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INCLUSIVE
EDUCATION
Theory, Policy and
Practice

Jo-Ann Carder - 18300808

Assignment 2
Jo-Ann Carder - 18300808

Part 1
Student
Strengths and
Areas of Need

INCLUSIVE EDUCATION | Theory, Policy and Practice

Jo-Ann Carder - 18300808

Student Profile

Name: Jo-Ann *

Year: 7

Teacher: Miss Carder *

Strengths:

Loves history

Intrinsically motivated to succeed

Good with technology

Enjoys working collaboratively with other students

Enjoys reading and playing video games

Good communication and problem-solving skills

Areas of need:

Gifted and talented

Lazy and sometimes overconfident

Self-esteem issues

Diagnosed anxiety and depression

Low SES background

Gets bored and distracted easily

*(Changed for Privacy)

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Jo-Ann Carder - 18300808

Context

Jo-Ann is a student in year 7 at a co-ed, public secondary school in

South-West Sydney. She comes from a low socio-economic area in a

disadvantaged suburb. Miss Carder, has identified Jo-Ann as gifted and

talented within her history classroom. The school does not have a dedicated

gifted and talented class and has limited resources for gifted students as

there is a large, dedicated autism and behavioural unit.

Jo-Ann seems to enjoy history and working with others to achieve a

goal. She is very good with technology and loves to play video games. This is

somewhat problematic as it means homework is often not completed. She

communicates well with others, particularly adults but sometimes takes over

group discussions. While, Jo-Ann is intelligent, she is aware of this and

sometimes becomes lazy and does not pay attention as she thinks she knows

better. During assessment, Jo-Ann seems to lose all confidence and becomes

anxious about her abilities to succeed. While she appears to have excellent

literacy skills for her age, she doubts her ability to think logically and

numerically. Using the universal design for learning (UDL) framework, this

report will reconcile Jo-Anns diverse learning needs with a busy and

overcrowded curriculum.

Discussion

Jo-Ann was only recently identified as GAT by Miss Carder, despite her

high academic achievement in the NAPLAN in primary school. Miss Carder

found that many of Jo-Anns areas of need, stemmed from her GAT

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Jo-Ann Carder - 18300808

background. Jo-Ann was easily bored, distracted in class and disengaged

when she completed her work quicker than the rest of the class. Jo-Ann was

also known for not completing her homework on time as she believed she

had better things to do. Lastly, Miss Carder found that Jo-Ann became

increasingly anxious about upcoming exams (NAPLAN) and assignments,

even though her day-to-day performance exceeded expectations.

As a gifted and talented (GAT) student from a disadvantaged school

with no dedicated gifted and talented class and limited resources, Jo-Ann

has not been challenged to her full potential. In the past, students with

specialised abilities were often accelerated (pushed up a grade) under the

belief that GAT students were simply fast learners who achieved high scores

in IQ and other high stakes tests. Gallagher (2005) asserts, this is not an

appropriate response, instead it is every teachers job to extend and

differentiate the existing curriculum to challenge gifted students. This can be

done with new pedagogical approaches such as problem-based learning,

project-based learning (Flint, 2014) and collaborative learning. Furthermore,

according to Gallagher (2005), GAT students are not just students who

exceed academically; they are also students who have greater control over

their own mental processes and are able to problem solve at a greater rate

than other students. GAT students are usually also innovators, leaders and

adept creative thinkers with good communication skills (Flint, 2014). These

characteristics have often been attributed to Jo-Ann by many of her

teachers at the school. This has often led to Jo-Ann facing many academic

challenges.

