This quiet space was set up in the back corner of the classroom to provide a space for a student with Autism Spectrum Disorder and provides evidence towards focus area 1.6.

The space was set up with a dark tent to block out the bright flurescent lights in the classroom and a basket of interest items to suit the student with ASD. The student could use the tent upon reasonable request and was allowed to use it when it was determined the student required time to regulate. Additionally, the use of the tent and other activities, such as the class iPad, were offered as reward activities for work completed. 

This visual chart is a strategy used for students with Autism Spectrum Disorder and demonstrates my achievement towards focus area 1.6.

I have developed First/Then charts for students with Autism Spectrum Disorder on my final professional experience placement and to use as a homeschool educator. The chart provides routine and structure for the students which assists by making the school day more predictable. The chart serves two purposes, it provides motivation for the student to work through the learning activities to earn the reward activity as well as providing a visual aid supported with pictures to provide structure and routine.

 

This lesson plan provides evidence towards achieving focus area 1.6 as it demonstrates the accommodations and teaching strategies I have planned to support students with disabilities to participate and learn.

With this knowledge and understanding of the diverse needs of students in my class I included adjustments to the classroom environment that would be required and ensured differentiated learning tasks using a RAFT to ensure all students were able to participate at their level whilst producing the required learning outcomes.

Continue reading Differentiated Lesson Plan

This keynote slide is from an assignment in my topic Differentiation for Diverse Learners at Flinders University in 2015. It is evidence of my knowledge and understanding of how differentiation and inclusion in the classroom meets the legislation for Disability Standards for Education (2005). This demonstrates achievement towards focus 1.6.

References

Commonwealth of Australia. (2006) Disability Standards for Education (2005). Retrieved from http://docs.education.gov.au/system/files/doc/other/disability_standards_for_education_2005_plus_guidance_notes.pdf

Conway, R. (2014) Australian schools, policy and legislation in perspective’, in Hyde, Merv, Carpenter, Lorelei Rita & Conway, Robert NF (eds.), Diversity, inclusion and engagement, 2nd edn, Oxford University Press, South Melbourne, Vic., pp. 15-38

Jarvis, J. (2013), ‘Differentiating learning experiences for diverse students’, in Hudson, Peter (ed.), Learning to teach in the primary school, Cambridge University Press, Port Melbourne, Vic., pp. 52-70.