example,

narrative-teaching builds strong connections between the teacher and the students, while

making learning more engaging, relevant, and interesting for the students (TeachHub 2015)

and assists with the making of connections to the context (Hyde, et al., 2017, p. 169).

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Another diverse group of students requiring differentiated instruction are gifted and talented

learners [G & T]. Gagne’s Differentiated Model of Giftedness and Talent defines gifted

students as those who competence is distinctly above average in one or more domains of

human natural abilities; intellectual, creative, socio-affective and sensorimotor. Talent is the

term used to describe students “whose skills in distinctly above-average performance on

systematically developed skills in one or more fields of human endeavour” (Ashman &

Elkins, 2009). Although G&T students are diverse learners, there are some common

characteristics that many students share-ergo each student have individual learning needs,

strengths, interest and abilities (ACARA,2020)-each student will present either one or more

traits in human natural abilities and endeavours (Ashman & Elkins, 2009), and each student

will display traits differently or none at all which are influenced by background, culture,

disability/twice-exceptional students, home experience, identity, and the support they enjoy

(Hyde et. al., 2017):

 Interest in problem-solving, applying concepts, intellectual curiosity with profound

concentration and memory (Clark, 2008). Howard Gardners’ multiple intelligences

Entry Points can be used by increasing the level of challenge in the classroom

( Tomlinson, 2001)

 Highly energetic when mastering information and skills (Clark, 2008) With

Curriculum Compacting the ‘compacted’ curriculum can be covered at a much faster,

individualised pace.

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 Find school intolerable due to teachers spending too much time “remediating” flaws

instead of enhancing their strengths (Tomlinson, 2001). Enhancing student’s strengths

may help to enrich a student’s limitation.

 Thinking is abstractive, perceptive, logical, persistent, and complex with an openness

to stimuli and wide developed interest (Clark, 2008) Interest Centers may help to

enrich and expand a student’s knowledge about a topic (Tomlinson, 2014).

 Twice-exceptional students. Tasks may need to be adjusted to different aspects of

their learning and to create higher levels of challenge, while adjustments must align

with students needs and provide adequate supports to ensure accessibility (ACARA,

2020; Baum, Cooper & Neu 2001, as cited in Hyde et al., 2017).

In an effectively differentiated mainstream classroom, G&T education must incorporate

engaging, relevant, rigorous(ACARA,2020), high-level curricula and an appropriate level of

challenge, which test their abilities by responding to their advanced level of performance

(Hyde et al., 2017). Planning by personalising learning area content to the student’s age

(ACARA 2020), is essential to help all students develop from their entry points. The

Curriculum can be differentiated and/or accelerated (Hyde et al., 2017). Differentiation can

be created by adjusting the content, process, product of the general curriculum and the

learning environment (Hyde et al., 2017; Tomlinson, 2001).

With access to appropriate and knowledgeable mentors (Hyde et.al., 2017), G&T learners

explore meaningful and challenging problems and can extend in both cognitive,

metacognitive and social development (Diezmann, & Watters, 1997). Individualised

curriculum planning for twice-exceptional students creates an opening to develop their

strengths and to access appropriate support. For twice-exceptional students, individualised

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planning ensure these learners have the opportunities to develop strengths and to remediate or

receive support in areas of specific difficulty (Hyde et al., 2017).

Parents, carers and families are the first and most important educational influence in a child’s

life, with a critical role in social, emotional, intellectual, spiritual, and physical development,

and the instalment of attitudes and values to support young people access and participation in

education and school (Council of Australian Governments Education Council [COAG],

2019). The Australian Professional Standards for Teachers (APST) (Standards 3.7 and 7.3)

articulate the need for teachers to involve and engage parents/carers in the educative process

in an effective, sensitive and confidential way (Queensland College of Teachers [QCT],

2011).

There are numerous inclusive educative practices for differentiation that foster positive

relationships between teachers and diverse learners, families. These include:

 Personalisation is a highly structured and responsive approach to student’s learning,

which strengthens the links between learning and teaching through engaging pupils

and their parents as partners in learning (DCSF, 2008, as cited in Williamson &

Payton, 2009).

 Involve students and parents in the development of individual curriculum, behaviour,

personalised learning plans (QDE, 2018), Individual Education Program [IEP]

Individual Learning Plan [ILP],: From inception to the implementation, (Hyde et. al.,

2017), this accounts the student’s needs and balancing the interest of all stakeholders

involved (QDE, 2020a), especially the parents as they provide intimate knowledge

regarding the student’s needs (QDE,2020b). Students with disabilities have the right

in the participation and development of IEPs and ILPs, with individual independence

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and freedom to exercise choice (Queensland Government, 2006Disability Standards

for Education, 2005) by promoting independent decision making and teaches skills

that students require to function in their environment or later in life (Hyde et al.,

2017).

Parent engagement in learning is known to lead to improved outcomes and academic

achievements for all student. This engagement includes a welcoming, respectful, safe, secure

and intellectually stimulating environment (Family-School and Community Partnerships

Bureau, n.d).

There are multiple ways parents are involved effectively, sensitively, and confidentially in the

educative process:

 Taking part in and assisting with shared reading (Family-School and Community

Partnerships Bureau, n.d), school sports, excursions, fundraisers, social events.

 Taking part in and assisting with the running of the school, its policies and curriculum

(Williamson & Payton, 2009).

 • Taking part in Parents and Citizens’ Associations with Indigenous-specific Parents

and Citizens’ Associations.

 Access to personal and sensitive information about their child’s progress through

QParents, a secure online portal (Department of Education and Training, 2016).

 Providing their world views, knowledge, capacities (Family-School and Community

Partnerships Bureau, n.d), and skill-set to assist learning and teaching.

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