EDED11400 Differentiation Idiens, Samantha 2 2

Name: Samantha Idiens (S0236287)

Course: EDED11400- Managing Diversity

Course Coordinator: Kathryn Bauer

Assessment Task One: Differentiation

Due Date: Friday 24th April 2013

Word Count: 1,903

Table of Contents

Part A- Differentiation in the Classroom...................................................................3

Part B- Cerebral Palsy and Asperger’s Syndrome Matrix....................................5

List of References............................................................................................................ 11

EDED11400- Differentiation

Samantha Idiens (S0236287)

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Part A- Differentiation in the Classroom

Every learner is different; classroom practice and teacher attitudes must be adapted to suit a diverse range of learners. The Inclusive Education Statement (2005) aims to reduce and hopefully eradicate all injustices and barriers to any student at risk of marginalization and/or exclusion within Queensland schools. According to Education Queensland (2012), inclusive policy within Queensland schools support programs and ventures such as:

Learning and disability support Specialized health needs Gifted education Recognition of culture, language, religion, gender and sexuality Recognition of refugees, carers, pregnant or parenting, home-cared Student mental health well-being initiatives Equity in education

Children in any classroom vary in knowledge, skills and abilities; from gifted learners to the severely disabled, adaptions are required to made. Disabilities range from mental to physical or a combination of both; teachers need to be aware of these factors in order to stipulate appropriate classroom tasks (Ashman & Elkins, 2005). A sense of trust and understanding within the classroom needs to be established in order to promote inclusion. Explicit anti-promotion of discrimination or untowardness needs to be noted as intolerable in order for inclusive success. This therefore relates to the Anti-Discrimination Act (ADA) (1991) since it forbids discriminating another due to sexuality, gender, impairment, race, religion, political belief, family responsibilities, marital status, pregnancy, parenting, work related responsibilities, gender identity, age, parental status and association with, or relation to, a person identified on the basis of these attributes, illegal.

Some classrooms may contain students with severe physical impairments; in this instance the Learning Manager (LM) must adapt the classroom to accommodate for the children’s impairments (Ashman & Elkins, 2005). These adaptions may include access ramps, wheelchairs, adapted seating and positioning devices, magnifying glasses to assist visions, hearing aids, utensils to aid in eating and also architectural adjustments such as widening doorways (Ashman & Elkins, 2005). According to Ashman and Elkins (2005), LMs should have knowledge of adapting materials and assistive technology. By providing these adaptions the LM is following the criteria of the Disability Discrimination Act (DDA) (1992), since it asks for equal inclusion for all students in schools.

Some students with high support needs, for example ASD conditions, tend to lack responsiveness and motivation, as well as fluctuating behavioural states and challenging behaviour (Ashman & Elkins, 2005). In this instance LMs should recognize and provide for students’ individual difference and create classroom tasks that relate to the students’ interest and goals (Marzano & Pickering, 1997). According to Foreman (2005), the distractions and environment surrounding the child must also be assessed.



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In the case of gifted learners, differentiation must be used in order to provide more complex strategies and fast paced processes when assessing content (DETE, 2013). Students should be encouraged to use higher order thinking and be innovative, creative and collaborative (DETE, 2013).

The attitudes and perceptions of the teacher are very influential; ultimately, classroom teachers are the implementers of inclusion. Mission statements, curriculum objectives and resources are to be used by the teachers with determination, flexibility, support and belief in order to promote inclusion (Hyde, Carpenter & Conway, 2010). Through this method teachers can positively implement flexible and diverse content. Teachers should implement the seven principles of inclusive education in order to achieve an inclusive classroom (Hyde, Carpenter & Conway, 2010). The framework of the seven principles can be aligned with the Education (General Provisions) Act (GPA) (2006), since they enable students to receive high quality education that will permit each student to become qualified members of society.

Seven Principles (Hyde, Carpenter & Conway, 2010):1. Providing access and participation2. Valuing diversity 3. Ensuring local decisions and adjustments4. Implementing a new framework for resource allocation5. Matching pedagogy with student needs6. Delivering responsive programs and services7. Collaborating for better outcomes

Overall, practice and legislation can only be implemented effectively if the teacher’s attitude and perceptions are positive. The philosophy and principles of inclusive practice require the LM to be genuine and committed in order for the to meet all the parameters of the Inclusive Education Statement (2005).



