REFERENCES

Professional
ACARA see Australian
Development
for Curriculum, Assessment and Reporting Authority.
Allison.
D. (2011). Learning our literacy lessons: EAL/D students, critical literacy, and the National
Teachers
Curriculum, Australian Journal of Language and Literacy, 34(2), 181.

Strive to
Excel

Elanora
State
School
Diversity
Committe

Elanora

State

Australian Curriculum, Assessment and Reporting Authority. (2011). Curriculum. Retrieved from
https://online.cdu.edu.au/courses/1/ETP310_Sem1_2014/groups/_57658_1//_1036855_1/Teaches
Teachers
are
%20role%20finalised.doc

required to attend
Australian
Assessment and Reporting Authority. (2011). Student diversity. Retrieved from
trainingCurriculum,
and
http://www.australiancurriculum.edu.au/StudentDiversity/Student-diversity-advice
development
workshops
to
Australian
Curriculum,
Assessment and Reporting Authority. (2011). Welcome. Retrieved from
support
their
http://www.acara.edu.au/default.asp
professional learning.
Australian Human Rights Commission. (n.d.). Human rights in the school classroom. Retrieved from
http://www.humanrights.gov.au/education/human-rights-school-classroom

These workshops
provide
Baugh. C.,teachers
Roberts. E. (2011) The Child Study Centre. School Inclusion for Children with Autism Spectrum
Disorders. Retrieved from
with the knowledge
http://www.aboutourkids.org/articles/involved_parents_hidden_resource_in_their_children039s_ed
and strategies
to
ucation
implement learning
environments
that
Department of Education
(2012). Disability Standards for Education 2005. Retrieved from
http://docs.education.gov.au/system/files/doc/other/disability_standards_for_education_2005_plus
are developmentally
_guidance_notes.pdf
appropriate
for gifted
learners and develop
Education Queensland. (n.d.). Diverse learners. Accessed March 10, 2014 Retrieved from
community
partnerships to
http://education.qld.gov.au/staff/learning/diversity/diverse/index.html
support
the
education of gifted
Graceville State School, (2013), Graceville State School Handbook, G.S.S., Queensland.
students.
Hyde, M., Carpenter, L & Conway, R. (2010). Diversity and Inclusion in Australian
Schools. South Melbourne: Victoria, Australia. Oxford University Press.
Holocher-Ertl, S., Kubinger, K. D., & Hohensinn, C. (2008). Identifying children who may be cognitively
gifted: the gap between practical demands and scientific supply, Psychology Science Quarterly,
50, 97-111.
Kids Matter. (n.d.). Children's social development. Accessed February, 2014 Retrieved from
http://www.kidsmatter.edu.au/families/aboutfriendship/socialdevelopment/socialdevelopment
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Learning Place,(n.d.) Teacher Aides supporting disability. Accessed February, 2014 Retrieved from
www.learningplace.eq.edu.au
Ministerial Council on Education, Employment, Training & Youth Affairs (MCEETYA). (2008). Melbourne Dec
laration on Educational Goals for Young Australians. Retrieved from
www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educati
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555.543.5432 ph

NSW Public Schools. (2013). Learning and Support. Retrieved from:

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www.schools.nsw.edu.au/studentsupport/programs/lrngdifficulty.php
Rossetti, Z. S., & Goessling, D. P. (2010). Paraeducators' Roles in Facilitating Friendships Between
Secondary Students
With and Without Autism Spectrum Disorders or Developmental Disabilities. Teaching
Exceptional Children, 42(6), 6470.
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Initiative. (2008).
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Education. (1994). In World conference on special needs education: access and equality. Spain.
Retrieved from http://www.unesco.org/education/pdf/SALAMA_E.PDF

Contents
Principals
Welcome
We hope that during the
coming years you will
enjoy being valued
members of our school
community. We live in a
dynamic world and we
are constantly refining
our balanced educational
program to reflect the
world in which our
children live. We are
strongly committed to
providing our students
with programs that
challenge and extend
them as individuals
because we recognise
that each child is unique.
Our school motto is
Strive to Excel and we
translate this into every
childs everyday school
experience by focusing
on the development of
literacy and numeracy
skills that are essential
for building a sound base
for lifelong learning.
Elanora State School
Diversity Committee has
recently undertaken the
task of identifying where
our school can address
student diversity by
simplifying the jargon of
the Australian
Curriculum for the entire
school community. This
document is presented
from different staff
perspectives to give
support to the working
roles and responsibilities
of the whole school
community.
We look forward to
working with you. If you

Principals Welcome P.1

Introduction P.2
Teacher P.3
Principal P.3
Special Education
Coordinator P.4
Education Support P.5
Parent P .6

How does our school cater for student diversity?

