Preparing and Developing Resources for Learning and Assessment

Discrimination affects the intellectual health of an individual by causing a loss of interest, loss of motivation, restricted opportunities, poor job prospect, poor life achievement; an individual that is finding it hard to cope in college because of his disabilities is more likely to drop off because he is not provided with sufficient support. We can say that not providing the necessary support is restricting his access to education which is contrary to the education Act 1996 which sets out the schools responsibilities towards children with special educational needs. The Act also requires that school provide additional equipment and resources and/or support to meet their needs. Such individual will suffer from stress, will be unable to cope

Sanson (2005, p. 3) believes that when it comes to accommodating students with disabilities, scientists, practitioners, and politicians are necessary to the process as a whole and communication between these individuals is essentia.

I will need to consider the resources I use to ensure they meet the needs of the learners. It will be important to use a wide variety of resources when I am teaching, the main reasons for this is to accommodate different learning styles but also to help learner stimulation and interaction.

The Special Educational Needs and Disability Act 2001 (SENDA) introduces the right for disabled students not to be discriminated against in education, training and any services provided wholly or mainly for students, and for those enrolled on courses provided by ‘responsible bodies’, including further and higher education institutions and sixth form colleges. Education providers must also make ‘reasonable adjustments’ to ensure that disabled students aren’t discriminated against.  Making reasonable adjustments could include;

Disability Act (2010) refers to those people whom got a medical condition that requires special attention and extra care and helps us, as teachers to treat them equally and not let them feel excluded, this Act can be linked to A, B and F Domains from LLUK standards. If in my course of work I’ll have to deal with a disabled learner I’ll try to plan the session according www,,, to this and prepare for him appropriate tasks. I’ll try to widen my knowledge about his/her disability to know better his/her needs and what teaching

Postsecondary education offers students with intellectual disabilities more than simply the routine of attending class or even learning the content provided through a course. Although both of these elements are significant, there is a bigger picture that concentrates less on which classes these students take and more on the potential outcomes a

The article Students with disabilities: Transitioning from high school to higher education, Eckes and Ochoa discuss the fact that there has been an increase of students with disabilities in both high school and post secondary institutes over recent years. However there is a difference in how disabilities are treated in these two settings so issues arise in the transition of students with disabilities from high school to post secondary education.

This study aims to ensure that the resources used to deliver and assess the subject are suitable for all learners and, that the range and relevance of learning and teaching materials and media have been used effectively. Also reflect on good practice in the use of materials, and common errors that should be avoided. In this regard, provide ideas and examples for the use of teaching materials to enhance student learning. Furthermore, develop professional skills as a teacher assuring that the resources used are effective and that

Lack of Individualization: Post-secondary institutions could improve the consideration with which they are regarding the individual differences among persons with disabilities. Greater consideration towards individual differences between students would bring to the light the strata of disadvantage present in post-secondary institutions; for example, a student from an Aboriginal community with a learning disability may be further disadvantaged in a post-secondary setting than a student who simply has a learning disability (Ontario Human Rights

Over time, the view of best practice for educating and caring for people with disability has changed to one of inclusion in all aspects of life in society. In Australia, there was some resistance initially, fear and misunderstanding guided the decision making processes which meant those with disability were kept apart longer than in some other countries (Heward, 2009). Gradually, legislative changes, influenced by medical knowledge and researched based practice meant that people were no longer allowed to be separated by social barriers and were granted legal rights to guard against all forms of discrimination (Dempsey, 2008). In 2014, the expectation is that people with disability are included in all aspects of education with the same

In order to encourage equal participation the United Nations Convention on the Rights of People with a Disability 2008 policy has been agreed upon by most countries. This convention in terms of education states that “persons with disability should be guaranteed the right to inclusive education at all levels, regardless of age, without discrimination and on the basis of equal opportunity”. Other legislation that shows Australia’s commitment to resolving and minimising this issue is shown in the Disability Discrimination Act 1992 and in the establishment of the Disability Standards for Education in 2005, which outline clear legal obligations associated with inclusive education in schools that all education institutions must be aware of (Australian Research Alliance for Children and Youth, 2013, p. 5). I believe that the establishment of the standards under the Discrimination Act was an effective measure as it not only looked at inclusion but objectives aimed to ensure that individuals with a disability have the same rights and acceptance within a community in regards to “enrolment, participation, curriculum development, accreditation and delivery, student support services and elimination of harassment and victimisation” (Commonwealth Attorney-General’s Department,

In Australia, the Commonwealth Disability Standards for Education (2005), were introduced to assist schools to understand and comply with sections of the Disability Discrimination Act of 1992. These standards mandate making reasonable adjustments and setting standards for students’ participation in the school education system. Terms such as “differentiation” and “inclusive education” have evolved within the context of these standards. The subject matter contained within the two posts referred to in this paper, relate to difficulties encountered in complying with the Commonwealth Disability Standards for Education (2005). The research questions constructed, seek to identify issues and mechanisms to remedy various situations that arise from

This action requires students to take the time to collaborate within their groups and learn what they will present. This practice will ensure that students retain what they have learned. All students bring a vast amount of life experiences in the classroom and it is up to the teacher to utilize their resources effectively while ensuring shared collaboration without risk. Using prior knowledge in conjunction with world experiences achieves higher learning more effectively.

Even though the Least Restrictive Environment has been used for a long time around the world, disabled students are still not considered the same as nondisabled students. This leads to the essential question: Is enough being done for disabled students to be accepted by nondisabled students? On one side of the debate, critics will argue that nondisabled students are welcoming to disabled students, and make them feel like they are equal. However, some nondisabled students still do not know how to interact with disabled students, or they may just believe they are better without getting to know the disabled student. It is extremely important for people to realize that not enough is being done for disabled kids to be accepted by nondisabled kids because nondisabled children are not around disabled children enough to know how to interact with them, disabled children may not feel comfortable in the world around them, and disabled and nondisabled children still do not feel comfortable talking to each other because they are not around each other

In first being able to define inclusive education, it is necessary to understand the diversity of the student population. Disability comes in my varying forms and can be physical, sensory, intellectual, mental health and emotional, developmental, and non-visible (e.g. asthma). If disability was the only agent to consider in the diversity scenario things would be easier for teachers but there are a number of other classifications of students to consider: Gifted or talented; English as a second language (ESL); Indigenous students; and many other classifications which fall under the societal/family/personal heading (Ashman & Elkin, 2012).