Differentiation
Scaffolded templates, tiered success criteria, extension tasks, visual supports and varied product options allow students to work towards shared learning goals through appropriately challenging pathways.
I approach inclusion through differentiation, accessible communication, culturally responsive practice and multiple ways for students to participate and demonstrate learning.
Scaffolded templates, tiered success criteria, extension tasks, visual supports and varied product options allow students to work towards shared learning goals through appropriately challenging pathways.
My coursework considers classroom positioning, visual supports, assistive and digital technologies, and alternative assessment modes for students with disability.
Glossaries, labelled diagrams, sentence frames and respectful use of students’ cultural and linguistic backgrounds can support access without lowering conceptual expectations.
Inclusive practice also requires engagement with specialists, colleagues, families and carers so adjustments remain responsive to the learner rather than generic.
Inclusion is not an additional layer after planning; it is part of how learning is designed from the beginning.