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Managing diversity in the classroom
Inclusion in classroom
Managing diversity in the classroom
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In classrooms around Australia teachers will find communities of diverse learners with different backgrounds, cultures, and abilities. The challenge for teachers is to guide students to succeed by creating classrooms that are inclusive, supportive, and free from judgement.
“Mum, I can hear my footsteps!” Harry stated, upon being fitted with his first hearing aid (M. Mitchell, personal communication, July 8, 2010). Harry is a nine–year–old boy in Year 5 who attends a public school in New South Wales. In 2010, when Harry was in Year 1 at school, his mother assisted with class literacy groups and questioned why Harry was so far behind his peers in literacy. Harry was tested and subsequently diagnosed with moderate sensorineural hearing loss in his left ear. Sensorineural hearing loss is most commonly caused by problems with the cochlear (Schoem & Darrow, 2012), which sends and receives messages through nerve fibres to and from the brain. A healthy cochlear uses the information it receives from the brain, for example to omit background noise (Hamilton & Kessler, n.d.), and this helps explain why people with sensorineural hearing loss often struggle with background noise. There is currently no medical treatment for sensorineural hearing loss (Schoem & Darrow, 2012), however, the person may benefit from amplification in the form of hearing aids. In Harry’s case, wearing a behind–the–ear (BTE) hearing aid on his left ear helps amplify the sound he receives, but unfortunately, even the best hearing aid cannot tell the brain to eliminate background noise the way a healthy functioning cochlear can (North Carolina Hearing Loss Inc., n.d.).
Hearing loss is also defined as either bilateral—meaning both ears, or unilateral—in one ear (Heward...
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.../files/documents/05_2012/national_disability_strategy_2010_2020.pdf
Department of Education, Employment and Workplace Relations. (2012). Report on the Review of Disability Standards for Education 2005. Retrieved from http://auspeld.org.au/wp-content/uploads/2012/08/Report_on_the_Review_of_DSE.pdf
New South Wales Department of Education and Communities [NSWDEC]. (2010). Disability Action Plan 2011-2015. Retrieved from https://www.det.nsw.edu.au/media/downloads/strat_direction/strat_plans/disaplan.pdf
United Nations. (1994). Standard rules on the equalisation of opportunities for persons with disabilities 1994. Retrieved from http://www.un.org/disabilities/documents/gadocs/standardrules.pdf
United Nations. (2006). Convention on the rights of persons with disabilities 2006. Retrieved from http://daccess-dds-ny.un.org/doc/UNDOC/LTD/N06/645/30/PDF/N0664530.pdf?OpenElement
It is essential that all students have access to a quality education and an inclusive education system should meet their diverse needs. The Victorian Department of Education and Early Childhood Development [DEECD] (2014) stipulates that education providers must make ‘reasonable adjustments’ to support students with disabilities to comply with the standard. Graduate teachers should also demonstrate an understanding of legislative requirements and be able to identify teaching strategies that support the involvement and learning of students with disabilities (AITSL, 2014). They should understand the importance of focusing on what a student with a disability can do and work with the student’s strengths. A graduate teacher should know what resources, agencies and assistive technologies are available to support the learning needs of a student with a disability.
The first Australian Professional Teaching Standard is ‘Know students and how they learn’(AITSL, 2011). Understanding how students learn is a significant component of effective teaching (1.2 AITSL, 2011). Furthermore, effective teachers require an understanding of students physical, social and intellectual development and characteristics (1.1 AITSL, 2011). In addition, APST Standards require teachers to demonstrate both content and pedagogical knowledge through lesson plans (2.1 AITSL, 2011) with the curriculum content being structured and sequenced to facilitate effective learning (2.2 AITSL, 2011). However, it is also critical to have a repertoire of teaching strategies which are responsive to a diverse range of student backgrounds, including linguistic, cultural, religious, and socioeconomic (1.3 AITSL, 2011). An effective learning, in accordance with The Australian Curriculum and Assessment Reporting Authority, provides learners with general capabilities (knowledge, skills, behaviours and characteristics) and include understanding of Aboriginal and Torres Strait Island students learning needs and incorporate differentiated teaching methods to meet the needs of specific
Students with disabilities have several delivery models that are made available to them. These students that have been identified as having a disability are to be given an equal opportunity to be the recipients of a fair and public education just as their non-disabled classmates. It is a legal requirement that the students are placed in an LRE (Least Restrictive Environment). The needs of the students and the resources available to them play an important factor in the placement of those individuals who has been identified as disabled. The following information was derived through classroom
the, Senate and House of Representatives of. "Individuals with DisabilitiesEducation Act Amendments of 1997." Washington, DC, 7 January 1997.
