11. Example 2: Leita-Jane Leita-Jane is 12 years old and has successfully demonstrated level 1 outcomes in English, SOSE, Science and Mathematics and is working toward level 2. She works well with peers and a teacher’s-aide. Her short-term memory is good and she can identify visual representations of familiar surroundings and people and make connections between where they work and what kind of work they do. In a geographical mapping exercise she can connect photographs of school personnel with their classrooms and staff rooms and describe their type of work. Assistance with reading written instructions Introduce visual clues to increase independence Support to access new and unfamiliar knowledge Identifies familiar surroundings and people Can read visual representations Makes connections between separate pieces of information Can manipulate equipment and media to create visual representations of concepts. What she needs support to learn What she knows
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15. Teachers are invited to use this information to plan for adjustments in catering for the diverse learning needs of students and to maximise student learning. What next?
Notas do Editor
This is the second in a series of four presentations to assist teachers in catering for students’ diverse learning needs. The others are: 1 Understanding the KLA syllabuses to plan for diverse learners and their needs 3 Planning for the diverse learning needs of students 4 Strategies for making adjustments to cater for students with diverse learning needs You may choose to use all or part of the presentations, depending on the needs of the audience and the focus and time of the selected presentation. The notes associated with each slide provide extra information and advice for facilitators; they are not intended to be a delivery script. Resources and useful references for this presentation are listed, with details of where to find them, in the document “Welcome and notes for presenters”, that accompanies these presentations. Resources KISS planning template (A3) One set of information papers on specific disabilities If there has been time since Workshop 1 for teachers to investigate and use the materials presented, you could start by initiating a discussion to allow teachers to reflect on their learning and identify plus, minus and interesting things (PMI) or strengths, weaknesses, opportunities and threats (SWOT) about their understanding and application of the resources presented.
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