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Jo-Ann Carder - 18300808

One of the major challenges to the needs of GAT students today,

identified by Flint (2014), is the crowded curriculum and high-stakes testing

that dictates what all educators must teach towards. The curriculum offers a

one size fits all answer to national education that kills creativity and limits

gifted students (Dixon, Yssel, McConnell & Hardin, 2014). This is an opinion

shared by famous TEDtalk educator Ken Robinson (2006). Australias rigid

curriculum makes it harder for educators to individualise teaching and

provide creative methods of learning for all students not just those who are

GAT. In response, Flint (2014), suggests something as simple as infusing

creativity, play, drama, music, and movement into lessons can encourage

GAT students to engage with deep learning, more so than rote memorisation

and worksheets.

One example of this, is the new pedagogical approach of

gamification. Gamification is the adoption of game elements in non-gaming

contexts such as awarding students experience points on activities they

complete and quests they fulfil. There have been limited studies of the

practice of gamification within classrooms. Despite this, many the studies

conducted, found that gamification can increase student activity as well as

improve learning outcomes (Barata, Gama, Jorge & Gonalves, 2017). For a

GAT student like Jo-Ann, this could be a great way of encouraging her to

engage with her work, while allowing the teacher to differentiate quests to

an appropriate level. The brilliance of this approach, is, it would also likely

appeal to the other students in the class and improve overall engagement.

This type of teacher creativity is pivotal in a 21st century classroom to help

INCLUSIVE EDUCATION | Theory, Policy and Practice

Jo-Ann Carder - 18300808

students demonstrate their own learning through authentic learning

experiences.

However, there are two significant downsides to this approach. The

first, refers to the practicality of the approach. Teachers need time, effort and

possibly professional development to create creative and engaging lessons

that are inclusive of all students; something that most in-service teachers will

argue there is no time for (Waitoller and Artiles, 2013). The second downside

to creative approaches to learning is that, for students who have

experienced more traditional forms of education, creativity and freedom

can be somewhat scary and intimidating (Flint, 2014). Despite these

downsides, using creativity in the classroom has the potential to positively

engage GAT students, such as Jo-Ann, with the national curriculum. With

adequate professional development, teachers can reintroduce creativity

back into the classroom making learning relevant and fun (Courey, Tappe,

Siker & LePage, 2012; Dixon et al, 2014).

Another contributing factor to the needs of GAT students is

government policy. A report, released by the NSW Department of Education

(2004), looks at various models for teaching gifted education. The report sets

out several dos and donts of differentiated instruction for gifted students.

According to the report, effective and successful programming strategies for

GAT students include:

having high expectations for all your students

allowing students to demonstrate prior knowledge

allowing students to progress at their own pace through new material

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Jo-Ann Carder - 18300808

providing different means of acquiring, processing and developing

content

providing multiple assignments with different means of expression

giving students a voice and choices within their own learning

being flexible within your content, teaching strategies and assessment.

(NSW Department of Education, 2004)

In 2016, the report led to an update of government policy to reflect

changing research surrounding GAT students. Of importance is the following

section:

1.5 - Teachers have a responsibility to select and implement a variety of

teaching strategies for inclusion in programs for the range of gifted and

talented students in their classes. (NSW Department of Education, 2016)

These government policies have been created to ensure that students with

GAT abilities have equitable access to the curriculum and supports teachers

with gifted students. Additionally, these reports and policies compliment

current academic research on inclusive pedagogy such as UDL. Courey et

al. (2012, p11) describes UDL as a vehicle to bring together special and

general education teachers in delivering educational services to all

learners in one general education classroom.

Miss Carder, is hoping to integrate UDL within her history classroom to

better support Jo-Ann, as well as other students in her class with diverse

INCLUSIVE EDUCATION | Theory, Policy and Practice

Jo-Ann Carder - 18300808

learning needs. UDL is a framework developed on three main principles;

multiple means of engagement, multiple means of representation and

multiple means of action and expression (CAST, 2011). This means that all

students deserve equitable access to same curriculum, however, it should be

delivered in a flexible supportive environment without barriers to

engagement, representation, or action and expression.

