Teaching Strategies for Children with Disabilities in Melbourne, Australia
DOI:
https://doi.org/10.53819/81018102t5252Abstract
The education system in Australia promotes student-centered and inclusive pedagogical practices. Technology plays a significant role in Australian classrooms, with a focus on integrating digital tools to enhance learning experiences. Teachers use differentiated instruction to tailor their teaching strategies, content, and assessment approaches to accommodate the diverse learning needs of students. Assistive technology tools, like text-to-speech software, speech recognition software, or specialized learning apps, are used to enhance accessibility and support learning for students with disabilities. Studies found that the integration of assistive technology tools significantly enhanced the learning experience and academic outcomes of children with disabilities. Individualized Education Plans (IEPs) are found to be effective in guiding the provision of specialized support and accommodations for students with disabilities. Research emphasizes the importance of collaborative development and regular review of IEPs involving teachers, parents, and relevant specialists. The study concluded that investing in comprehensive teacher training and professional development programs is important. Equipping teachers with the required knowledge and skills, they can implement individualized instruction, utilize assistive technology, and foster social-emotional development effectively. Creating inclusive school environments involves shifting attitudes and promoting acceptance and belonging for all students. Engaging with policymakers and advocating for sufficient resources and support systems, the education system can create an inclusive and equitable environment that values the diverse abilities of all students. The study recommended that the government should provide comprehensive and ongoing training opportunities for teachers to develop the necessary knowledge and skills in inclusive education and teaching strategies for children with disabilities. Allocation of sufficient resources to schools to ensure access to specialized support services, such as support staff, special educators, and therapists, who can collaborate with teachers to develop and implement effective teaching strategies.
Keywords: Teaching Strategies, Children, Disabilities, Australia
References
Alesech, J., & Nayar, S. (2021). Teacher strategies for promoting acceptance and belonging in the classroom: A New Zealand study. International Journal of Inclusive Education, 25(10), 1140-1156. https://doi.org/10.1080/13603116.2019.1600054
Amhag, L., Hellström, L., & Stigmar, M. (2019). Teacher educators' use of digital tools and needs for digital competence in higher education. Journal of Digital Learning in Teacher Education, 35(4), 203-220. https://doi.org/10.1080/21532974.2019.1646169
Bulut, O., Gorgun, G., Yildirim‐Erbasli, S. N., Wongvorachan, T., Daniels, L. M., Gao, Y., & Shin, J. (2023). Standing on the shoulders of giants: Online formative assessments as the foundation for predictive learning analytics models. British Journal of Educational Technology, 54(1), 19-39. https://doi.org/10.1111/bjet.13276
Carr, V., & Boat, M. (2019). “You Say Praise, I Say Encouragement"--Negotiating Positive Behavior Support in a Constructivist Preschool. Athens Journal of Education, 6(3), 171-187. https://doi.org/10.30958/aje.6-3-1
Cooc, N. (2019). Teaching students with special needs: International trends in school capacity and the need for teacher professional development. Teaching and Teacher Education, 83, 27-41. https://doi.org/10.1016/j.tate.2019.03.021
Dally, K., Dempsey, I., Ralston, M. M., Foggett, J., Duncan, J., Strnadova, I., & Sharma, U. (2019). Current issues and future directions in Australian special and inclusive education. Australian Journal of Teacher Education (Online), 44(8), 57-73. https://doi.org/10.14221/ajte.2019v44n8.4
DeMatthews, D., Billingsley, B., McLeskey, J., & Sharma, U. (2020). Principal leadership for students with disabilities in effective inclusive schools. Journal of Educational Administration, 58(5), 539-554. https://doi.org/10.1108/JEA-10-2019-0177
