It is important that our classrooms are inclusive of all students. I endeavour to be more accommodating for all students, however I have sometimes found it challenging and time consuming to adapt work for the huge range of different learners. Nonetheless, it has been rewarding when I have been successful.
Strategies I use to support a range of students and their abilities includes, modifying worksheets for different groups of students to modify the challenge, providing students with readings at different literacy levels and allowing students to present in different ways. This is also catering for students’ different interests, passions and learning preferences. I have found that some students prefer to present their learning on a poster; others choose to write stories, songs, or create their own PowerPoint presentations.
From my practical placement report in 2013 my mentor teacher commented, ‘she aimed to provide a diverse range of learning environments and alternatives. Content has clearly been adapted to capture the learner’s interest and level of understanding. She deliberately chose a range of approaches to teaching the content to account for student diversity and level of development.’
Professional Experience 2 REPORT 2013
I have also been involved in a range of strategies for involving parents/carers in the educative process. At Birdwood High School an exhibition afternoon was planned where the students could present their learning to their parents. In the morning the students were responsible for setting up their booths and they had been preparing to answer any questions their parents might have on what they had been learning leading up to the exhibition day. The students had designed posters, online presentations, Powerpoints, models and interactive games for their parents to be involved in.
I have also read some papers on inclusive classrooms for students with a disability and education options for students with autism spectrum disorder.
Inclusive Classroom Teacher Resource_DEST_2007/ Education_Options_for_Autism Spectrum Disorder
I aim to do more research in this area.
As a year 7 teacher I have learned how to establish and implement inclusive and positive interactions to engage and support all students in classroom activities. View Standard 3.5 where I have included a document on Group Work roles which helps facilitate group work. Also see the images below where students are working inclusively in groups, interacting positively with each other.
Group Work_Positive Interactions
Stephanie Rodert 