Resource information
Claudia Khoury, a Year 9 Art teacher, demonstrates inclusive teaching strategies that consider the learning needs of a student with disability to maximise full participation and learning in the classroom.
In Claudia’s class, we focus on a student with Autism Spectrum Disorder. This student is supported to access the curriculum through various differentiated learning tasks, one-on-one guidance, and peer support.
Rachel Tiddy, the Supported Learning Coordinator, explains the school’s direction in supporting the diverse needs of students with disability, including a core focus on student voice.
With the implementation of professional learning communities, teachers and leaders can review and refine their inclusive teaching and learning practices to ensure all students have equal opportunities to access and participate in education.
Discussion questions
- How does the teacher apply differentiated teaching strategies to ensure the student with disability can fully participate in the lesson activities?
- What verbal and non-verbal communication methods does the teacher use in creating opportunities for the student with disability to demonstrate their learning?
- What strategies does the teacher use to ensure a safe, supportive and inclusive learning environment for the student with disability?
