A small 4-point presentation on inclusive classrooms

1. Kenmore South Primary School Personal Development: Classroom relationships, pedagogy and practice in the inclusive classroom

2. Overview of the Meeting: 1. Handouts and Text Reference 2. Visiting Panel of Experts QUT Academic Experienced teacher of forty years First-year teacher 3. Questions for discussion

3. Teachers who have a an inclusive approach believe that it is their responsibility to plan and differentiate learning to meet the diverse learning needs of students. How do you plan and differentiate learning to meet the diverse needs of students?

4. There is a connection between school culture, approaches to teaching the curriculum, teacher-students relationships and complex behaviour issues that can develop when students become alienated and disengaged with learning in the classroom For this question I would like to focus on how we as teachers manage behavioral issues that develops from student’s feelings of alienation and disengagement?

5. In an inclusive classroom, the teacher facilitates a culture of respect and value for all members of the class. Students and staff work together in a learning community where everyone contributes and participates to ensure success in learning for all How as a teacher do you facilitate a culture of respect and values for your students and staff within the learning community?

6. Differentiated instruction is based on the premise that teaching and expectations in the classroom should vary in relation to the diverse learning and social needs of students. Tomlinson (2001) identifies three key elements of the curriculum that can be differentiated: content, process and products. How do you base your lessons on the diverse social and learning needs of your students?