20 may special education needs
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This document provides guidance for supporting students with special needs in the classroom. It outlines key legislation like the Disability Discrimination Act that protects students' rights. Teachers are advised to use collaborative curriculum planning processes to determine appropriate adjustments to teaching, learning, assessment and content for each student. A variety of options are available for students to engage with outcomes from their own stage or earlier stages, with adjustments made based on their needs and skill levels.
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Readers’ Circle involves each group of students selecting a text to read. The students individually read an agreed part of the text and come together to explore their understanding and interpretations of the text.
This presentation describes the strategic process in detail.
Summary - your role
Teachers play an important role in recognizing signs of child abuse, responding sensitively to disclosures, documenting observations, and reporting concerns to the appropriate staff members. They should also help create a supportive environment, respect confidentiality, and monitor students to help ensure their ongoing safety and well-being.
Documentation and record keeping
This document provides guidance for schools on continuing relationships with students, documenting interactions, and keeping records. It advises monitoring students' safety, discussing concerns with parents, referring students to services if needed, and promoting resilience through counseling. Schools should objectively document observations, plans, advice, and actions, using non-judgmental language and securely storing confidential information separately from education files.
Objective 2
Abuse or neglect can be intentional, indirect or accidental based on things noticed that indicate possible abuse or neglect including a disclosure from the individual, observations of the person's condition or situation, or professional judgement based on training and experience.
Objective 1
Mandatory reporters must report any concerns about children at risk of significant harm to the principal, who will then report to Community Services. Information can be exchanged without consent when it is for the safety, welfare or wellbeing of children, such as assisting investigations or services relating to a child. Reporters should document any information shared and use standard templates located on CuriaNet.
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This document summarizes a session for guiding school leaders on the NSW syllabus for the Australian curriculum: Mathematics K-10. It explores the structure of the new syllabus, focusing on elements like the aim, objectives, stage statements, and content organization. It discusses comparing the current and new syllabuses for Early Stage 1, Stage 1, and Stage 2. It also includes activities for teachers to analyze content from these stages. The document emphasizes understanding the implications of changes between syllabuses for teaching practice and professional learning.
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- The document provides an overview of the new NSW English K-6 Syllabus, outlining both similarities and differences to the previous syllabus.
- Key similarities include retaining the overall structure and many features of the previous syllabus. Key differences include an increased emphasis on literature and reorganizing the content into a clear K-10 continuum.
- The syllabus focuses on developing students' skills in speaking and listening, reading and viewing, writing and representing, grammar, punctuation and vocabulary, and other areas. It outlines objectives and outcomes for each stage from Early Stage 1 to Stage 3.
Online comprehensionmodule
This document discusses comprehension as one of the most challenging issues for reading teachers. It notes that comprehension is important for true reading, and that proficient readers actively engage with texts using various strategies to gain meaning. The document then lists and describes numerous reading strategies that can be explicitly taught to improve comprehension, such as predicting, inferring, connecting ideas, and monitoring understanding. It concludes by questioning where comprehension instruction fits within the English block structure in schools.
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Current issues in literacy comprehension
The document discusses comprehension and provides a multidimensional model of reading that identifies the many factors that influence comprehension. It includes sociocultural influences, reading processes, reading strategies, and how readers adjust their understanding. The document also provides examples of how comprehension can be explicitly taught using shared texts and literacy tasks including scanning, making connections, and designing comprehension practice activities. It concludes by modeling how to plan a literacy term overview to program the teaching of key skills and strategies.
Learning and Teaching
This school implemented a targeted approach to minimize summer learning loss. They focused on writing instruction, providing daily writing practice and feedback. Teachers set goals around monitoring student progress. Leaders closely monitored teaching and led professional learning on effective writing pedagogy. As a result, fewer students experienced learning loss over summer break according to teacher reports. The school maintained their focus on writing instruction over multiple years to sustain results.
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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- 2. SUPPORTING STUDENTS WITH SPECIAL NEEDS Disability discrimination Act (1992) Students who are included in LNSLN funding + others Disability Standards for Education (2005) – Standards for i. enrolment ii. participation iii. curriculum development, accreditation and delivery iv. student support services v. harassment and victimisation
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