Miss Carder has identified several ways she can adapt her lessons using

UDL. She used three criteria markers suggested by Courey et al. (2012) to

redesign a lesson plan she planned to use in an upcoming class about

Museums. This criteria is modified directly from the UDL framework and

includes: materials (representation), methods (engagement) and

assessment(action and representation).

Throughout the course of the year, Miss Carder has noticed her

students responded well to creative, hands-on activities. Therefore, she has

incorporated project-based learning (methods) activities into her unit of work

on Museums. Students will be creating a museum display (assessment), on the

Ancient Egyptians, the topic they have been studying this term in class. This

project will be completed in pairs, over several lessons, following some

background knowledge on museums. This will stimulate Jo-Anns desire to

work with other people as well as her interest in history; it should also make Jo-

Ann feel less anxious around assessment. Additionally, students will be able to

make their own choices and work at their own pace, on the provision the

display will be complete by the assessment due date. Students will be able to

choose their own topic relating to Ancient Egypt upon approval by Miss

INCLUSIVE EDUCATION | Theory, Policy and Practice

Jo-Ann Carder - 18300808

Carder. This project will let students demonstrate higher order thinking skills in

a creative way through designing and building a display using knowledge

that students have learnt about Ancient Egypt. Furthermore, this assessment

will involve students using technology to supplement the display; this allows

students to perform well in three different areas; a creative display, accurate

display information and digital technologies. Miss Carder made these

changes based on the GAT documentation released by the NSW

Department of Education (2004) and supporting academic literature above.

In the attached lesson plan, Miss Carder, has added a few videos

(materials) that students will use to analyse, in pairs, to determine if it is a

good museum display using a checklist the class has made collaboratively

(methods). The lesson plan will also focus on the uses technology in Museums

requiring students to make their own graphic organisers on the different

types. Miss Carder will recommend mind maps, bullet points, tables etc

(assessment). The second half of the lesson will be a creative individual

activity (methods) where students can choose their own object (or be

randomly assigned one if they prefer) to make an object tag (material) in

preparation for their museum display. This is another fun and creative way to

get Jo-Ann involved in classroom activities and engaging with other students.

This will also benefit the other students to get them interested in museums and

history. Lastly, students will be put into teams of 4 (two project teams) and the

teacher will facilitate a kahoot (assessment) quiz to add a gamified element

to the class as well as a diversified type of informal assessment.

INCLUSIVE EDUCATION | Theory, Policy and Practice

Jo-Ann Carder - 18300808

In conclusion, Miss Carder has significantly redesigned a lesson plan to

incorporate inclusion strategies for her year 7 history class. This lesson plan was

redesigned specifically to meet the needs of a gifted and talented student

who found it hard engage in class. The strategies Miss Carder put in place

were chosen because they are part of the universal design for learning and

will benefit all her students through the flexibility of materials, methods and

assessment.

INCLUSIVE EDUCATION | Theory, Policy and Practice

Jo-Ann Carder - 18300808

References:

Barata, G., Gama, S., Jorge, J., & Gonalves, D. (2017). Studying student

differentiation in gamified education: A long-term study. Computers in

Human Behavior, 71(1), 550-585.

http://doi.org.ezproxy.uws.edu.au/10.1016/j.chb.2016.08.049

Center for Applied Special Technology. (2011). About UDL. Retrieved from

http://www.cast.org/publications/UDLguidelines/version1.html

Courey, S. J., Tappe, P., Siker, J., & Lepage, P. (2013). Improved Lesson

Planning With Universal Design for Learning (UDL). Teacher Education

and Special Education, 36(1), 7-27. doi:10.1177/0888406412446178

Dixon, F. A., Yssel, N., Mcconnell, J. M., & Hardin, T. (2014). Differentiated

Instruction, Professional Development, and Teacher Efficacy. Journal

for the Education of the Gifted, 37(2), 111-127.