Introduction

Principal

This document will provide the

school
community
with
the
knowledge and understanding of the
integration of student diversity of
Australian Curriculum, Assessment
and Reporting Authority (ACARA).
ACARA is the national curriculum for
all school in Australian. It is an
independent
authority
which
provides
a
rigorous,
national
approach to education through the
national
curriculum,
national
assessment program and national
data
collection
and
reporting
program (ACARA, 2011). ACARA
collaborates
with
governments,
state
and
territory
education
authorities,
principals,
teachers,
professional education associations,
community groups and the general
public to develop national education
standards, across thirty subjects,
which apply to all students in
Foundation to Year Twelve. This can
viewed
at
www.australiancurriculum.edu.au.

The school principal is a very

important
stakeholder
in
the
education of students with special
needs and disabilities. They are held
accountable to various roles and
tasks in ensuring that children with
special needs are treated according to
appropriate policies and practices and
have opportunity to receive a quality
education.

As part of education in school, every

child has the right to inclusive
education. This document highlights
relevant policies which relate to a
childs right to education. It also
outlines
the
school
principal,
teachers,
specialist
teachers,
education assistants and parents
responsibilities in understanding
ACARA aspect of diversity to provide

Each and every child has the right

to learn and be given the
opportunity to reach their potential
(Australian
Human
Rights
Commission). A principal oversees the
enrolment of students into their
schools. When meeting with students
and families, principals should take
into consideration that it is against
Australian law for a school to refuse a
child enrolment based on them
having a disability (Disability Act).
Once a child is enrolled within a
school it is the responsibility of the
principal to ensure that the childs
records are kept, used and distributed
accurately. If a school does not fulfill
its duty in regards to the Disability
Discrimination Act, the consequences
could include a complaint to the
Australian Rights Commission, an
audit, and even a cut to their
funding (Students with Disability
Policy). This is why it is imperative for
a school principal to not only inform
and familiarise their staff (as well as

INCLUSION
For students with
disability this means
they access the
curriculum on the same
basis as students
without disability and
are entitled to rigorous,
relevant and engaging
learning opportunities
drawn from age
equivalent Australian
Curriculum content on
the same basis as
students without
disability (ACARA ,
2011)

CURRICULUM

Schools have a
responsibility to
ensure equity of
access to the
Australian Curriculum
for all students. All
students at school
are entitled to
partake in the
Australian Curriculum
for their age cohort.
Students with
disability may have
their learning focus
adjusted to meet
their individual
needs. Curriculum
conditions for some
students with
disability may also
support the
development of
adaptive skills. Some
skills may be
instructed to all
students in a
curriculum context,
some students with
disability may need
personalized
instruction and
additional time to
achieve task
capability.
Before working with a
pupil, seek
explanation from the
team leader or
teacher.
(Learning Place, n.d)
The Melbourne
Declaration on
Educational Goals for
Young Australians
(MCEETYA, 2008)

Principal continued
Principals and school governing staff must be
wise and conscientious about distributing funds
given for special education for the benefit and
impact it will have on students with special
needs education and care. Principals are also
responsible for creating and implementing
school-wide educational programs and values
that are aimed to not only reflect the needs and
abilities of students with disabilities, but for all
students in the school.
A principal needs not only to have a close
working relationship with school staff but with
the parents/caregivers and children themselves.
To facilitate and be a part of the team working
towards reaching a special need childs EAP
(Education Adjustment Plan) goal is another
principal duty. This includes notifying all
stakeholders ahead of time about EAP (or any
type of profiling) meetings concerning the child,

Teacher
Human rights both inside
and outside the classroom
is important. As many
teachers and educators
know, the learning that
occurs
inside
the
classroom
spreads
outside to
the
school
community, families and
to the wider community
(Australian Human Rights
Commission, n.d.).
Teachers play the most
important role in providing
an inclusive education and
Hyde (et al., 2010) notes
inclusive
education
is
effectively taught when
teachers underline their
entire
preparation
program. Teachers provide
an inclusive classroom for
all
students,
including
students with disabilities,
gifted / talented students
and ESL students (ACARA,
2011).
The Disability Education
Standards
2005
(Department of Education,
2012) ensures students
with disabilities and other
special needs can access
and participate on the
same
basis
as
other
students. These education
standards apply to nongovernment
and
government providers in
all
education
sectors
(Department of Education,
2012).
Teachers
use
the
Australian Curriculum to
develop
teaching
and
learning programs to build

