here - SBS Documents

John Anthony Milliss delivered by
Penny Robertson
The teacher should be aware of what support staff are available to utilise within the
classroom. Support staff should not withdraw individuals from the class but be more
of a support within the class setting.
When these characteristics are in place, and all students are able to access the
curriculum based on their strengths then differentiation will occur. As teachers are
varying the ways their students demonstrate their knowledge, they also need to
change the way in which assessment occurs. A differentiated classroom would allow
for use of Curriculum Based Assessment where students are assessed frequently on
their performance (Arthur-Kelley, 2005, p.176) related to direct objectives from the
curriculum.
For a differentiated classroom to be truly inclusive, the teacher needs to be well
organised and plan effectively. They need to know their students strengths to help
organise entry points to the curriculum, they need to feel supported by their
colleagues along with access to continual personal development opportunities to
broaden their knowledge and confidence in differentiation.
The Individual Education Plan
Creating an Individual Education Plan is a collaborative process that involves all key
stakeholders (Horrocks, 2001, p.188). Once a student is identified as needing an IEP,
a Student Support Group (SSG) needs to be formed. One of the aims of the SSG is to
plan ‘reasonable adjustments for the student to access the curriculum’ (DEECD/DHS,
2012, p.1). The IEP facilitates planning in a differentiated classroom and will aid the
teacher in planning strength-based instruction.