Inclusive strategies Inclusive strategies enable a learner with disabilities to participate in learning experiences on the same as a learner without disabilities. This is achieved by making adjustments to the delivery or mode of assessment, without changing the way the assessment is judged or marked. A teacher makes required adjustments to teaching, learning and assessment to enable a student with disabilities to demonstrate knowledge, skills or competencies (Disability Discrimination Act 1992 and Cwlth). Disability Standards for Education 2005 Adjustments made to teaching, learning and assessment should not impact on judgments made student achievement. Adjustments to teaching, learning and assessment can be grouped into five broad areas: Timing the amount of time allocated — Scheduling when assessment occurs — Setting where assessment is completed — Presentation how an assessment appears or is communicated to a student — Response how a student responds to the assessment. — Note: More than one inclusive strategy can be used. Teacher resources Barber, B 2006, . The Complete Fundamentals of Drawing, Zart Art, 1992, . ISBN 1-876243-17-1. P–6 Skill Development, For a to support planning for teaching, learning and assessment of literacy and numeracy for children from P to Year 3, refer to the Literacy Indicators” and the Numeracy Indicators”: “P–3 “P–3 <www.qsa.qld.edu.au> under Prep–Year 9 > Literacy & Numeracy Indicators (P–Year 9). This assessment identifies relevant Literacy and Numeracy Indicators on pages 7 and 9.
Inclusive strategies Inclusive strategies enable a learner with disabilities to participate in learning experiences on the same as a learner without disabilities. This is achieved by making adjustments to the delivery or mode of assessment, without changing the way the assessment is judged or marked. A teacher makes required adjustments to teaching, learning and assessment to enable a student with disabilities to demonstrate knowledge, skills or competencies (Disability Discrimination Act 1992 and Disability Standards for Education 2005 Cwlth). Adjustments made to teaching, learning and assessment should not impact on judgments made student achievement. Adjustments to teaching, learning and assessment can be grouped into five broad areas: Timing — the amount of time allocated Scheduling — when assessment occurs Setting — where assessment is completed Presentation — how an assessment appears or is communicated to a student Response — how a student responds to the assessment. Note: More than one inclusive strategy can be used. Teacher resources Barber, B 2006, The Complete Fundamentals of Drawing, . Zart Art, 1992, P–6 Skill Development, . ISBN 1-876243-17-1. For a to support planning for teaching, learning and assessment of literacy and numeracy for children from P to Year 3, refer to the “P–3 Literacy Indicators” and the “P–3 Numeracy Indicators”: <www.qsa.qld.edu.au> under Prep–Year 9 > Literacy & Numeracy Indicators (P–Year 9). This assessment identifies relevant Literacy and Numeracy Indicators on pages 7 and 9.