Every student learns differently.
“Inclusive classrooms are places where diversity is expected, and where addressing learner difference is the responsibility of all teachers, not just those with a background in special or inclusive education.”
Ewing, Lowrie and Higgs, 2010 p. 217
in every classroom, there is a diverse range of students with different abilities, skills, interests, backgrounds and ways of relating to the world. This diversity also presents an inequity in students' access to the curriculum. Classroom inequity is reduced by providing more support to those students whose abilities or circumstances place them at higher risk of being unable to access the curriculum. In doing so, students have an increased opportunity to effectively learn within the social and academic school environment. The aim and responsibility of every classroom teacher and school community is to provide an equal opportunity for all students to access the curriculum in a way which maximises their potential. This means that students will not be given the same support, but rather, that each student will receive the amount and type of support which addresses their specific needs.
All students have different learning needs, defined by their individual intellectual and socio-emotional maturity and ability, personal interests, learning styles, physical and emotional health, school and home environment, relationships... As teachers who recognize that each student learns differently, we have the responsibility to make every classroom inclusive. By understanding and catering for the diverse range of educational needs we have before us, we give each student the best opportunity possible to access the curriculum.
Some students are more at risk of being unable to access curriculum, because their different abilities create barriers to learning in a regularised curriculum environment. These difficulties may include:
• Sensory Impairments
• Learning difficulties or disabilities
• Intellectual Disability
• Severe Language Disorder
• Physical Disability
• Chronic Health
• Social Emotional Disorders
(Larkins, Risk Factors for Students Accessing the Curriculum, 24 October 2012, p.4 )
Difficulties for students
All students have different learning needs, defined by their individual intellectual and socio-emotional maturity and ability, personal interests, learning styles, physical and emotional health, school and home environment, relationships... As teachers who recognize that each student learns differently, we have the responsibility to make every classroom inclusive. By understanding and catering for the diverse range of educational needs we have before us, we give each student the best opportunity possible to access the curriculum.
Some students are more at risk of being unable to access curriculum, because their different abilities create barriers to learning in a regularised curriculum environment. These difficulties may include:
• Sensory Impairments
• Learning difficulties or disabilities
• Intellectual Disability
• Severe Language Disorder
• Physical Disability
• Chronic Health
• Social Emotional Disorders
(Larkins, Risk Factors for Students Accessing the Curriculum, 24 October 2012, p.4 )
Difficulties for students