These children were now being seen as a group in which society had obligations to provide “normalisation” (Bowe, 2007, p.45) and would lead to a revolutionary law being introduced in America. The Education for All Handicapped Children Act was passed in 1975, of which Australia became a signatory. (AIHW, 2004). This Act mandated “that all school-age children with disabilities must receive a free appropriate public education” (Bowe, 2007, p. 101) “in the least restrictive environment” (Bowe, 2007, p. 5). For the first time in a century, Australia no longer segregated these children into an isolated “special facility” (Allen & Cowdery, 2012, p. 8). State governments established special education units within mainstream schools (AIHW, 2004). This is referred to as Integrated education and is described by Talay-Ongan & Cooke (2005), as an environment “where children with similar disabilities in special classes share the normal school environment, and utilise some classes (e.g., art or physical education) or the playground that all children enjoy.” In 1992, the Disability Discrimination Act was introduced in Australia which specifically covered the topic of Education and in 2005 a set of supplementary standards was passed which specifies the support schools are required to provide to students with a
The Disability Discrimination Act of 1995 set out to end the discrimination people with disabilities encounter. The Act gave disabled people the right to employment, access to goods, facilities, and services and the right to buy and rent land and property. These rights came into force in December 1996, making treating a disabled person less favorably than an able-bodied person unlawful. Further rights came into force in October 1999, including the idea that service providers should consider making reasonable adjustments to the way they deliver their services so that people with a disability can use them. (The DDA...) However, despite these
National Institute on Deafness and Other Communication Disorders. (November 2002). Retrieved October 17, 2004, from http://www.nidcd.nih.gov/health/hearing/coch.asp
The Americans with Disabilities Act, TITLE 42 - THE PUBLIC HEALTH AND WELFARE U.S.C. § 12101 - 12117 et seq. (Author 1990 ).
U.S. Department of Justice, (2006). Americans with Disabilities Act. Retrieved February 18, 2008, from ADA Homepage Web site: http://www.usdoj.gov/crt/ada/q%26aeng02.htm
The Individuals with Disabilities Act, 2004 (IDEA), has 14 different categories of disabilities (IDEA Partnership, 2012). Students with disabilities can be placed into two more distinct groups which are high incidence disabilities or HID and low incidence disabilities or LID. IDEA defines low incidence disabilities as those students with visual, hearing or significant cognitive impairment (Outcome Data, 2006). These students need personal that are highly trained in specialized skill and knowledge to provide early interventions and education. Those with LID account for less than one percent of the school population (Outcome Data, 2006). Students that fall into this category are usually educated outside of the general education classroom for part of the school day.
According to LD Online (2015), Public Law 94-142, also known as Education for all Handicapped Children Act (EHA), was passed in 1975. Since then, the law has taken on many changes in order to improve its effectiveness, and is now known as the Individuals with Disabilities Education Act of 2004 (IDEA 04). The original Public Law 94-142 guaranteed a free and appropriate public education to each child with a disability from the age 3 to 21 (LD Online, 2015). It is required to make efforts towards improving how children with disabilities are identified and educated, as well as provide evaluations for the success of those efforts. Furthermore, the law provided due process protections
http://www.ons.gov.uk/ons/dcp171778_270487.pdf [Accessed 28/01/14]. Scotch, R (1989) From Good Will to Civil Rights: Transforming federal disability policy. Temple University Press: Philadelphia, PA. Shakespeare, T (2006) Disability: Rights and Wrongs.
The law requires that this instruction fundamentally tailors to the unique need(s) of the child with the disability. Society considers children with disabilities minorities in the school, and since the late 1960’s parents, schools, legislators, and educators have been fighting for the rights of children with disabilities. In 1975 the first Act, P.L.94-142, Education for All Handicapped Children Act was passed, setting all the guidelines for special education as a field (Bicehouse & Faieta, 2017). Researchers Spaulding & Pratt (2015) mentioned efforts to educate individuals with disabilities began as early as a century before the 1960’s reform movements. A time when the law did not afford a disabled person the opportunity to go to school or the family placed him or her in an
This act established old age benefits and funding for assistance to blind individuals and disabled children and the extension of existing vocational rehabilitation programmes. In present day society, since the passage of the ADA (American with Disabilities Act of 1990) endless efforts of the disability rights movement have continued on the focus of the rigorous enforcement of the ADA, as well as accessibility for people with disabilities in employment, technology, education, housing, transportation, healthcare, and independent living for the people who are born with a disability and for the people who develop it at some point in their lives. Although rights of the disabled have significantly gotten better globally throughout the years, many of the people who have disabilities and are living in extremely undeveloped countries or supreme poverty do not have access nor rights to any benefits. For example, people who are in wheelchairs as a transportation device have extremely limited access to common places such as grocery stores, schools, employment offices,
...eglected social issues in recent history (Barlow). People with disabilities often face societal barriers and disability evokes negative perceptions and discrimination in society. As a result of the stigma associated with disability, persons with disabilities are generally excluded from education, employment, and community life which deprives them of opportunities essential to their social development, health and well-being (Stefan). It is such barriers and discrimination that actually set people apart from society, in many cases making them a burden to the community. The ideas and concepts of equality and full participation for persons with disabilities have been developed very far on paper, but not in reality (Wallace). The government can make numerous laws against discrimination, but this does not change the way that people with disabilities are judged in society.