3. Education Queensland policy
•Responds optimistically and constructively to the needs of educationally
disadvantaged/ marginalised students
•Uses diversity as a rich resource for building a connected and intellectually
challenging curriculum in the classroom
•Ensures that students, teachers and community members from diverse
groups feel safe and free from discrimination, bias and harassment
•Respects students voice and ensures that all students learn through
democratic processes
•Promotes locally negotiated responses to student, family and community
needs through effective community engagement processes and cross agency
collaboration
•Ensures that all Education Queensland policies and initiatives recognise the
centrality of inclusive education practices to quality education.
4. Issues Strategies Potential Outcomes
The physical education The physical education The physical education
teacher does not teacher should invite the teacher develops a broader
understand school counsellor to understanding of the
the nature of a student's observe student's disability, is able
disability. the student's participation to plan and implement
in his/her class, review the developmentally
student's IEP with the appropriate activities, and
school counsellor, and seek the
suggestions from the school student with the disability
counsellor regarding the experiences some success.
nature
of the student's disability.
The physical education The physical education The physical education
teacher has a concern with teacher should talk with the teacher learns practical
regard to how to best group school counsellor about ways in which to best group
(i.e., instruction best practices pertaining to and/or teach the student
modification) grouping and/or teaching of with the disability with
a student with a students with specific his/her peers without
disability with his/her peers disabilities; Invite the school disabilities; The school
without disabilities. counsellor to his/her class counsellor develops an
to observe the student with understanding of the GPE
the disability group context in which the student
8. Reference List:
Ashman, A. [. (2012). Education for Inclusion and Diversity. Frenchs Forest
NSW: Pearson Australia.
Ellis, K. [. (2009, February 12). Using Differentiated Instruction in Physical
Education. Retrieved April 10, 2012, from American Printing House for the
Blind, Inc: http://www.aph.org/pe/art_ellis.html
Walsh, J. (2009, September 15). Differentiation in Health and Physical
Education. Retrieved April 08, 2013, from Differentiation in Health and Physical
Education:
http://www1.cbsd.org/sites/teachers/middle/csikora/DI%20Handouts/Differentia
tioninHealthandPhysicalEducation.pdf
Webb, D. [. (2011). Physical Educators and School Counselors Collaborating
to Foster Successful Inclusion of Students with Disabilities. . Physical Educator
, Vol. 68 Issue 3, p124-129. 6p. .
Photo of soccer by ultrashawn
Photo of beach ball by jaypranks
