Resource information
The deputy principal provides insights to their whole-school approach to inclusion, illustrating collaborative methods that empower teachers to share and build knowledge of how to best support the diverse learning needs of students with disability.
The deputy principal and year 7 classroom teacher detail the use of professional learning communities (PLCs) that encourage teachers to ask questions, seek advice and implement learnings to differentiate their teaching instruction in accordance with personalised learning plans (PLPs).
Leaders and teachers at Marsden State High School emphasise the importance of ‘know your students, know your data’ that informs the need of any relevant reasonable adjustments. Through consultation with guardian/s and associates and the student, teachers can create, implement and review PLPs to support the full participation of students with disability; providing equal opportunities as students without disability.
Discussion questions:
- How does your school promote a holistic, inclusive learning culture?
- What consultation strategies do you implement to ensure guardian/s and associates and the student are included in planning and evaluating reasonable adjustments?
- How might school leaders use professional learning communities as an opportunity to upskill teachers’ knowledge and understandings of differentiated instruction that meet the learning needs of students with disability?
- What opportunities are there at a whole-school level for teachers to collaborate and share their reasonable adjustment practices when catering for the specific learning needs of students with disability?
