Lack of Lack of meaningful students and Inability to confidence to teachers stay engaged out and get Cultural in class involved in the Seemingly classroom dethatched from classroom activities Strategies targeted English integration interpreters reduce amount Regular language program regular of speakers meeting with teaching inclusive meetings with when reading teachers time from educational parents to get slowing the about how the teachers activities them involved course down, student is support and inclusive language in sons little restriction progressing exposure to to be used by educational life on completion Counselling English before teachers and Inclusive as it may cause Health funding even considering students language, i.e. anxiety is applicable the promoting the using extensive one for refugees, implementation richness of respect family terms on one time however it of conventional and diversity that you think with teacher depends on outcomes (diversity as a are normal for preliminary the migration differentiated strength) the family unit work to status of the learning creating and And avoid introduce activities, with environment with bringing up topics Looking for the same overall rules very personal Modifying symptoms and goal student contracts stuff in front of work, i.e. observing assistive on conventions the class particular (teachers and technology to (they agree to School use of words etc. family) aid language them) laptop differentiating Pre-empting skills give responsibility, Promote the expectations issues by extra English i.e. a younger use of library Changing tones, creating a language centres and homework changing fonts. calm, safe and ‘buddy’ collaborative work clubs
Lack of confidence to out and get involved in the classroom Lack of meaningful students and teachers Cultural Inability to stay engaged in class Seemingly dethatched from classroom activities Strategies targeted English language teaching time from teachers support and exposure to English before even considering the implementation of conventional outcomes differentiated learning activities, with the same overall goal assistive technology to aid language skills extra English language centres integration program inclusive educational activities inclusive language to be used by teachers and students promoting the richness of respect and diversity (diversity as a strength) creating and environment with rules student contracts on conventions (they agree to them) give responsibility, i.e. a younger ‘buddy’ collaborative work interpreters regular meetings with parents to get them involved in sons educational life Inclusive language, i.e. using family terms that you think are normal for the family unit And avoid bringing up very personal stuff in front of the class School use of laptop Promote the use of library and homework clubs reduce amount of speakers when reading slowing the course down, little restriction on completion as it may cause anxiety extensive one on one time with teacher preliminary work to introduce topics Modifying work, i.e. particular words etc. differentiating expectations Changing tones, changing fonts. Regular meeting with teachers about how the student is progressing Counselling Health funding is applicable for refugees, however it depends on the migration status of the Looking for symptoms and observing (teachers and family) Pre-empting issues by creating a calm, safe and
inclusion_planning_matrix.docx