doi:10.1177/0162353214529042

Flint, L. J. (2014). HOW CREATIVITY CAME TO RESIDE IN THE LAND OF THE GIFTED

(and how to move it into a new neighborhood). Knowledge Quest,

42(5), 64-69. Retrieved from https://search-proquest-

com.ezproxy.uws.edu.au/docview/1534131958?accountid=36155

INCLUSIVE EDUCATION | Theory, Policy and Practice

Jo-Ann Carder - 18300808

Gallagher, J. J. (2005). According to Jim Gallagher: Nurturing the innovative

minority. Roeper Review, 28(1), 9-9. doi:10.1080/02783190509554330

NSW Department of Education. (2004). Gifted an talented policy. Retrieved

from https://education.nsw.gov.au/policy-library/policies/gifted-and-

talented-policy

NSW Department of Education. (2016). Policy and implementation strategies

for the education of gifted and talented students. Retrieved from

https://education.nsw.gov.au/policy-library/associated-

documents/polimp.pdf

Robinson, K. (2006, February). Retrieved from

https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity/tr

anscript?language=en

Waitoller, F. R., & Artiles, A. J. (2013). A Decade of Professional Development

Research for Inclusive Education: A Critical Review and Notes for a

Research Program. Review of Educational Research, 83(3), 319-356.

doi:10.3102/0034654313483905

INCLUSIVE EDUCATION | Theory, Policy and Practice

Jo-Ann Carder - 18300808

Part 2
Original Lesson
Plan

INCLUSIVE EDUCATION | Theory, Policy and Practice

Jo-Ann Carder - 18300808

Lesson Plan
Topic area: Humanities Stage of Learner: 4 Syllabus Pages: 2a
Museum Studies and depth
study 2
Date: 3/11/2016 Location Booked: Room 224 Lesson Number: 2
Time: 80 minutes Total Number of students: 24 Printing/preparation:
Booklet on museum checklist.

Outcomes Assessment Students learn about Students learn to

EN4-5C -Poster Museum site study. Put together a museum
-Object tag site study.
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Literacy Collaborative work
Intercultural Understanding Presenting to whole class

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students self-regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element

1.5 Talking about the language used within museums

2.2 Group work with presentation

3.2 What are the purposes of museums, What makes a successful museum

INCLUSIVE EDUCATION | Theory, Policy and Practice

Time Teaching and learning actions Organisation Centred
T/S
5 Class settled Teacher: Instruction T
Lining up outside
Get out History books Student: Listening

Lesson overview Powerpoint Resources: whiteboard

Recap
Technology
Museum display checklist
Object tag
Presentation

10 Link to last lesson Recap: What makes a good museum Teacher: Leading discussion S/T
display?
Get students to answer questions Student: Thinking concepts
based on answers from yesterday.
What does feel, info and look Resources: PowerPoint, smartboard
mean?

20 Types of technology Teacher: Organise powerpoint. T

Interaction and audio visual.
Student: Students would write down
Safety meanings
For the object and guest
Resources: Powerpoint
20 Object Teacher: Explaining the slides T
Name
Description Students: Writing down how to make
Date and place of creation an object tag.
Materials used to make object
An accession Date Resources: Powerpoint
Last Owner

Object Storage
How are objects stored?
Are they safe?

20 Museum Checklist booklet Teacher: Walking around helping S

Students will be given a booklet with a set of students
photos of museum displays and students are
asked to mark how successful it is Students: Filling in booklet
Students will report back in the last 5 mins.
Resources: Booklet
5 Pack up ICT Teacher: Setting reflection WC
Dismiss students question/homework
Collect Pencils
Students: packing up

Resources: Whiteboard
Jo-Ann Carder - 18300808

Reflection
What have I learned about the teaching and learning process when preparing this lesson?

It was really fun putting this lesson plan together. It is taking something that I am passionate
about and putting it on paper. I think showing students enthusiasm and passion even if you
dont feel it, is really important. It was also interesting to try mix up as many activities as
you can.

