here - SBS Documents

John Anthony Milliss delivered by
Penny Robertson
For true inclusion to occur, teachers need to work on ways the curriculum can be
adapted (Conway, 2005, p.119) to meet the needs for all students. Shaddock, Giorcelli
and Smith (2007, p.13) believe that quality teaching and supported learning will occur
in the presence of respectful tasks’ and scaffolding’. They believe that with the
availability of these tasks in a classroom setting that limited adaptions would need to
be necessary. Giangrecco (2007, p.36) also states that classrooms should operate with
a multi level curriculum and where curriculum overlapping occurs. Scaffolding is an
example of the multi-level curriculum and is a strategy that allows all students to
access the curriculum.
Teachers need to develop a learning profile of all of their students. These profiles will
include preferred learning style, a child’s interests / strengths, what assistance or
adjustments are needed to accommodate the individual in becoming successful.
From these profiles, learning and interest groups can be created to promote
cooperative learning and also where peer tutoring can be utilized (Arthur-Kelley,
2005, p.185). Teachers need to see their class as a group of individuals with different
learning styles and varying levels of knowledge. Once this occurs teachers can use
this information to inform decisions on how to differentiate the curriculum.
The classroom teacher is the main facilitator of change in a differentiated classroom.
Once they are in the correct mindset and adaptive to change than differentiation of the
curriculum will occur. Arthur Kelley (2005, p.168-169) identifies three interrelated
themes in a supportive classroom environment. Issues in classroom management,
classroom climate and the communication process need to be addressed if students are
to learn in a rich environment.
An important characteristic of any inclusive classroom is the classroom climate.
Shaddock, Giorcelli and Smith (2007, p.11) state that teachers need to set positive
standards for behaviour and ensure the tone of the class is supportive and affirming
for all students. The physical environment may need to be adapted to facilitate greater
access to the curriculum for some students.