2. Identify the main problem
How to effectively teach a group of multi-age children who are at different physical, intellectual, emotional and social stages of development in the same class within a small rural school.

3. What is Autism?
Lifelong developmental disabilities characterised by marked difficulties in social interaction, impaired communication, restricted and repetitive interests and behaviours and sensory sensitivities
Spectrum of disorders ranging from low functioning and high functioning disorders

4. What are learning difficulties?

5. What are giftedness?

6. Key Features and Considerations
Students in year 3 to 6 in the same class
Rural school – limited resources
A child with autism, 3 children with learning disabilities and 1 gifted child
Second year teaching at the school
Split up incompatible children and siblings

7. Questions
What year are child with autism, children with learning difficulties and gifted child in?
Are these children funded?
Is there any additional staff support or parent support?
How much experience has the teacher got? How many years have they been teaching for?
Does the school have access to resources? If so, how many?
What is the size of the classroom? Can it cope with many different year levels?
How many children are in the classroom?
Why are multi – classrooms better? What benefits have been found?
How do multi-age classrooms impact on students’ ability to develop and reach their full potential?
What are the differences in development between the 3 year levels?

8. Learning Theories
Piaget
Vygotsky
Gardner

9. Funding Autism A diagnosis of Autism Spectrum Disorder
Significant deficits in adaptive behaviour
Significant deficits in language skills assessed by a speech pathologists
Money can be used to purchase resources and fund a teachers aide

10. Funding
Learning difficulties
Don’t receive funding
Gifted child

11. Funding
Rural School
The Rural School Size Adjustment Factor allocation to schools is funded on a per student rate
Funding is split into credit and cash and contains provisions for payroll tax, superannuation, relief teaching and professional development.

12. Piaget

13. Rotations based on grade level - Alternative Solution

14. Vygotsky Learning is a result of interaction with others
Tools of culture (particularly language) key factors factors of development
Zone of Proximal Development – area between an individual’s current level of independent functioning and what they can do with scaffolding (appropriate help and support)
Peer/assisted learning in cooperative and collaborative environment
Adapting materials to students’ level and ability

15. Multiple Intelligences - Gardner
Is the type of intelligence of a student and also the way the student learns best
Types:
Logical/mathematical
Linguistic
Musical
Spatial (visual)
Bodily kinesthetic
Interpersonal
Intrapersonal
Naturalistic
Existential

16. Streaming - Solution
Children are put into made up of 2 students from each year level.
Each student has group members who are older and at least one other student the same age
The whole class works on the same topic but each children completes work that is appropriate for their ability. Therefore the teacher needs to select topics that have different levels of work within it.

17. Vygotsky highlights the social interaction in a collaborative and cooperative environment
All children benefit in some way or another
Grouping children of different ages and abilities together this results in peer learning. Older children can help the younger students, so this not only benefits the younger student as they are learning but also the older student benefits
The more capable student is operating in the other student’s zone of proximal development
It benefits the older student because teaching others is one of the best ways to understand knowledge. By teaching somebody else the student is synthesising and internalising the same knowledge. The older students act as a positive role model

18. Part of Vygotksy’s theory is that students construct their own knowledge instead of being given the required knowledge, so groups can co-construct their knowledge together.

19. Summary