Resource information
Sarah Free, a Year 3/4 classroom teacher, demonstrates an inclusive learning environment. Sarah facilitates a range of reasonable adjustments, in collaboration with two teacher assistants, to support the learning needs of students with disability.
In Sarah’s class, we focus on two students with cerebral palsy. One student requires a wheelchair and communicates through an Eyegaze device with the aid of teacher assistant Jasmine, so they can fully participate in the lesson activities. One student wears a hearing aid that requires Sarah to wear a Roger device, a microphone that transmits her voice to ensure the student understands the teacher’s instruction.
Sarah and her teacher assistants model empathy, respect and patience as they lead a reading, writing and practical science task that focuses on ensuring students with disability have the same learning opportunities as students without disability.
Discussion questions
- How does the teacher apply differentiation to ensure students with disability can fully participate in the lesson activities?
- What reasonable adjustment strategies does the teacher and/or the teacher assistant use to ensure students with disability can access the curriculum?
- What verbal and non-verbal communication methods did the teacher use in setting classroom expectations to ensure students with disability were engaged in the lesson activities?