Ferrero, M., Vadillo, M. A., & León, S. P. (2021). A valid evaluation of the theory of multiple intelligences is not yet possible: Problems of methodological quality for intervention studies. Intelligence, 88, 101566. https://doi.org/10.1016/j.intell.2021.101566
Flood, M., & Banks, J. (2021). Universal Design for Learning: Is it gaining momentum in Irish education?. Education Sciences, 11(7), 341. https://doi.org/10.3390/educsci11070341
Ginja, T. G., & Chen, X. (2020). Teacher Educators' Perspectives and Experiences towards Differentiated Instruction. International Journal of Instruction, 13(4), 781-798. https://doi.org/10.29333/iji.2020.13448a
Griful-Freixenet, J., Struyven, K., Vantieghem, W., & Gheyssens, E. (2020). Exploring the interrelationship between Universal Design for Learning (UDL) and Differentiated Instruction (DI): A systematic review. Educational Research Review, 29, 100306. https://doi.org/10.1016/j.edurev.2019.100306
Ismaili, J., & Ibrahimi, E. H. O. (2017). Mobile learning as alternative to assistive technology devices for special needs students. Education and Information technologies, 22(3), 883-899. https://doi.org/10.1007/s10639-015-9462-9
Mavropoulou, S., Mann, G., & Carrington, S. (2021). The divide between inclusive education policy and practice in Australia and the way forward. Journal of Policy and Practice in Intellectual Disabilities, 18(1), 44-52. https://doi.org/10.1111/jppi.12373
Mofield, E. L. (2020). Benefits and barriers to collaboration and co-teaching: Examining perspectives of gifted education teachers and general education teachers. Gifted Child Today, 43(1), 20-33. https://doi.org/10.1177/1076217519880588
Ortega, D. P., Cabrera, J. M., & Benalcázar, J. V. (2018). Differentiating instruction in the language learning classroom: Theoretical considerations and practical applications. Journal of Language Teaching and Research, 9(6), 1220-1228. https://doi.org/10.17507/jltr.0906.11
Pozas, M., Letzel, V., & Schneider, C. (2020). Teachers and differentiated instruction: exploring differentiation practices to address student diversity. Journal of Research in Special Educational Needs, 20(3), 217-230. https://doi.org/10.1111/1471-3802.12481
Prasetyo, T., Rachmadtullah, R., Samsudin, A., & Aliyyah, R. R. (2021). General Teachers' Experience of the Brain's Natural Learning Systems-Based Instructional Approach in Inclusive Classroom. International Journal of Instruction, 14(3), 95-116. https://doi.org/10.29333/iji.2021.1436a
Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2020). Online university teaching during and after the Covid-19 crisis: Refocusing teacher presence and learning activity. Postdigital science and education, 2, 923-945. https://doi.org/10.1007/s42438-020-00155-y
Rogers-Shaw, C., Carr-Chellman, D. J., & Choi, J. (2018). Universal design for learning: Guidelines for accessible online instruction. Adult learning, 29(1), 20-31. https://doi.org/10.1177/1045159517735530
Stewart, M. (2021). Understanding learning: Theories and critique. In University teaching in focus (pp. 3-28). Routledge. https://doi.org/10.4324/9781003008330-2
Svensson, I., Nordström, T., Lindeblad, E., Gustafson, S., Björn, M., Sand, C., & Nilsson, S. (2021). Effects of assistive technology for students with reading and writing disabilities. Disability and Rehabilitation: Assistive Technology, 16(2), 196-208. https://doi.org/10.1080/17483107.2019.1646821
Tsujimoto, K. C. (2021). It’s Not,“Let’s Do More”. It’s “Let’s Do Different”: Recognizing the Important Associations between Children’s Reading Skill and Their Motivation and Engagement in the Elementary School Classroom (Doctoral dissertation, University of Toronto (Canada)).
Whitley, J., Gooderham, S., Duquette, C., Orders, S., & Cousins, J. B. (2019). Implementing differentiated instruction: A mixed-methods exploration of teacher beliefs and practices. Teachers and teaching, 25(8), 1043-1061. https://doi.org/10.1080/13540602.2019.1699782
