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1. Get started

Start by watching a short video. Then read the cartoon, quotes and key principles. They introduce the main ideas covered in this module. Discuss these as a group. The learning outcomes describe what you’ll achieve once you’ve completed the six steps.

My dreams and future plans

Module 4 Cartoon
To be honest I thought, goodness me, I’ve got a class of students who need help with reading and I’ve got [a student with] additional needs on top of that. How am I going to do this? I just had no knowledge of what to do and yeah, it was scary.

— English teacher

I think it comes from the heart. You have to believe in your heart that every student is important, and if that’s the case, then that will be reflected in the way that you run the school.

— Principal

She’s one of the most loving kids that I’ve ever had in my class; an absolute delight to have. And I appreciate the fact that for two years, I have benefited from that relationship with her. I don’t think other people realise how much you get back and how much I learnt, which I’ll always appreciate.

— English teacher

Module 4 Csp0657

Key principles — the big ideas in this module

  • People’s beliefs and values determine how they see and work with others.
  • By examining our beliefs and values about disability, we can identify our own assumptions that support inclusive practice. We can also identify any barriers we may create to students’ ability to participate and learn. It’s necessary to identify these assumptions and barriers before we can start changing our attitudes, behaviour and ways of working.
  • When teachers and teacher aides think everyone is a capable learner, they provide opportunities for everyone to participate and learn.
  • When teachers and teacher aides get to know a student well, they are more likely to see the student as a whole person who is competent and capable.
  • When educators expect a student to succeed, it is more likely the student will succeed. Having high expectations is important.
  • Teachers and teacher aides show they value diversity and students’ language, identity and culture when these are reflected in teaching and learning.
  • In inclusive communities, everyone is both a teacher and a learner – people learn from each other.

Learning outcomes for this module

This module is intended to support teachers and teacher aides to achieve four aims:

  1. Examine and articulate their key beliefs and assumptions about diversity.
  2. Examine their own practice and identify ways their beliefs can support or challenge their relationships with students.
  3. Try a strategy for adjusting the way they view, respond to or work with a student.
  4. Reflect on and evaluate what they have tried, using the questions in this module.