The ability for teachers to address learner diversity has been a critical skill for the Australian modern classroom, this is especially true for the 21st century as students in schools have been more diverse in abilities and backgrounds than in any other time period or place as seen in the sample class provided for this pre-assessment task. The 5 sources chosen for this task highlights key education legislations, policies and pedagogical approaches that can be implemented into classrooms to help teachers with the different areas of student differentiation. Santoro 's (2013) article identifies the relationship between addressing the Australian Professional Standards and cultural responsiveness that is needed to help students such as the 2 students from an indigenous background and the student from a refugee background. Mulholland 's (2016) article on the ADEP (Australian Deficit in Educational Policy) identifies the issues currently emerging from the Australian and New South Wales Discrimination, Disability and Education legislation which relates back to the sample class as it explains how the NSW DEC (NSW Department of Education & Communities) system may have classified that 1 student in the sample classroom with ADHD (Attention Deficit Hyperactivity Disorder) which will allow that student with access to the Learning Assistance Program (LAP) but such support may not be possible to students such as the one found in the sample classroom with a Specific Learning Disability with an impairment in reading which is not covered by LAP. Kanevsky (2011) and Renzulli and Reis (n.d.) work show how gifted and talented students can be differetiated for without the lesson...
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... are expected to demonstrate that they 'know culturally and linguistically diverse students and how they learn ' (Pg. 317). An awareness of what is culturally relevant to students is a skill not only needed for the sample classroom which has students with diverse backgrounds but also in teaching in general as it allows teachers understand student cultural experiences and how their learning can be affected by these experiences. The need for this awareness was evident during PE1 as the school where my placement was held as I had to teach students about Amish communities which were vastly different from what the students were culturally familiar with. The takeaway from this article as a valuable resource is that there are different approaches that can be taken by teachers to better understand a culturally diverse classroom and differentiate in a changing global world.
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