Supporting Diverse Students

It is essential that educators develop an understanding of students prior Discourse and learning needs to
establish effective relationships that promote positive behaviour within a safe and inclusive learning
environment. Below are some strategies to support diverse students in the classroom. It is important to
note that every student has unique needs that may not be supported by the following strategies nor are
the following strategies the entirety of approaches to cater for diverse students needs. Therefore, it is
recommended that teachers get to know their students and apply the strategies that work best for the
individual student.

Supporting Students with a Disability

Know your Stuff
Access, utilize and contribute to students
individualised learning plans/documents
Refer to Australian policies e.g. Disability
discrimination act, Equal opportunity act, Disability
Standards for Education
Be Actively Inclusive
Consider how the student is able to access,
participate, engage and succeed in the teaching and
learning program. Has the curriculum been
differentiated to support the students learning
outcomes?
Avoid indirect discrimination, were the teacher does
not provide adjustments the students require.

Modifications and Accommodations Student Voice

How can you change your teaching to support the Always consider students voice.
student? What do they want to do?
E.g. audio recordings, visual images, adjusting How do they feel?
assessment tasks, varied learning tasks,
screencasting, graphic organisers, classroom
environment and equipment

Supporting students and young people under the guardianship of

the minister
Know your Stuff Understanding of Trauma
Access, utilize and contribute to students A usually prolonged/ongoing trauma e.g. domestic
individualised learning plans/documents violence, abuse, neglect, homelessness, poverty, trauma.

Potential indicators: poor self-regulation, negative thinking,

hypervigilance, lack of concentration/engagement, seating
in the classroom e.g. corner where they can see exists
and no one behind them, executive function impairment.
Poor memory, low verbal skills,

Support Strategies
• Focus on the habits of good learners and learning focus
• Develop positive classroom culture and connections
• Remain calm when addressing behaviour
• Allow for Student voice
• Positive reinforcement
• Behaviour Management: Give students a choice
• Name emotions and model (e.g. I am feeling…)