Age-Appropriateness for Students with Disability: Who Decides?
A number of years ago I taught a secondary student with an intellectual disability who loved the Wiggles. He carried a Wiggles doll in the playground and borrowed Wiggles books from the library. This special interest was one of the driving forces in this student’s life and clearly made him
Picture of school with the words 'Humour or Bullying?' alongside.
Humour or Bullying?
Humour can be effective teaching tool to build positive social relationships, if used wisely. However, there is little research on the use of humour in the classroom (Lovorn 2015), although there are studies on the impact of humour on marginalised groups such as ethnic minorities and people with disability. It
Universal Design for Learning (UDL) and Differentiation
Universal Design for Learning (UDL) is a proactive approach to designing learning experiences to be accessible for all students, while differentiation is a reactive evaluation of the needs of individual students where adjustments are retrofitted into the learning environment. Some people use the terms synonymously, but they are different. However,
Two Approaches to SMARTAR Goals
Planning is an important part of the educational process. For a student with delays or disabilities, developing an individual learning plan is vital to develop a roadmap so the student can achieve their aspirations for their future. A learning plan is student-centred, identifies appropriate learning goals and describes adaptations to
Incorporating Self-Advocacy in the Individual Learning Plan
A number of years ago I taught a teenager who had big dreams for her future which included having a job, a boyfriend and becoming a mother. This girl also had a mild intellectual disability. The school that I taught at did not believe that students should attend individual planning
Evidence-Based Teaching Practice for Students with Disability
A common catch-cry is for teachers to use evidence-based teaching practice that result in better outcomes for students. But what does the term ‘evidence-based’ mean? Many people believe evidence-based practice refers only to quantitative research. Quantitative research is based on numbers and is also referred to as positivist, scientific and