1. What schools need to address and monitor 1) How conducive hearing loss can affect language and communication. 2) How these deficits contribute to lack of learning, student frustration and disruptive behaviour. 3) What environmental factors can be managed to assist students learning 4) What strategies and activities can be used to combat the above barriers Strategies that can be used to assist Indigenous (and non Indigenous) students with asthma Environmental Reduce known allergens Minimise plants and organic material Ensure appropriate ventilation Ensure easy/quick access to medications Know the asthma care plan and how to administer life saving medication Teaching and learning Plan physical activity lessons to coincide with reliever medication schedule Incorporate asthma education into your lesson Ensure your class knows the asthma warning signs (Asthma Plan of Action, 2015, Asthma Australia, 2015, U.S Department of Education)

2. Environmental Minimise environmental noise Appropriate seating Ensure hearing aids (if used) are working Use of sound field amplification system Visual posters ‘how to prevent ear infections’ and ‘breath, blow. Cough’ Strategies that can be used to assist Indigenous (and non Indigenous) students with hearing loss Teaching and learning Breath, blow, cough Predictable daily routines Utilise visual learning material to reduce demand for listening ‘buddy’ and collaborative small group learning Awareness of traditional and culturally relevant learning styles Repeating and summarising instruction Pre teaching vocabulary and skills Australian Government, n.d., Department of Education Western Australia, 2002, Harrison, 2011, Hughes & More, 1997, Groome, 1995.

3. Lesson overview: My family and me (lesson 1 of 3) Objectives: (over 2-3 lessons) 1.Identify the different members of a family (recall vocabulary) 2.Describe the members of their family 3.Recognise that every family is unique and special 4.Verbalise why they are an important member of their family 5.Reflect on why their family is special to them 6.Create artwork ‘My family’ for ‘Our families’ class book 7.Write “My family is special because……” (next lesson) 1.Read “All kinds of family” as a class (*CG) 2.Describe and brainstorm different members of families(*CG) (vocabulary recall) 3.Discuss uniqueness of families (*CG) 4.Compare with peers “What makes me special to my family and my family special to me?” (*SG) 5.Create artwork (*I) Next lesson: Write sentences (*I) with peer/teacher scaffold Lesson activities ( Hooste, n.d). * = see notes for key

4. Linking Aboriginal pedagogy to lesson activities Lesson commences with observation (modelled reading of book) and discussion Further discussion and modelling (class brainstorming) opportunity for imitation Task links to the holistic concept of family, identity and culture awareness Collaborative learning in small groups to identify discuss and reflect on family See, Hear, Touch, Do……then write Draw story before writing Opportunity to write independently if confident or utilise peer and teacher scaffolding Image: Grimes, 2012 8 ways of learning, 2012