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The Role of a Teacher Students with Diverse Abilities Their Peers Their Parents Other Professionals
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Students with Diverse Abilities Have an inclusive classroom approach Use early intervention when a need first occurs Recognise strengths and weaknesses in students Maintain teacher support Understand the level of impairment
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Their Peers Inclusion = An equitable education for ALL Students with disabilities Students with exceptionalities Their Peers HOW? Differentiated Instruction Peer tutoring To promote Understanding and acceptance The role of the teacher is to provide:
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Their Parents Teachers can work in a partnership ethically and effectively with parents when they Maintain confidentiality T r u s t e a c h o t h e r t o b u i l d m u t u a l r e s p e c t Keep the lines of communication open Support the whole family Remain flexible
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Other Professionals Teachers have a responsibility to: Maintain accurate records Facilitate follow ups Monitor the wellbeing of the student Uphold legal requirements
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Conclusion Communicate with parents and other professionals Scaffold student learning Follow legal guidance Monitor students learning Have an inclusive classroom approach
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Australian Human Rights Commission. (n.d.). rightsED: Human rights education resource for teachers. Retrieved from http://www.humanrights.gov.au/education/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 (5 th 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 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
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Gunning, T. (2010). Assessing and Correcting Reading and Writing Difficulties (4 th 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.auwww.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 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
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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: Cengage Learning Australia. Legislation: Disability Standards for Education (Cwlth). 2005. Retrieved from http://www.comlaw.gov.au/ComLaw/legislation/LegislativeInstrument1.nsf/0/CB9CCD31B B70C3ADCA256FD50023EABF/$file/F2005L00767.pdf http://www.comlaw.gov.au/ComLaw/legislation/LegislativeInstrument1.nsf/0/CB9CCD31B B70C3ADCA256FD50023EABF/$file/F2005L00767.pdf
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