INCLUSION
In addition to this both the classroom and
special
education
teachers
are
held
accountable by the principal for the
development, regular assessment and review
of the childs progress in reaching and setting
goals (DET Discrimination Policy, 2011)
In following up an on an EAP meeting, all staff
involved firstly need to be made aware of
student EAP goals and the strategies being
used to help achieve them, and then kept up
to date on important information about the
students progress and goals at regular staff
meetings. This allows all staff to be given the
same information and have a better chance
at success with the child when under their
instruction.

They also use it to address

Gifted
/
talented
students
cognitive,
students vary in terms of
affective, physical, social
the nature and level of
and aesthetic needs inside
their abilities. Research
and outside the classroom
has recognised there are
(ACARA, 2011). How it
different models for these
works is teachers use the
students (ACARA, 2011;
students chronological age
Holocher-Ertl et al., 2008).
and match it to that
For example, there is
learning
area
in
the
Gagns
Differentiated
curriculum as a starting
Model of Giftedness and
point in planning teaching
Talent, Sea Star Model
and learning programs. .
developed by Dr Abraham
Then they look at students
Tannenbaum or Renzullis
capabilities,
take
into
Three-Ring
Model.
consideration any learning
However, they all share
needs
and
adjustments
one consensus; gifted /
(individual / group plans) to
talented
students
are
their programs and any
students who are above
referrals
to
specialists
average in education in
This
is
where
(occupational
/
speech
one form or another and
specialised that
learning
therapist)
may be
they can be found in all
occurs and every Maximise
Teachers
are
students need is
responsible
for
catered
for
to students
providing
these
ensure
the
extension
learning. children
classroom
is
an
activities
which
inclusive
are challenging to
English maximise
as an additional
environment
and
their
language
/ dialect
(EAL/D)
measures are put in
learning
capability.
students
learning
and
place
so
every
Students
disabilities achievement is accessed and
student canwith
achieve
have
the same right to demonstrated
through
their potential.
education
as
all
other English (ACARA, 2011). Each
students and The Disability area of the curriculum has
Discrimination
Act
1992 language
structures
and
(Department of Education, vocabulary particular to its
2012) outlines The Disability learning
domain
and
Standards for Education 2005 teachers
(classroom
and
which require schools to make sometimes
specialist
reasonable adjustments for teachers) are responsible for
children with a disability. An teaching the language and
adjustment is reasonable if it literacy demands of their
achieves this purpose while learning areas (Allison, 2011;
taking
into
account
the ACARA, 2011).
students learning needs and
balancing the interests of all
parties affected, including the
student with disability, the
school,
staff
and
other
students (ACARA, 2011).

Include all students in lessons

A teacher caters for every individual student using the following approaches:
Scaffolding student learning through guided practice and support
Modeling and demonstrating skills, knowledge and cognitive strategies
Organising and connecting knowledge, skills and values to promote
generalisation
Motivating students through engagement with personal interests
Prompting, modeling problem solving and providing feedback and
correction
Using cross-curricular and naturally occurring learning opportunities to
enhance individual learning goals
Providing alternative representations of teaching and learning materials multimedia, Braille, illustrated texts, simplified texts or captioned video

Special
Education
Coordinator
The role of the Special
Education Coordinator
is made up of different
parts, which all relate to
the supporting of the
student with a disability
or special needs, their
families, their teacher
and the wider teaching
team within the school.
As a coordinator it is
vital that they work as
part of a team, joining
with teacher, parent
and student. The role of
the coordinator in this
team is to provide the
teacher
with
reassurance that they

learning needs and

resources are identified
and implemented into
the teaching of the
student (Learning and
Support, 2013).
The Special Education
Coordinator also assists
in
implementing
a
planned
teaching
program for the student.
This allows the teacher
to access the correct
learning resources which
will meet the individual
learning needs of the
student. Another role of
the Special Education
Coordinator is to support
the student by providing
the student access to
resources which meet
their learning needs and
to assist the student with
being included within the
wider
learning

