Domain 3 - Contextualised Practice

This domain covered key legislation, policy and curriculum documents across Specialist Teaching areas. It also covered historical and current perspectives on special & inclusive education, disability. I have pinned some policies that I have not delved into but will need to later read due to their importance within my context. A key skill within this domain was having the ability to critically discuss, review and reflect on these areas and link back to my context as an RTLB.
13 Pins6 Followers

UDL - Valuable link for educators as it will develop understanding around basic principles, guidelines and looks deeper at teaching strategies, classroom organisation, digital tools and alternative ways of approaching learning. Links to some of the learning needs teachers need to understand more about and cater for.

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Links to key documents around 'Inclusive Education' for educators. Clearly defines inclusion and discusses legal and binding obligations to include all learners. It has a range of tools to support inclusive practice in schools - other key documents, self-review tools for schools, govt tools and school/classroom practice tools. A great website to direct teachers/schools I work alongside to. This site will be a great reference point when at the Planning, Intervention & Implementation…

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This site links educators, families/whanau to the services & supports available for individual students and schools and it clearly identifies the guidelines around funding applications and the support these services provide. It looks at the ECE, Primary, and Secondary Sector. As RTLB's we need to have clarity around the guidelines in Special Education so that we are informing our schools/parents correctly.

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Ministry of Education's early childhood curriculum policy statement. Because many of the students I work with may not have been in an early childhood setting it is vital that I have a clear understanding of the intentions/outcomes of this document, particularly as the students may have many gaps in their foundational skills and knowledge. It is a document I need to be familiar with as I place a great deal of importance on a successful transition from preschool through to the school…

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A Version of the Disability Strategy that will appeal to visual learners. It gives clarity around the key objectives outlined in the policy and places the child at the centre. Easy read and very worthwhile resource for PD with teachers/colleagues.

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An engaging introduction to UDL (Universal Design for Learning) that describes how to identify and minimise barriers to learning and increase the flexibility and effectiveness of the learning environment for 'all students'. This research-based framework helps teachers plan 'learning' that will meet the diverse and variable needs of all students. Flexible supports for learning are embedded into an environment and made available to everyone. The discovery of (UDL) has inspired me!

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Being a visual learner I found this image clearly identifies the differences between the medical mode of thinking and the social mode. It made me reflect on my own mental models and how I respond to children with disabilities in the classroom. What do I do to enable them?

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The framework below embodies the key elements of an inclusive school curriculum that together ensure progress and achievement for all students. It shows the teacher, student, and whānau at the centre of the inclusive curriculum, working together (and with others) to gather rich knowledge of the student.

Looks at UDL more at the global level. Emphasis is on the bottom of the table - Are the learners resourceful and knowledgeable? Are they strategic, goal-directed learners? Are they purposeful motivated learners? This is where we want to end up.

This site provides New Zealand educators with practical strategies, suggestions and resources to support learners with diverse needs.

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