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  1. More than you imagine

  2. Enhancing Student Completions through Inclusive Practices

  3. byTeacher Consultants for Students with a Disability presented by Heather Beebe

  4. Disability Teacher Consultants: • provide support for students with a disability according to their individual learner support needs • collaborate with HTs, teachers, counsellors and support students across all sections and faculties • provide ‘reasonable adjustment’ • liaise with disability sector

  5. Statistics: • 1 in 5 people in Australia have a disability – ABS, 2009

  6. Acts: • Disability Discrimination Act 1992 • Disability Discrimination Act Education Standards 2005 • these acts make inclusion ‘law’ • as educators we have a legal obligation to take active steps to prevent disability discrimination

  7. What is Access for: • a student in a wheelchair? • a student with reading difficulties?

  8. Examples below of what a student with dyslexia may see when reading; imagine trying to read, take notes and listen to teachers simultaneously - Reference: Irlen, H. (1991). Reading by the Colors. Overcoming dyslexia and other reading disabilities through the Irlen method, Avery Publishing Group inc. Garden City Park, New York.

  9. What someone with dyslexia may see What a typical reader sees Abbasid or Abbaside, Arabic family descended from Abbas, the uncle of Muhammad. They rose to power by massacring the ruling Umayyad family and held the Caliphate from 749 to 1258. Prominent Abbasid caliphs include al-Mansur and Harun Ar-Rashid, under whom the caliphate reached its greatest power. The long Abbasid decline ended with their overthrow (13th century) by the Seljuk Turks. • Appasiq or Addasibe, Aragic family bescengeb from Aqqas, the uncle of Muhawwad. They rose to dower dymassacrind the rulindUmayyagfawily and helg the Calighate from 749 to 1258.Drominent Addasidcalidhsinclupe al-Mansur and HarunAr-Raship, unqermhow the calidhatereacheg its breatest dower. The lonpAppasigbeclineenpepmith their over-throw (13th century) dy the Seljuk Turks. • Reference: Irlen, H. (1991). Reading by the Colors. Overcoming dyslexia and other reading disabilities through the Irlen method, Avery Publishing Group inc. Garden City Park, New York.

  10. Inclusive Strategies • Universal design • provide hand-outs, course materials in electronic format so it is accessible to all students • research proves that access to notes is critical for course completion • Adapted from:National Disability Coordination Officer Programhttp://pubsites.uws.edu.au/ndco/

  11. make lists of required books and course materials available early • extra time to read and pre-reading of course material is often a critical determinant of a student’s success • chunk, sequence or step the information • Adapted from:National Disability Coordination Officer Programhttp://pubsites.uws.edu.au/ndco/

  12. read any points that are presented visually • give all students accessible hand-outs; inclusive andbenefits all students • foster independent learners • students can capture board work on mobile phone; take photos

  13. develop a range of delivery methods to accommodate diverse learning needs • develop a range of assessment methods e.g. oral test, audio recording, demonstration • Adapted from:National Disability Coordination Officer Programhttp://pubsites.uws.edu.au/ndco/

  14. provide an early opportunity for assessment-basedfeedback • early identification of under performance allows appropriate referrals to be made for support

  15. ensure all hand-outs are clean and clear with a good balance of text and white space • provide worked examples of what is expected; provide students with a sample

  16. Summary • provide reasonable adjustment; inclusion is ‘law’ • educators have a legal obligation to take active steps to prevent disability discrimination • universal design – good teaching practice • goal – to foster independent learners

  17. Questions