According to the Disability Standards of Education, every child has the right to access and participate in teaching, learning and assessment experiences on the same basis as their peers. But what does this look like in reality? As a parent, how do you ensure it’s happening for your child? As a teacher, how do you make sure you are providing it for your students?
Many children with disability have individual learning goals. These are often formalised into an Individual Education Plan. As a result, the student often ends up doing different work than their classmates.
In this presentation, Sarah Humphreys shared examples of how these personal goals can instead help provide access to the same learning as the rest of the class. Her goal was for participants to feel confident to not settle for “doing something else”.
This session has been split into three parts. This is part three.
In part one Sarah talked about how a group of students can all do the same thing but can go about it in different ways. She highlighted the importance of presuming competence, "all students can learn" and providing choice and flexibility through the Universal Design for Learning (UDL) framework.
In part two we heard how well thought out goals can support access to the same learning.
Meet Sarah Humphreys
Sarah Humphreys is an inclusion consultant and co-founder of Inclusive Schools Australia. She is passionate about developing and promoting curriculum access for all. Sarah promotes the use of Universal Design for Learning (UDL) to achieve this goal.
She presented at the UDL Implementation and Research Network, USA, on how the principles of UDL were applied to the development of the Australian Curriculum. She now works with schools supporting its implementation.
Sarah has a Master’s Degree in Special Education from London University.
Resources related to Sarah's presentation