Reference no: EM133896858 , Length: word count:1500

TEACHING STUDENTS FROM DIVERSE BACKGROUNDS

Assessment - Reflective writing (of IEP)

Rationale
This section describes the purpose of the assessment task (the ‘why').
Teachers need to be able to identify students' individual and diverse needs and then plan for how they will meet those needs. This task supports your ability to apply inclusive pedagogical frameworks in real-world planning, ensuring that all students can access and engage with learning.

Task Description
This section provides a brief description of the assessment task (the ‘what').

Select one of the provided scenarios and develop an Individual Education Plan (IEP) for the student described. Your IEP should include teaching and learning adjustments/accommodations tailored to the student's needs, and a detailed justification for each adjustment

Task Instructions
This section provides step-by-step task instructions (the ‘how').
Part A: Choose one of the IEP scaffolds provided and fill it in
Identify the student's specific needs across cognitive, social, emotional and or behavioural.
Clearly identify the teaching and learning adjustments/accommodations you have made for this student.
Ensure your adjustments reflect inclusive pedagogical principles (e.g., Universal Design for Learning, differentiation, trauma-informed practice).

Part B: Justification
Explain and justify why you have selected each adjustment. Get Assignment Help from the World's Most Trusted Tutor Service Now!
Demonstrate your understanding of inclusive pedagogical principles and how they inform your planning.
Support your reasoning with relevant academic literature.

Case scenario

Rebeka is a 12 year old Aboriginal girl from Wilcannia, a community of 745 people in Western NSW. Several languages are spoken there. Local community participate in some traditional fishing, and hunting. Rebekas grandma is a traditional owner of the area and she
regularly shared her stories with Rebeka who has a very strong connection to her country. In Wilcannia Rebeka and her siblings and other extended family members lived with their grandmother. Rebeka speaks her traditional language and English very well. Rebekah has a medical history of inner ear issues that affected her hearing and speech development when younger.
Two months ago, Rebeka moved to Coffs Harbour and was enrolled in the local High School.
Personality - skills/talents and needs
Rebeka is shy with people she does not know but within her family group she is happy, fun loving and very active. Now in Coffs Harbour, she is excelling at sports (especially rugby league) and is slowly making friends in her new class. Sometimes Rebekah is sad, as she misses her family and community in Wilcannia. However, in Coffs Harbour she is enjoying going to the beach, going shopping with her cousins, and joining in family activities.

Situation in Wilcannia
In Wilcannia Rebeka attended school regularly although not every day. Sometimes she instead and participated in cultural activities with her grandmother. When at school
there, all lessons were in English and Rebeka did not always understand what the teacher said, although once the Indigenous Education Assistant explained the questions Rebecca
could learn new ideas very quickly. Rebekah took on leadership opportunities actively and held responsibilities in her family.
Situation in Coffs Harbour
Recently, Rebeka's uncle, Jim, who lives in Coffs Harbour with his family, approached Rebeka and her grandmother about having Rebeka come to live with them during school terms so she has enhanced opportunities for education and experiences what it is like to live in a regional city.
Rebeka lacks confidence speaking in class and is very quiet. She does not actively participate in group activities. Rebekah is sound academically and is at stage level in literacy. However, Rebekah often appears distracted and slow to start tasks, sometimes appearing very frustrated.

Wendy is 15 and was born in the increasingly prosperous coastal region South-East China. She led a comfortable life there, attending a select school for the children of the wealthy.
She has been in Australia for less than 12 months.

Family situation - reasons for migrating
Wendy's father is an executive in a large manufacturing company which has recently established a branch-office in Australia. Her mother has remained in China to continue her own successful business. Her father has hired a young, ethnic-Chinese housekeeper to help look after Wendy at times when he is absent. The housekeeper speaks very little English.
Personality - skills/talents and needs
Being an only child, Wendy's family is determined that she should excel at school. Wendy plays the piano and is engaged and interested in learning.

Situation in home country
Wendy arrived in Australia with a high level of literacy in both Chinese-Mandarin and Chinese-Cantonese. In line with mainstream teaching practices in China, and an emphasis on the development of certain language modes, she always learnt English.

Situation in Australia
Wendy has not settled in well. She keeps to a small clique of Mandarin-speaking girls, spreading across a range of ages. Wendy has said to the school counsellor that she doesn't understand the schooling system in Australia - where she thinks there is lots of time and energy is wasted on discussion and games. She said that she often feels bored in class, and that some people seem to talk to her as if she cannot understand English. In the staffroom she is discussed as being over-indulged, uncooperative (and despite her rebellion,) lacking in initiative.

Jimmy is 13 and was born in the Kenyan refugee camp of Kakuma. Kakuma is the Swahili word for nowhere. Both Jimmy's parents fled to Kenya from their native South Sudan, and remained for many years in the camp with their 6 remaining children. The family arrived in Australia 6 months ago and Jimmy started school the very week of his arrival.
Family situation - reasons for migrating
Jimmy's father was a farmer. One night, the army came to Jimmy's village looking for young male recruits and 'women'. They took those that they could find, and the next day what remained of Jimmy's family fled.

Personality - skills/talents and needs
Jimmy is a friendly and helpful boy, and when in their presence, never strays far from his parents or siblings. Clearly he has no memory of Sudan, but remembers his time in Kakuma as being
both chaotic and fun. Compared to Australia, there was lots of time to play with children who shared the same experiences and expectations. His current love of, and abilities, in soccer, come from his time in the camp.
Situation in home country
In Kakuma, Jimmy attended some English classes run by NGOs, but attendance was irregular and the classes were often as basic as a blackboard and a place to sit on the ground.

Situation in Australia

When speaking to Jimmy in a one to one setting he is friendly and open. However, he is defiant in class and many of his teachers report him as aggressive. He is often sent out of the room and placed on detention. He loves basketball and plays often, but recently this seems to have decreased and his parents are worried that he is hanging out with older ‘thugs' kids at the train station.

Thanks to the UNHCR, they are in touch with surviving relatives in both South Sudan and multiple refugee camps in Kenya. Jimmy's eldest brother remains 'missing' from the night when the soldiers came. Although the family relies on Centrelink to survive financially, obligations to provide support to those relatives left behind makes a bad financial situation even worse.