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Educating Learners with Diverse Needs

Educating Learners with Diverse Needs. the chapter focuses on the influence of MI theory in special and gifted education in Australia. MI impact is evident in changes of teachers atitudes and practices toward this students

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Educating Learners with Diverse Needs

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  1. EducatingLearnerswithDiverseNeeds

  2. the chapter focuses on the influence of MI theory in special and gifted education in Australia

  3. MI impactisevidentinchanges of teachersatitudes and practicestowardthisstudents • Throughtheframeworkprovided by MI theory, teachershavelearned to genuinelyvalue and respond to thediversity of learnersinintegratedAustrialianclassrooms.

  4. in the stories cited by Garner was three boys of different abilities. Each of them had a more developed kind of intelligence. • In Australia giftednessisdefined as inbornpotential. Up to 10 percent of the student populationcan be identified as giftenacross a number of domains • Potentialdevelopsintotalented performance as a result of catalyst

  5. Schooling in Australia

  6. Education is largely the responsibility of the states and territories- with funding, policy and curricula determined by state governments. • Schooling commences at kindergarden, which children enter at about age five.

  7. Primary school encompass kindergarden to sixth grade in most states and seventh grade in others. • Secondary schools go up to twelfth grade. • Approximately two-thirds of students attend government schools, with the other third attending Catolic schools and independent private schools.

  8. There was a move toward adopting National Curriculum Statements with clearly specified learning outcomes for students- divide the curriculum into eight key learning areas: English, mathematics, human society and its environment, science, technology, the arts, languages other that English and personal development, health, physical education.

  9. Historically, children with special needs due to intellectual , learning or physical disabilities were educated separately in special schools or self- contained units within regular schools. • IQ test was and still is used to identity students who require special educational service

  10. CONCLUSION

  11. Educationalfadscome and go; teachersembracenewideas and thenmove on. • MI theory , however , hasstoodthe test of time with many Australianteachers. • In Australia MI hashadtwoimpactsthe first isthe design of curriculum materials for giftedstudentsinregularcalsroomsettings. • Thesecondisproviding a means to morebroadlydefine and identifygiftednessinstudentsacrossalleconomic and culturalgroups.

  12. In specialeducationsettings , MI theoryhasallowedteachers to moveawayfromfocusing on childrensdefficitsand insteadlook for theirrelativestrenghs.

  13. THE END • Monika Lewandowska • Kamil Mazur • Natalia Krajewska

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