Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with a disability.
Standard 1.6
Rationale:
I have studied the International, National and State legislation pertaining to students with disabilities and have presented a summary of the facts in Artifact 1.
While student teaching at Prince Alfred College, I worked with a Grade 4 boy who had been diagnosed with Aspergers. I felt it was important for me to learn more about what I could do to help improve his classroom experiences. After reading several books on the subject I approached my mentor teacher and suggested we make some changes in the classroom. I began by
incorporating role playing and social scripting activities into our weekly circle-time sessions. The activities allowed him to explore a range of social situations in a controlled environment. I was able to provide immediate feedback which helped him to moderate his behaviour. I also allowed him to share some of his keen interests, such as Edith Piaf and Egyptian history, with the class. I found this helped him realise a sense of mastery and further reinforced social skills practice. I assigned him a learning buddy so that classroom tasks could be repeated and deconstructed by one of his peers. This worked well because his buddy was able to simply language that often became a stumbling block for him.
This experience caused me to reflect on some of my teaching values and I have chosen to include these in Artifact 3. Having said this, perhaps the most important thing I learned from this experience is that, as a teacher, I will never stop reflecting and learning. I plan to continue learning more about Aspergers; but more important, I plan to continue learning more about this profession in general.
Artifact 1:
Legislation, Declarations, Agreements, and Strategies relating to students with disabilities
International
The United Nations Convention on the Rights of Persons with Disabilities promotes, protects and ensures the full and equal enjoyment of all human rights and fundamental freedoms by all persons with disabilities, and to promote respect for their inherent dignity.
National
A draft National Disability Strategy has been advanced under the auspice of the Council of Australian Governments (COAG) in recognition that support for people with disabilities is a shared responsibility across the Commonwealth, States and Territories. This sets out a ten year national plan for improving life outcomes for all Australians with disabilities, their families and carers.
The Disability Discrimination Act 1992 provides protection for everyone in Australia against discrimination based on disabilities. It encourages everyone to be involved in implementing the Act and to share in the overall benefits to the community and the economy that flow from participation by the widest range of people.
The Disability Standards for Education 2005 (formulated under the Disability Discrimination Act 1992) clarify the obligations of education and training providers to ensure that students with disabilities are able to access and participate in education on the same basis as those without disabilities.
The Melbourne Declaration on Educational Goals for Young Australians aims to improve educational outcomes for young Australians, including those with disabilities.
The National Education Agreement is one of 11 agreements which form the overarching Intergovernmental Agreement on Federal Financial Relations between the Commonwealth and state/territory governments. The National Education Agreement funding framework provides flexibility for states and territories to allocate Government funding to areas they believe will produce the best outcomes for all students, including those with disabilities.
The Disability Discrimination Act 1992 provides protection for everyone in Australia against discrimination based on disabilities. It encourages everyone to be involved in implementing the Act and to share in the overall benefits to the community and the economy that flow from participation by the widest range of people.
The Disability Standards for Education 2005 (formulated under the Disability Discrimination Act 1992) clarify the obligations of education and training providers to ensure that students with disabilities are able to access and participate in education on the same basis as those without disabilities.
The Melbourne Declaration on Educational Goals for Young Australians aims to improve educational outcomes for young Australians, including those with disabilities.
The National Education Agreement is one of 11 agreements which form the overarching Intergovernmental Agreement on Federal Financial Relations between the Commonwealth and state/territory governments. The National Education Agreement funding framework provides flexibility for states and territories to allocate Government funding to areas they believe will produce the best outcomes for all students, including those with disabilities.
State/Territory
State and Territory Governments each have separate anti-discrimination legislation. In South Australia, legislation protecting the rights of people with disabilities is referred to as the South Australia Equal Opportunity Act 1984.
The Department of Education and Children’s Services (DECS) has a range of programs to support the additional needs of students with disabilities and learning difficulties. The Disability Support Program is one such program. It provides support for students with disabilities in year level classes.
- The Students with Disabilities Policy provides a broad framework for teaching and learning practices and the provision of services and support to ensure that all students with disabilities can enjoy the benefits of education in a supportive environment that values diversity, inclusion, participation and achievement.
The Department of Education and Children’s Services (DECS) has a range of programs to support the additional needs of students with disabilities and learning difficulties. The Disability Support Program is one such program. It provides support for students with disabilities in year level classes.
Negotiated Education Plan (NEP)
The NEP reflects the students' learning goals and accommodations, and describes the teaching strategies that will be used to achieve the goals. In both planning processes, parents/caregivers and other stakeholders are involved in negotiating the plan. The NEP documentation is located on the Special Education Resource Unit (SERU) website http://web.seru.sa.edu.au.
Artifact 2:
Experience with the Learning Support Team
A general principle guiding the development of educational programs for students with special support needs is the provision of instruction in an environment that is as near to normal as possible. In the literature on inclusive education, the least restrictive environment (LRE) means that students who have a disability should have the opportunity of an education with students who are achieving according to the age-grade average. They should have access to the regular curriculum and extracurricular activities and programs, as do all other peers.
At Prince Alfred College I participated in the following learning support programs:
- Reading Recovery
- Multilit
- Rainbow Reading
- Literacy Planet
- Mathletics
- Needs based teaching in the classroom
Artifact 3:
Reflection
Adjusting student outcomes
- How can I get to know my students and their learning needs?
- What are the characteristics and traits that affect their learning?
- How might I deal with a mismatch involving me and one of my students?
Adjusting the context
- Do I want my students to work alone, in small groups, or independently as a member of a whole class?
- How will I set up my classroom to take into consideration the preferences of some students?
- Are there physical conditions that need consideration?
Adjusting 'me' the teacher
- What are my views on inclusion?
- Am I prepared to learn as I go when I meet new challenges?
- Am I prepared to take the intellectual risks associated with flexibility?
