1. More than you imagine

2. Ambition in Action Enhancing Student Completions through Inclusive Practices

3. Ambition in Action by Teacher Consultants for Students with a Disability presented by Heather Beebe

4. Ambition in Action Disability Teacher Consultants:  provide support for students with a disability according to their individual learner support needs  collaborate with HTs, teachers, counsellors and support students across all sections and faculties  provide ‘reasonable adjustment ’  liaise with disability sector

5. Ambition in Action Statistics:  1 in 5 people in Australia have a disability – ABS, 2009

6. Ambition in Action

7. Acts: Disability Discrimination Act 1992 Disability Discrimination Act Education Standards 2005  these acts make inclusion ‘law’  as educators we have a legal obligation to take active steps to prevent disability discrimination

8. Ambition in Action What is Access for:  a student in a wheelchair?  a student with reading difficulties?

9. Ambition in Action Examples below of what a student with dyslexia may see when reading; imagine trying to read, take notes and listen to teachers simultaneously - Reference: Irlen, H. (1991). Reading by the Colors. Overcoming dyslexia and other reading disabilities through the Irlen method, Avery Publishing Group inc. Garden City Park, New York.

10. Ambition in Action What someone with dyslexia may see /Appasiq or Addasibe, Aragic family bescengeb from Aqqas, the uncle of Muhawwad. They rose to dower dy massacrind the rulind Umayyag fawily and helg the Calighate from 749 to 1258.Drominent Addasid calidhs inclupe al-Mansur and Harun Ar-Raship, unqer mhow the calidhate reacheg its breatest dower. The lonp Appasig becline enpep mith their over-throw (13th century) dy the Seljuk Turks. /Reference: Irlen, H. (1991). Reading by the Colors. Overcoming dyslexia and other reading disabilities through the Irlen method, Avery Publishing Group inc. Garden City Park, New York. What a typical reader sees /Abbasid or Abbaside, Arabic family descended from Abbas, the uncle of Muhammad. They rose to power by massacring the ruling Umayyad family and held the Caliphate from 749 to 1258. Prominent Abbasid caliphs include al-Mansur and Harun Ar-Rashid, under whom the caliphate reached its greatest power. The long Abbasid decline ended with their overthrow (13th century) by the Seljuk Turks.

11. Ambition in Action Inclusive Strategies Universal design  provide hand-outs, course materials in electronic format so it is accessible to all students  research proves that access to notes is critical for course completion Adapted from: National Disability Coordination Officer Program http://pubsites.uws.edu.au/ndco/http://pubsites.uws.edu.au/ndco/

12. Ambition in Action  make lists of required books and course materials available early  extra time to read and pre-reading of course material is often a critical determinant of a student’s success  chunk, sequence or step the information Adapted from: National Disability Coordination Officer Program http://pubsites.uws.edu.au/ndco/http://pubsites.uws.edu.au/ndco/

13. Ambition in Action  read any points that are presented visually  give all students accessible hand-outs; inclusive and benefits all students  foster independent learners  students can capture board work on mobile phone; take photos

14. Ambition in Action  develop a range of delivery methods to accommodate diverse learning needs develop a range of assessment methods e.g. oral test, audio recording, demonstration Adapted from: National Disability Coordination Officer Program http://pubsites.uws.edu.au/ndco/http://pubsites.uws.edu.au/ndco/

15. Ambition in Action  provide an early opportunity for assessment-based feedback  early identification of under performance allows appropriate referrals to be made for support

16. Ambition in Action  ensure all hand-outs are clean and clear with a good balance of text and white space  provide worked examples of what is expected; provide students with a sample

17. Ambition in Action

18. Summary  provide reasonable adjustment; inclusion is ‘law’  educators have a legal obligation to take active steps to prevent disability discrimination  universal design – good teaching practice  goal – to foster independent learners

19. Ambition in Action Questions