Inclusive
Questions
Three inclusive questions
The following questions can help teachers develop individualised, strengths- and evidence-based approaches to learning and teaching. These questions can be used when a teacher identifies a situation where a student may require extra support to participate.
What are the student’s unique strengths and what has been helpful so far?
An individualised, strengths-based approach recognises that all young people have strengths and abilities, and that understanding and appreciating these unique strengths and abilities improves their opportunities for learning and development. Strengths can be defined as a student’s intellectual, physical and interpersonal skills, capacities, dispositions, interests and motivations. Support available to the student, such as the student themselves, their peers, their family, other teacher and education staff and specialists, and other involved professionals such as medical and allied health staff, can also be considered strengths.
What is the goal and why is it important?
Set teaching and learning goals that are a priority for the individual student. Goals that are realistic and build on the student’s existing strengths and skills will be most helpful. When setting goals, teachers can use the Practice Principles for Excellence in Teaching and Learning to empower students to learn and achieve at school.
What evidence-based strategies can be used to reach the goal?
Consider how you could adjust your teaching style, the school and class rules and requirements, environmental aspects and the equipment. Use strategies that are based on current and successful strategies evaluated in school settings such as those found on AllPlay Learn. Individualise strategies and link them to a student’s strengths. Strategies can be trialled and then refined based on whether they are helpful at achieving the goal.
Below is an example demonstrating how a teacher can use a strengths-based approach to apply evidence-based strategies to support a student.
Example
Jack is a Year 9 student who has autism. He enjoys IT and has a couple of close friends. He gets anxious about changing classes across the day and although this is not always obvious to teachers his parents report that it causes him significant stress.
1. What are the student’s unique strengths and what has been helpful so far?
- Jack enjoys working with computers and has strong IT skills
- Jack has a couple of good friends who have similar interests to him
- Jack is able to notice and report when he is feeling anxious
- Jack’s school has developed designated quiet areas that a student can spend time in if they are feeling anxious
- If excursions or other changes to school routines are planned, Jack is informed well in advance.
2. What is the goal and why is it important?
- Jack is able to manage changes in school routines without significant distress
- It is important for Jack’s emotional wellbeing and future independence that he is able to navigate changes in his environment without distress
3. What evidence-based strategies can be used to reach the goal?
To reach the goal the following strategies will initially be trialled:- Jack enjoys working with computers and has strong skills in Digital Technologies
- Work with Jack on a computer to create a visual schedule so that he knows what changes are coming up. Allow him to be creative and use his understanding of different IT programs when creating the schedule. Suggest that he includes clear information about what he might need for each class and where each class is.
- Jack is able to notice and report when he is feeling anxious
- Teach Jack relaxation/breathing strategies before, during, or after transitions if he is feeling anxious. Allow him to access the quiet area if needed.
- Jack has a couple of close friends
- Pair Jack with close friends who can prompt him when a transition is coming up, and walk with him to the next class.
