Focus area 1.

6 Strategies to support full participation of students with disability

Descriptor Design and implement teaching activities that support the participation and learning of students with disability and address
relevant policy and legislative requirements.
Examples
of evidence

Allan planned very well for his classes-including various learning stretegies, ICT, and various modes of language use. He
also had to plan for and teach students with special needs , and students of all levels of ability and engagement in the
classroom J.Damen- LOTE Mentor teacher

In my first week practicum at Williamstown High School I observed the LOTE class. I was interested to know hwo the
lessons were structured to meet a boy with cerebral palsy needs. These observation notes record the teaching
strategies designed and implemented by the teacher adjusted to support the learning needs of Noah. (See attached
observation notes) I have also attached the Disability Standards for Education policy which show that the adjustments
are in accord with these standards

Refer to focus area 1.1 Know students and how they learn: Physical social, and intellectual development and characteristics
of students for Individual learning plans developed for students with disability which may
The Language Perfect online quiz and assessing tool was used in the LOTE Japanese classroom. The Language Perfect
quizzes are timed which Noah at a disadvantage due to it taking him a longer time to input the answers, (even though he
knew them straight away!) This problem was overcome by using another online testing and assessing tool called Quizlet
which did not have this timing requirement. Using Quizlet instead of the prescribed Language Perfect shows the use of
adaptive and assistive technologies to support participation and learning of individual students with disability
From 14/9/08 20/6/09 through the caring agency European Nursing Agency Ltd I was employed as a live in disabled
person carer. I had the opportunity to care for a fully dependent client named Andy. Andy was completing his final year of
university and overcame many difficulties in his graduation. I was led to the conviction that people who are physically
impaired are not actually impaired at all. It is the structures, both physical and social that surrounds them that make any
impairment apparent. This in-depth experience of living with and caring for this wonderful person gives me a profound
understanding of the communication difficulties which may hamper disabled students learning.