Explain : Catering for Diversity in the Inclusive Classroom

Order Description

Purpose: Demonstrate differentiating curriculum, teaching and assessment.
Select ONE of the following students for your case study
A. Aarya, an English as an Additional Language/Dialect (EAL/D) student in your nominated year, has cerebral palsy and cortical vision impairment. Aarya requires significant support from the school learning support officer (teachers aide) for mobility, toileting, and tube feeding (through a stoma in the naval). Aarya is quite good at using the head switch on the side of the wheelchair which links to the laptop. Aarya is social and smiles and laughs a lot. Aarya is quite intelligent and writes very creative short stories and is considered gifted in this area. Both parents want Aarya to have the social experience of being with peers.
B. Barke, an Aboriginal student in your nominated year, is living in out of home care in a small group home as kinship care places were not available. Barke has monthly contact with birth parents and the organisation caring for Barke have regular meetings with the school. While Barke tests as above average intelligence, class tasks are rarely completed, homework is not done and he is at least two years behind. Barkes demeanour is unpredictable, sometimes cheery and easy going, sometimes unresponsive and sometimes angry. While good at sport Barke rarely engages with others.

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