Another role of the

Special
Education
Coordinator is to give
professional advice for a
teacher in how to meet
the learning needs of all
the students in their
classroom. This will allow
the teacher to include all
of the students in the
lesson
and
learning
process. The working as
a team will also assist
the
teacher
and
Coordinator to include
the family members of
the student with the
disability
or
special
needs. By including the
parent/family member in
the learning process of
their child, will allow the
student to continue the
learning
process
at

Seven Principals of Inclusion

(Hyde,2010)

Access

Value diversity

Local decisions/adjustments

Implement
framework/resources

Match pedagogy with needs

Responsive programs

Collaborate
models/partnerships

SALAMANCA
STATEMENT
&FRAMEWORK
For Action on Special
Needs Education
Education for all (1994)

Fundamental policy shift is

required to promote
inclusive education

Include every single student

Celebrate differences

Support learning

Respond to individual needs

Every child has a right to

education and an
opportunity to achieve

All unique

Education system designed

to consider wide diversity

Principle 7 in The United Nations

The child is entitled to receive education,

which shall be free and compulsory, at
least in the elementary stages. He shall be
given an education, which will promote his
general culture and enable him, on a basis
of equal opportunity, to develop his
abilities, his individual judgment, and his
sense of moral and social responsibility,
and to become a useful member of society
(United Nations 1959).

Special needs MUST have

access to regular schools
Inclusive orientation most
effective means of
combating discriminatory
attitudes

Create welcoming
environments

Build inclusive society

Achieve education for all

Disability Standards for Education (2005)

*The initial decision of whether to accept an enrolment or not from a student with a disability lies with the Principal of the educational institution. They are encouraged however, to ensure that any decision to decline an e

WHAT

*The Australian Association for Special Education Inc. (AASE) is a broad-based non-categorical association concerned with all who have special education needs. AASE aims to:
*Advocate on behalf of people with special education needs to ensure provision of an access to quality education services.
*Provide a range of quality services to members of the wider community.
*Members include parents/caregivers, teachers, therapists, community members, administrators and university lecturers.

Adjustments are actions taken by education providers to support a student with disability to participate in education on the same basis as other students.
(Disability Coordination and Regional Disability Liaison Officer Initiative, 2008)

It is every students right to learn, no matter

their ability

With the use of different resources, students learning needs are fulfilled and this will allow the curriculum to be adapted in such a way that all of the learning needs of each student
This
in has
the changed
classroom
due
aretomet.
research
Another
proving
way of
theincluding
removal of
students
the student
into both
contributes
curricular
to the
andisolation
extracurricular
of the student
activities
from
of the
the school
other students.
is by providing
The inclusion
students
of(with
these or
stude
wit

Education Support

Research also shows that a home environment that encourages learning is even more important than parents' income, education level, or cultural background. By actively participating in their
education
at right
hometo
and
in school,
parents
send
some
critical
messages
their
child;Coordinator
they're
demonstrating
their
interestby
his/her
activities
andinreinforcing
the i
Teacher
Aides
contribute
totothe
provision
of quality
educational
services
teachers
the
As itchild's
is every
students
learn,
no matter
their
ability,
our
role
as Special
Education
is to provide
support
toinsupporting
the
student,
the teacher,
thepreparatio
student

(Hyde, Carpenter & Conway, 2014, p. 361).

As a teacher aide working with students with disability, the role will include implementing adjustments under th

The Special Education Coordinator works with the teacher in identifying the learning needs of the individual student. They then provide both the student and teach

The Coordinator is not an expert in how to convey the lessons, but they are trained in the area of how to work in creating an environment where the student is incl
(Hyde et al., 2014, p. 360-361).

PARENTS

School
Vision and
Statement
of Purpose

While an open door

policy is supported
parents are

Parents expect that their child is receiving the same curriculum

Strive to
Excel
High
expectation
s of
ourselves
and our
students

an appointment to see
teachers. Please

For the Parent

To provide
the learning
environmen
t for
students to
reach their
individual
potential
and to
enact the
school
motto

encouraged to make

Education
Support
Continued

catering to the support

needs of each
individual student
(under the direction of
the team leader or
teacher)
Respecting different
perspectives and
views.
(Education
Queensland, n.d.)