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Part B- Cerebral Palsy and Asperger’s Syndrome Matrix

Cerebral Palsy and Asperger’s Syndrome are two common impairments seen in Queensland schools (DETE, 2013). Both require educational support since they fall under the autism spectrum disorder and physical impairments. Both of these disorders can create mental impairments depending on the severity of the condition. The matrix below highlights general characteristics, teaching/learning strategies and the justification of strategies in order to show how LM can meet the needs of students with the conditions listed.

General Characteristics Teaching/Learning Strategies Justification of Strategies

Learners with Cerebral Palsy

Difficulty with muscle control and coordination

Mild, moderate to severe motor problems

Body may move in abnormal ways

Poor balance May have difficulty

speaking or swallowing

Limbs may be stiff or tight and have spastic movements

(Peacock, 2000) Posture disorders Seizure disorders

1. The teacher needs to help the student maintain a seating position if they have difficulty with muscle and motor control, so there can be substantive learning (Farrell, 2010).

2. The teacher may be required to source adaptive equipment for practical tasks depending on severity of physical impairment (Farrell, 2010).

3. Digital tools and information technology can be used to store student’s work (Farrell,

Strategy one refers to the primitive reflexes the student may experience, which cause involuntary movements (Farrell, 2010). According to Farrell (2010), if the student is positioned correctly it will enhance their learning potential by restricting the possibility of being affected by certain movements.

The second strategy is self-explanatory since the child may need equipment modification in order to make certain practical tasks feasible (Farrell 2010).

Information technology and digital tools can be used in place of pen and paper since some moderate to severe cases may find regular



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Behavioural and sensory disturbances

2010).4. Alternative recording and

presentation strategies should be looked into, such as tape recorders or interactive whiteboards (Farrell, 2010).

5. Switches and buttons may need to be implemented for students to indicate choices or answers (Farrell, 2010).

6. Cases of speaking difficulty may be aid by augmented communication devices such as voice synthesizers, (This must be used under guidance of speech and language pathologist/therapist). (Farrell, 2010).

7. Depending on the severity of the condition, extra time or amanuensis may be needed in an examination process (Farrell, 2010).

8. The student has somebody else record or respond to

documentation difficult. The strategy listed in the fourth

point highlights the need to use greater detail, varying representations and time when dealing with certain severities, so the student can absorb all the information (Farrell, 2010).

The fifth strategy is an aid for students whose speaking and body language difficulties prevent them from delivering responses or needs. The switches and buttons may be used instead of normal responses to prevent the students being unheard and restricted from participation (Farrell, 2010).

Speech synthesizers and augmented communication devices can be used to aid students with very severe cases since normal form of communication will not suffice.

Extra time and amanuensis may be needed depending of the severity of the physical impairment; in doing so, the student’s lack of speed and motor capabilities will not detriment their results.

The eighth strategy is another way



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learning activities (DETE, 2013).

9. Planning adjustments may be made to the curriculum, teaching, assessment and learning (DETE, 2013).

for students to portray their response if they are unable to write or use a keyboard (DETE, 2013).

Alternative writing or scribe resources can be used when the student’s level of speed or fatigue may decrease the quantity or quality of their work (DETE, 2013).

The ninth strategy is used so the teacher differentiates and individualizes the content for specific student learning needs (DETE, 2013). It also help the teacher target certain student skills and knowledge, specifically student abilities and strengths (DETE, 2013). Adjustments may also be made to ensure the safety and accessibility of the student; examination adjustments will be made so students can assessed fairly (within the range of their abilities) (DETE, 2013).



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Learners with Asperger’s Syndrome

Lack social awareness and skills

Difficulty with social use of language

Odd and distracted behaviour

Motor clumsiness Obsessive interests Unconventional and

repetitive use of language

Idiosyncratic behaviours

Some may have varying learning disabilities

Communication handicaps

Stilted and monotone speaking and focus of specific topics

Varies according to different personalities and environment

(Hyde, Carpenter & Conway, 2010)

1. Depending on the severity of the condition, some students may need individual learning programs (Hyde, Carpenter & Conway, 2010).

2. The teacher must take time to get to know the student since they often have specific interests and complex personalities (Hyde, Carpenter & Conway, 2010).

