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Catering for diverse needs in Year 6


Strategies implemented in our year six class room to cater to ALL students:
- An are you feeling okay box open to all students at any time of the day
- Reflection journals implemented throughout the year for students to reflect on the amount of work they did that day and how they feel about it
- Term 4: Australian Heritage listed schedule given to each student with the front page as:
My goal:
How will I reach my goal:
Student with ADHD
Ways to assist learning throughout the unit:

- The most common characteristic of a student with ADHD is that they
typically have difficulty in sustaining attention (Barkley 1997).

- Students tend to become easily figitive and can become quite disruptive in
the classroom. Hyperactivity is a dominant feature of ADHD and for many
students ADHD can sometimes be left un diagnosed. (Barkley, DuPaul and
McMurray 1990).

- Give the student instructions one at a time to avoid any confusion
on the task. Repeat the assessment to the student in a one on
one quiet area to ensure the he understands what is expected of

- Seating arrangement: close in proximity to the teacher, away
from windows or doors that could become a distraction

- Visual cues such as, posters, pictures etc.

- Create a special folder for the student to keep their booklet in
with the daily schedule at the front. After explaining the
assessment sit with the child one on one to identify personal
goals that the child would like to reach by the end of the unit

- The Parent helper will be paired with this student during all

Child with English as 2

Ways to assist learning:

- ESL learners have difficulty in communicating in class

- Multicultural Programs Unit, Learning Programs Branch,
Department of Education, Victoria, 2007 state” Students learning English as a
second language are faced with a very challenging set of tasks. In many ways
they actually have to learn more, and more quickly, than their English
speaking peers, as they need to learn through English while they are still
learning it”

- Students will be assisted each lesson by the teacher aid. This will
ensure that the student gain a one on one understanding of the
task and can directly ask the teacher aid for any queries,
concerns or misconceptions about the lesson.
- For this assessment these two learners will gain more feedback
from the teacher to enhance their English
Gifted student
Ways to assist learning:

- (Renzulli & Reis, 2003), discuss the triad model as a three ring process in which the
giftedness are perceived as. Explaining, that giftedness is the interaction between
three basic clusters, of human traits

- an above average ability and desire to learn
- highly creative
- highly intrinsic and readily motivated to lean

- Allowing a unit that exceeds the students learning capabilities
rather than limits than
- Tasks that can be completed to a difficult level but also activities
that allow the student to extend her learning
- A creative unit, with a range of learning experiences to cater to
the creativeness of the student
two Indigenous students: 1 with a hearing impairment
Ways to assist learning:
- Seating arrangement for the hearing impairment student will be
- It is important to develop a relationship with indigenous students as , many
Aboriginal students, the relationship with teachers is mainly
negative (Partington, Harrison, Godfrey and
Wyatt, 1997).

close to the teacher and white board to assist in making the
lesson run as smoothly as possible for the individual
- Hands on activities are incorporated in this unit as students are
able to
- Student with the hearing impairment will receive ongoing support
from the school

Five students with developmental delay in literacy and mathematics

Ways to assist learning:

- Students with developmental delay will receive ongoing support
from the teacher
- The seating arrangements allow the students to not be subjected
to their developmental delay by their peers but rather their
disadvantage is supported by their peers
- The Schedule booklet will assist students as they are able to
visually see what they will be covering that lesson and also can
depict the highlighted verb of the task in a step by step process