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Catering for Student Diversity

Student diversity is a broad spectrum. There are many kinds of student diversity, the ones that will
be touched upon in this section is students with Attention Deficit Hyperactivity Disorder (ADHD),
gifted, English as a second language, Indigenous student and hearing impaired. The Australian
Curriculum states “all students are entitled to rigorous, relevant and engaging learning programs
drawn from challenging curriculum that addresses their individual learning needs.”
In this year 6 class room there is one child with ADHD. To cater to this student learning needs the
teacher may need to modify the assessment task by making them shorter and giving them a few
problems instead of one big one. Giving the student clear instruction and clear consequences for
completion of work will encourage this student to work harder. Some suggestions to help with
students with ADHD are to use lots of visual clues, notice when they are doing well; offer different
choices and make lessons interactive to keep engaged (Woolfolk and Margetts, 2010, p.165).
To cater to the students with developmental delay the lessons can be modified to ask simpler
questions, working in mixed groups with higher achieving students and to work with the teacher in
these groups. Allowing the support assistant to work with the group of students for four hours a
week will give them a better understanding on the lessons in class.
This unit caters to the Indigenous students as the lessons are bringing in the Aboriginal aspect.
Working in small groups help the students feel included in the classroom. As a teacher it is crucial to
be aware of the different learning styles for students. As some Indigenous students have learnt
practises through the Indigenous communities it is good for the teacher to make available
alternative paths to their learning (Woolfolk and Margetts, 2010, p.217). The student who is hearing
impaired will be sitting close to the board as this is where the teacher will be modelling the lessons
and when working in group work the teacher will wear a microphone so the student can hear the
teacher better and/ or have the parent helper work with that group. Woolfolk and Margetts (2010)
state that “teaching them to use a range of inferential reading comprehending strategies when they
read improves their comprehension.” Using visual aids and pictures in texts and giving examples
about events will also cater to this student.
Having students that have English as a second language is a common in classroom in Australia. As a
teacher it is important to come familiar with the student’s background so they have a better
understanding of their capabilities. In the learning experience letting the student look at the focus
text and giving them time to listen and read text and videos and let them ask questions and teacher
to prompt questions about the text. Using visual aids also enhance student’s comprehension and
word recognition (Woolfolk and Margetts, 2010, p.212). Utilising the Support Assistant in this area
will help these students develop.
Meeting the needs of a gifted child involves differentiating the curriculum. In the learning experience
changing lessons to accommodate this student will be giving them an extra piece of work, extending
on the work provided and modifying the assessment. Letting the student to help in group or pair
work will help improve on their interaction skills.