Diversity and Inclusion in Teaching Strategies and Understanding

Assignment Task

Overview

On successful completion of this course preservice teachers should be ableto:

1. Demonstrate knowledge and understanding of the constructs of diversity and inclusionand the relationship of the constructs to physical, social and intellectual development and characteristics of students and how these may affect learning (Australian Professional Standards for Teacher).

2. Demonstrate understanding of the need so fall students to feel safe,connecte and accepted,as well as the full range of curriculum requirements,legislation,policies and practices that pertainto ensuring student well-being is prioritised and that support inclusive participation and engagement learning experiences.

3. Demonstrate advanced understanding of suitable strategies for the differentiationof learning and teaching practices that respond to students across full range of abilities, demonstrating understanding of legislative requirements and teaching strategies that support participation and learningof students with disability with administrative and organisational policies and processes.

4. Demonstrate an understanding of strategiesfor workingeffectively,sensitivelyand confidentially with parents/carerstoinvolve the min the educative process and of communication approaches(verbalandnonverbal) and teachingstrategies to engage and respond to the learning strengths and needs of students from diverse cultures, languages and religious and socio economic backgrounds

Task

Response to Scenario - Complete Part A, Part B, and Part C (two activities)

Setting the Scene for Part A, B and C of the task: Classrooms are complex environments where students invariably have a wide range of diverse needs. School data systems can be accessed by teachers to find out more about the particular students they have in their class. This knowledge then forms the basis of learning more about how to differentiate learning experiences for these students.

Context - You have just acquired a new class and found a variety of individual student needs which may impact the type of support and planning needed to ensure that all students can fully engage with learning.

Part A -Your first action is to research these differences so that you feel more informed when meeting with parents and school support staff further down the track. (What data informs your practice?). As a starting point, select five students from the Class Profile provided. One of these students has challenging behaviour or (ADHD) and must be included in your group of five students.

Part B - Peruse the literature to find useful information to assist you in your planning. Ensure you:

• Showcase knowledge and understanding of the constructs of diversity and inclusion and the relationship of the constructs to physical, social and intellectual development and characteristics of students and how these may affect learning.
• Outline suitable strategies for the differentiation of learning and teaching practices that respond to students support students with disabilities, with reference to relevant legislative requirements, administrative and organisational polices and processes.
• Demonstrate an understanding of the needs of all students to feel safe, connected and accepted, as well as the full range of curriculum requirements, legislation, policies and practices that pertain to ensuring student well-being is prioritised and that support inclusive participation and engagement learning experiences.

Part C ( two activities) - Requires you to consider inclusion from other perspectives and reflect upon this learning

• Utilise expert cognitive,literacy and communication skills,including spelling,grammar, punctuation, and bibliographic referencing.

This Arts and Humanities has been solved by our PhD Experts at My Uni Paper.