How am I measuring the outcomes of this lesson?

Questions Homework to collect (Booklet)

Object tag Observation and whole class questions/discussion

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

Graduate Evidence within this lesson

Standards
1.1 Physical, social and intellectual development and characteristics of
students
2.5 Understand literacy and numeracy teaching strategies

INCLUSIVE EDUCATION | Theory, Policy and Practice

Jo-Ann Carder - 18300808

Part 2
Revised
Lesson Plan
Changes will be made in Bold Purple font. Lesson plan
previously used on Prac.

INCLUSIVE EDUCATION | Theory, Policy and Practice

 Jo-Ann Carder - 18300808

Lesson Plan

Topic area: Humanities Stage of Learner: Printing/preparation:

Museum Studies and Stage 4 Booklet on museum
depth study 2 checklist.
Date: 3/11/2016 Location Booked: Room 224 Lesson Number: 2
Time: 80 minutes Total Number of students: 24 Syllabus Pages: 2a

Outcomes Assessment Students learn about Students learn to

EN4-5C -Kahoot Museum site study. Put together a
-Object tag museum site study.
Cross Curriculum themes & General Explicit subject specific concepts and skills
capabilities Collaborative work
Literacy Project-based learning
Intercultural Understanding Gamification
ICT Capabilities
Critical and Creative Thinking

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as 1.3 Problematic 1.6 Substantive
something that requires active construction and requires students to engage in knowledge communication
higher-order thinking and to communicate substantively about what they are
learning.
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work criteria 2.5 Students self-regulation
productively in an environment clearly focused on learning. Such pedagogy sets 2.2 Engagement 2.6 Student direction
high and explicit expectations and develops positive relationships between teacher 2.3 High Expectations
and students and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important knowledge 3.5 Connectedness
to students. Such pedagogy draws clear connections with students prior 3.2 Cultural knowledge 3.6 Narrative
knowledge and identities, with contexts outside of the classroom, and with multiple 3.3 Knowledge
ways of knowing all cultural perspective. integration

How the quality teaching elements you have identified are achieved within
the lesson.

Teaching Indicators of presence in the lesson

element
1.4 Students will use Higher Order Thinking skills like apply and create. They will
create their own Museum checklist and make their own object tags.
2.2 Students are more in charge of their own learning. Students will watch
videos and work towards a long-term project.
3.4 Accommodating tasks ie; ICT video, multiple means of representation,
action and expression, and engagement

INCLUSIVE EDUCATION | Theory, Policy and Practice

Time Teaching and learning actions Organisation Centred Notes for Inclusion
T/S
2 Class settled Teacher: Instruction T Lesson overview has been updated to reflect changes
Lining up outside in lesson outline. Students like having a road map that
Get out History books Student: Listening tells them where they are going. All powerpoints are
also made available to students online after class.
Lesson overview Powerpoint Resources: whiteboard
Recap
Kahoot has been added as an ICT capability and
Technology gamified activity.
Museum display checklist
Object tag
Kahoot

5 Link to last lesson Recap: What makes a Teacher: Leading S/T I believe that recapping is an important thing to do for
good museum display? discussion all students. It reminds students what happened last
Get students to answer lesson and sets the scene for the current lesson. It is a
questions based on Student: Thinking
good way to ease into the lesson.
answers from yesterday. concepts
What does feel, info
and look mean? Resources: PowerPoint,
smartboard

10 Brainstorm - How can technology be used to Teacher: facilitating S In the original lesson, the teacher gave the answers,
make a museum display better? discussion without assessing students prior knowledge. This
Students will make notes on the inclusive lesson asks students to use their prior
discussion. They can choose the Student: making a
knowledge and organise it graphically in a way of their
method of communicating graphic organiser.
information. Eg. Mind map, bullet
own choosing. This give students more of a voice within
points etc. Resources: Whiteboard their own learning. The teacher can give students some
suggestions for those who struggle with this concept.

