1.6 Strategies to support full participation of students with disability Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
Example Understanding teaching strategies that support participation and learning of students with disability The use of IEP's are an effective strategy that can be used by educators to promote inclusion and the achievement of learning outcomes by students with disabilities. I developed three IEP's for students from varied background with varied learning needs. Whilst I have not had the opportunity to develop an IEP during any of my placements, the development of these hypothetical plans has given me an understanding of their purpose and benefit. A copy of the IEP's can be viewed here.
Example Understanding of legislative requirements- Disability Discrimination Act 1992 I possess a thorough understanding of the DDA 1992. I have reflected upon this act during the completion of university assignments and understand its relevance within education.
Example Teaching students with an intellectual disability- a reflection During the completion of my twenty day placement, I had the opportunity to work with a student with an intellectual disability. As the focus of this placement was teaching the majority of lessons, a great deal of interaction occurred between pre-service teacher and all students. This included Marcus. Marcus was a year six student who had been assessed as having a ‘borderline’ intellectual disability. During this placement, which was undertaken during term two of the school year, it was planned that a reassessment of Marcus’ diagnosis would be undertaken in term four. The purpose of this reassessment was to revaluate Marcus’ needs prior to his transition to the middle school campus. It was explained by the mentor teacher that Marcus possessed the expected skills and knowledge comparable to that of a year one student, despite the fact that he was in year six. It was for this reason that the teacher had to implement specific strategies to ensure Marcus’ learning needs were met. Marcus was always encouraged to sit at the front of the class, near the teacher, so his work could be monitored and he could be easily accessible when questions arose that required addressing. It was important to plan altered lessons for Marcus which met different learning outcomes when compared to the other students. Many lessons were taught using the aid of an ICT device, a strategy which engaged Marcus in his learning and kept him on task. Marcus enjoyed engaging in play with his peers and was observed to openly communicate with them. of a third year university subject, I designed a unit over view aimed at teaching year three/four students how to play a game baseball. I was then able to teach this unit of work during a teaching placement as part of student's Physical Education subject. The lessons included demonstration of individual skills and team work. The entire unit promoted social inclusion and incorporated academic strands including literacy and mathematics.