Adapting the Curriculum and Effective Teaching Strategies

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The following reflection will discuss my evolving knowledge and understanding about how the curriculum can be modified and adapted to provide effective learning experiences and teaching strategies that are inclusive of all students. I will also reflect on some of the advantages and difficulties that may arise as a result of implementing these teaching and learning strategies. I believe that the first step to providing an education that is accessible to all is to acknowledge that all students’ are unique individuals. That their emotional, educational, social and physical needs are diverse and will require differentiated approaches. We also need to be aware of the many barriers that may affect learning. Curriculum is said to one of the main barriers to creating an inclusive learning environment. For example, if a teacher expects all students to demonstrate their knowledge of the plants lifecycle (standard 6.23 /Science) by presenting a written report, they are essentially creating missed opportunities and potential barriers for individual students. Students that encounter poor writing mechanisms are immediately disadvantaged and missed opportunities are created for those students who possess talents in drawing or oral communication. If a teacher was to be flexible with assessing students understanding it would begin to break down these barriers to learning. Therefore, I can see how teachers play a vital role in dismantling these barriers and delivering a curriculum and providing a learning environment that is accessible by all. Universal Design for Learning (UDL) is a concept used by teachers during the planning stages to help create an educational environment that is largely free from physical, cognitive, intellectual and org... ... middle of paper ... ...teachers, parents, specialists and students will be a key factor into ensuring I have the knowledge to cater for every single student. Ashman and Elkins (2009) refer to this as a ‘support network’ and positions that it is these partnerships that will allow stakeholders to share ideas on how to best create a flexible learning curriculum and address students’ individual learning and social needs. This reflection has identified some teaching and learning strategies that I will employ as a new teacher to ensure that I am successfully responding to the needs of all my students. It has also indicated that there will be both difficulties and advantages to curricula, instruction and assessment adaptations. I have concluded, however, that the advantages that my students will receive from this inclusive design will far out way the difficulties that I might face.

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