As with students without

disability, students with
disability require positive
relationships with peers to
help them learn about
themselves. In supporting
a student with disability it
is critical teacher aides:

Recognise the
friendship needs of
students

Recognise the student,

like their peers, has
the capacity to be a
great friend. (Rossetti
& Goessling, 2010)

Inclusion

Confidentiality

Teacher aides contribute to

the inclusion process by:

Teacher aides collaborate

with a number of different
people in their role.
Sensitive personal
information and data
about students with
disability and their families
may be acquired, and it is
important confidentiality is
respected.

being aware of the

diversity amongst the
students they support
thinking about
possible barriers to access
and participation
Contributing to
professional discussions
and planning to reduce
barriers for students with
disability at school.

Identity
Our identity is not fixed it
is shaped by experiences.
When children have
positive experiences they
develop an understanding
of themselves as
significant and respected,
and feel a sense of
belonging.
Through their relationships
and connections with

Record Keeping
Teacher aides often are
required to keep accurate
and up to date student
records. Before working
with a pupil, seek
explanation from the team
leader or teacher
regarding their:
*Curriculum goals,
individual goals,
adjustments special
provisions for assessment.
*Discuss with the teacher
the general, capabilities
the student may be able to
access
*Use the website as a

The Parent
Although
parents
conscientiously send their
children off to school every
day and expect them to do
well, they can add an
important extra ingredient
that
will
boost
their
children's success. As a
parent, participation is the
ingredient that makes the
difference. Parents' active
involvement with their
child's education at home
and in school brings great
rewards and can have a
significant impact on their
children's
lives.
Partnership
between
parents,
students
and
teachers pave the way for
positive
classroom
involvement and inclusion
(Hyde et al., 2010).
According
to
research
studies documented by
The Child Study Centre,
the children of involved
parents:
-

are absent less

frequently
behave better
do
better
academically from
pre-school through
high school
go
farther
in
school
go
to
better
schools

The About our Kids

website outlines that by
parents
actively
participating
in
their
child's education at home
and in school, parents
send
some
critical
messages to their child;
they're
demonstrating
their interest in his/her

Parents
want
their
children to do well at
school.
They
expect
great things from their
children and teachers
alike, and from the
schools they send their
children to. Teachers also
want children to do well.
They
aim
to
instill
positive and meaningful
education in students
lives and make schooling
a
constructive
and
rewarding experience.
As members of the
school
community,
whether
you
are
a
parent, teacher, special
aid, a caregiver, or any
other member of the
school
staff
or
community,
you
are
responsible for being an
active
and
fully
communicative member
of your child or students
learning journey.
As a school community,
the best form of learning

inform the Principal if

Positive communication
between parents and
teachers means more
meaningful
conversations
about
childrens learning and
parents can trust to ask
and
have
answered
questions of the teacher.

Parents may want to

ask their school:

Parents expect that their

child is receiving the
same curriculum as all
other students and no
matter their childs needs
or disability, this same
curriculum
must
be
delivered to all class
members. Teachers must
create
an
inclusive
classroom
environment
whereby
all
students
receive
the
same
learning (Hyde et al.,

2). How will you adapt

the curriculum to suit
students with additional
needs
while
still
maintaining an inclusive
classroom?

2010).

For this to happen,

depending on the diverse
range of students in a
class, some lessons may
need to be adapted so
that all children can
participate. For parents,
students, teachers and
staff within a school, the
best learning outcomes

1). Who can I speak to

or where can I look
within the school to find
more information on
school inclusion and
disability policies?

3). Do all staff within

the school understand
what
an
inclusive
classroom should look
like/operate and how do
classroom teachers plan
to communicate with
other colleagues about
students learning to
maintain an inclusive
classroom?
4). How does the school
plan to demonstrate to
all parents within the

School Goals

School goals which address changing student populations

include teaching staff to support, improve participation and
qualification outcomes by assisting
P-10 Australian curriculum implementation
Refugee students
students verified with a disability
identified Students-in-Care will have access to support
Continuing to implement the embedding Aboriginal and
Torres Strait Islander Perspectives in schools.
http://deta.qld.gov.au/indigenous/
Assisting with providing support with reading and

you feel that their

presence at an
interview or meeting
would be beneficial.

USEFUL
ONLINE
RESOURCES
ACARA Website
http://www.acara.edu.au/d
efault.asp
Australian Curriculum
Assessment and
Reporting Authority
(ACARA). (2011).
Student Diversity.
Accessed March 5,
2014 from
http://www.acara.edu.
au/curriculum/student_
diversity/student_diver
sity.html
Australian Human
Rights Commission
http://www.humanright
s.gov.au/disabilityrights-homepage
Department of
Education
http://education.gov.a
u/
Australian Association
of Special Education
http://www.aase.edu.a
u/