3. Teachers may need to alter communication strategies in order for students with communication difficulties (Hyde, Carpenter & Conway, 2010).

4. The teacher will need to take time to assess the student’s cognitive abilities and their stage of academic achievement (Hyde, Carpenter & Conway, 2010).

5. Due to the difficulty of

Individual learning programs are suggested for Asperger’s children since they are able to focus on the child’s specific educational needs (Hyde, Carpenter & Conway, 2010).

The second strategy allows the learning manager to understand the learner’s strengths, weaknesses, likes and dislikes (Hyde, Carpenter & Conway, 2010). This also allows the teacher to differentiate the student according the severity of the condition (Hyde, Carpenter & Conway, 2010).

Altered communication strategies help students with Asperger’s to highlight their needs to others; it also helps students communicate at their own level and understanding (Hyde, Carpenter & Conway, 2010). This strategy also helps students with this condition to find alternative meaningful methods of communication (Hyde, Carpenter & Conway, 2010).

Assessment of cognitive and academic abilities will allow the teacher to structure the content according to individual needs.



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social language the LM should keep language short and simple; this also applies to the reliance of body language (Hyde, Carpenter & Conway, 2010).

6. Some students may portray odd and distracted behaviour, so the teacher must use the students name and address them directly (Hyde, Carpenter & Conway, 2010).

7. Visual aids should be used in order to support communication (Hyde, Carpenter & Conway, 2010).

8. Teacher should encourage collaborative activities for those with odd behaviours and low social skills (Hyde, Carpenter & Conway, 2010).

9. Teachers should refrain from using sarcasm or too much humour with those who lack social

Simple verbal and body language helps the student process the information better since their social communication skills are limited.

The sixth strategy is used to gain the attention and focus of the student since they become distracted easily (Hyde, Carpenter & Conway, 2010).

Visual aids are applied with verbal instruction since Asperger’s students often cannot find meaning in verbal communication (Hyde, Carpenter & Conway, 2010).

Collaborative activities help students learn appropriate language and listening skills. A collaborative environment teaches the student when to respond and when to interrupt or change the topic (Hyde, Carpenter & Conway, 2010).

Due to lack of social skills most Asperger’s children take things very literally and may get the wrong impression, idea or be offended (Hyde, Carpenter & Conway, 2010).

Scaffolded language and verbal prompts allow the student to use correct responses and become less prone to the use of repetition (Hyde,



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understanding (Hyde, Carpenter & Conway, 2010).

10. Teacher must model and scaffold language, use of verbal prompts (Hyde, Carpenter & Conway, 2010).

Carpenter & Conway, 2010).



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List of References

Anti-Discrimination Act 1991 (ADA).

Ashman, A., & Elkins, J. (2005). Educating children with diverse abilities. Frenchs Forest NSW: Pearson Prentice Hall.

Department of Education, Training and Employment (DETE). (2013). Physical Impairment- Teaching and Learning. Queenland Government. Brisbane, QLD, Australia.

Disability Discrimination Act 1992 (DDA).

Education (General Provisions) Act 2006 (GPA) (QLD).

Farrell, M. (2010). The Effective Teacher’s Guide to Sensory and Physical Impairments: Sensory, Orthopedic, Motor and Health Impairments, and Brain Injury. Taylor and Francis e-Library. Retrieved from http://books.google.com.au.

Foreman, P. (2005). Inclusion in Action. Southbank VIC: Thomson Learning.

Hyde, M., Carpenter, L. & Conway, R. (2010). Diversity and Inclusion in Australian Schools. Oxford: Melbourne.

Marzano, R. J., & Pickering, D. J. (with Arrendondo, D. E., Paynter, D. E., Blackburn, G. J., Brandt, R. S., Moffet, C. A., Pollock, J. E., & Whistler, J. S.). (1997). Dimensions of learning teacher’s manual (2nd ed.). Alexandra, VA: ASCD.

Peacock, J. (2000). Chapter 1: What Is Cerebral Palsy?. In , Cerebral Palsy (Capstone Press) (p. 4). Capstone Press.

Queensland Department of Education. (2005). Inclusive Education Statement. Department of Education and the Arts. Brisbane, QLD, Australia.



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http://books.google.com.au/

EDED11400 Differentiation Idiens, Samantha 2 2

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