Participation and learning of students with disability
CONTEXT
- The teacher education student is discussing her understanding of legislative requirements and teaching strategies to support students with a disability.
- The teacher education student is in the first year of her Master of Teaching degree. She has completed her first teaching placement.
- This school is an independent girls’ school (n=944) in a suburban area.
- This resource is an example of a useful activity for teacher education students since it allows students to explain their understanding of legislative requirements and teaching strategies to support the participation of students with a disability with their Mentors.
Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
EVIDENCE ANNOTATION
The teacher education student demonstrates 1.6.1 ‘Graduate achieved’ through:
- Seeking advice and support from appropriate personnel in developing and implementing effective teaching and learning strategies that aim to meet students’ diverse learning needs.
- Complying with legislative requirements related to disability.
- Developing a sequence of learning experiences that support the learning of all students with a disability.
G: The goal for the teacher education student is 1.6.1.
R: The teacher education student is ‘Graduate achieved’ for 1.6.1.
O: What specific mentoring strategies could you employ with this teacher education student to help her move towards ‘Graduate exceeds’ for 1.6.1 ?
- Are there Individual Education Programs the teacher education student can assist in planning?
- What kinds of strategies to support student participation could you demonstrate to your teacher education student?
W: What is the next step you would negotiate as a goal for her? What will you do as a Mentor to help her achieve this goal?
G: To demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with a disability.
R: Which level of the graduate continuum are you currently at for 1.6.1? Refer to recent feedback you have received.
O: What specific actions could you take to demonstrate a broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with a disability.
- How could you assist in designing and implementing teaching activities that support the participation and learning of students with a disability?
- Do you have access to all the legislative requirements to support students with a disability?
- How could you encourage a respectful classroom environment where all students are valued?
- How could you ensure equitable access to all resources and learning opportunities in learning programs?
W: What is your next step for improving your understanding and knowledge to support the participation and learning of students with a disability? Set yourself a goal.