15 Types of technology Teacher: Organise T The teacher will cover the two types of technology then
Interaction and audio visual. powerpoint. show some visuals (photos and videos) and ask
students to identify what type of technology is being
Safety Student: Students would
used and why. This will be more engaging then writing
For the object and guest write down meanings and
watch videos
notes.
Jo-Ann Carder - 18300808

Resources: Powerpoint
and youTube

15 Brainstorm Using new knowledge students Teacher: Leading the S In this part of the lesson students will make up their own
will come up with a checklist that evaluates brainstorming checklist rather than use one provided by the teacher.
what makes a good museum display The teacher can help add things if they are not
Student: Filling in table
mentioned but makes the learning more student
Critical thinking - Look at the photos of (created by students)
exhibitions and fill in the newly created discussing the evaluation
centred. In addition to this they can work in groups or
checklist. Discuss your answers with your with the person next to pairs to evaluate the exhibitions for their successfulness
partner. them. or effectiveness.

Resources: photos,
students books.

15 Object Teacher: Teacher T/S This part of the lesson has been added to. Instead of just
Name discussing what an object tag is and what the purpose
Description Students: Writing down of an object tag is, students will actually create an
Date and place of creation how to make an object
object tag on something of their own choosing (Or a
Materials used to make object tag.
An accession Date
random object the teacher supplies if they have trouble
Last Owner Resources: Pencils, object deciding). This is a fun creative hands on activity,
tag, random objects. whereby students can put in as much or as little effort in
Object Storage as they like. Students like Jo-Ann can put a lot of effort
How are objects stored? into in. In addition to this, if students do not finish the tag
Are they safe? in the allotted time the tag can become a fun piece of
homework. At the end the teacher can collect the tags
Activity: Tag Create an Object tag for a and turn their class into a pop up museum.
random object you are given:
Remember it should include:
Name
Description
Date and place of creation
Materials used to make
object
An accession Date
Last Owner

INCLUSIVE EDUCATION | Theory, Policy and Practice

Jo-Ann Carder - 18300808

15 Kahoot- Teacher: Facilitating S Students will be organised into teams of 4. Each team
The teacher will facilitate a competitive will receive an electronic device connected to the
game of Kahoot, using ICT, based on Students: Coming up with internet (ipad, laptop, computer). Students will devise a
terminology of museums and ancient a team name and
team name. Then work together to answer as many
Egyptian knowledge they have already answering questions
learnt this term.
questions correct as they can. The winning team will
Resources: 6 devices receive merit certificates. This is an element of
connected to the internet gamification and ICT used in conjunction with one
another.

3 Pack up ICT Teacher: Setting reflection S/T

Dismiss students question/homework
Collect Pencils
Students: packing up

Resources: Whiteboard

INCLUSIVE EDUCATION | Theory, Policy and Practice

Jo-Ann Carder - 18300808

Reflection
What have I learned about the teaching and learning process when preparing this lesson?

This lesson is teaching me about inclusivity in the classroom. It important to have multiple-means of representation,
engagement and action and expression. This lesson was designed to help a student that has underutilised gifted and
talented abilities

How am I measuring the outcomes of this lesson?

Questions Students get to pick their own criteria for what makes a good museum
display. They get their own input.
Object tag Observation and whole class questions/discussion. Plus students get to
create their own. Unfinished tags will be completed as homework.
Concept map/brainstorm How is technology used in museums? How can we make a successful
museum display?

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are demonstrating and indicates the
evidence from this lesson that should comply with the standard.

Graduate Evidence within this lesson

Standards
1.1 Physical, social and intellectual development and characteristics of students

2.1 Multiple engaged activities

2.5 Understand literacy teaching strategies
2.6 Implement teaching strategies for using ICT

INCLUSIVE EDUCATION | Theory, Policy and Practice