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John Anthony Milliss delivered by Penny Robertson student’s strengths, interests and needs. This information needs to be accessed so strategies and goals that are strength based are developed. Not all parents have positive attitudes towards IEP meetings. When meetings are based on strengths, parents are more positive about their involvement and will attend meetings regularly (Weisshar, 2010, p.210). Parents need to feel supported and feel that what they have to say is valued by the team. The Shaddock Report (2007, p.3) discusses the importance of collaborating ‘ with colleagues, parents and other students in assisting them to deliver a differentiated curriculum’. The process can become empowering for parents when they see the school working with them along with other professionals offering special services. Collaboration between mainstream and specialist support teachers is also an important part of creating an inclusive school community (Caterson, 2010, p.4). Members of the school community must effectively share information about individual students and value the importance of open communication in order to give ongoing support to students. Characteristics of a differentiated classroom Individualised Program Planning based on student strengths can enhance learning opportunities for all students. In today’s classroom, the role of the teacher is forever changing. The challenge for teachers is their ability to ‘differentiate instruction in response to the diversity of their student's, (Tomlinson, 1996, p.1). There are numerous characteristics that would enhance learning in a differentiated classroom. The first is that a positive school environment needs to be established where all members of the community feel supported by each other, accepted for their differences and valued on their strengths and contributions to the school community (Caterson, 2010, p.2). Once this environment is formed teachers will feel supported and will be able to remove ‘barriers to learning and participation in all aspects of school life’ for their student’s (Caterson, 2010, p.1).
John Anthony Milliss delivered by Penny Robertson For true inclusion to occur, teachers need to work on ways the curriculum can be adapted (Conway, 2005, p.119) to meet the needs for all students. Shaddock, Giorcelli and Smith (2007, p.13) believe that quality teaching and supported learning will occur in the presence of respectful tasks’ and scaffolding’. They believe that with the availability of these tasks in a classroom setting that limited adaptions would need to be necessary. Giangrecco (2007, p.36) also states that classrooms should operate with a multi level curriculum and where curriculum overlapping occurs. Scaffolding is an example of the multi-level curriculum and is a strategy that allows all students to access the curriculum. Teachers need to develop a learning profile of all of their students. These profiles will include preferred learning style, a child’s interests / strengths, what assistance or adjustments are needed to accommodate the individual in becoming successful. From these profiles, learning and interest groups can be created to promote cooperative learning and also where peer tutoring can be utilized (Arthur-Kelley, 2005, p.185). Teachers need to see their class as a group of individuals with different learning styles and varying levels of knowledge. Once this occurs teachers can use this information to inform decisions on how to differentiate the curriculum. The classroom teacher is the main facilitator of change in a differentiated classroom. Once they are in the correct mindset and adaptive to change than differentiation of the curriculum will occur. Arthur Kelley (2005, p.168-169) identifies three interrelated themes in a supportive classroom environment. Issues in classroom management, classroom climate and the communication process need to be addressed if students are to learn in a rich environment. An important characteristic of any inclusive classroom is the classroom climate. Shaddock, Giorcelli and Smith (2007, p.11) state that teachers need to set positive standards for behaviour and ensure the tone of the class is supportive and affirming for all students. The physical environment may need to be adapted to facilitate greater access to the curriculum for some students.
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