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<h4>We are fortunate in Australia to have classrooms filled with myriad students, each with their own special skills, talents, gifts and abilities.</h4>
<p>Classrooms, then, must be equipped to accommodate a range of leaners, and The Australian Curriculum emphasises the need for schools to make reasonable adjustments to support students with special education needs. This can include students with a physical disability, as well as sensory, hearing and sight impairments, memory problems, social or behavioural problems, and different learning abilities.</p>
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<p>Inclusivity is more than a nice to have, but a necessity for modern learning environments. The Disability Discrimination Act 1992 and the Disability Standards for Education 2005 outline the requirements for education providers to ensure that all students with disability can access education ‘on the same basis’ as their peers, supported by reasonable adjustments and teaching strategies tailored to meet their individual needs.</p>
<p>David Campbell from <a href="https://www.scanningpens.com.au/" target="_blank" rel="noopener">Scanning Pens</a> said creating inclusive learning spaces involves designing environments where all students, regardless of their backgrounds, abilities, or learning preferences, feel welcomed and supported. “The term ‘Inclusive Classrooms’ has typically meant including students with special needs or disabilities. However, we are seeing a shift to include and focus on more than just those with specific needs.</p>
<p>“Making a class inclusive and accepting of all is not an easy feat. But it is certainly possible and worth all the effort. Some examples of steps in the direction of inclusivity include promoting respect and fairness, openness and accountability, and building trust and empathy,” Mr Campbell said. “Schools can also provide safe spaces, use inclusive language, and use multimodal and multisensory approaches to teaching. Accommodations can also be made such as assistive technology”</p>
<figure id="attachment_28124" aria-describedby="caption-attachment-28124" style="width: 484px" class="wp-caption aligncenter"><img class=" wp-image-28124" src="https://www.school-news.com.au/wp-content/uploads/2024/08/SN33-EDU-Inclusive-classrooms-Scanning-Pens-1-1024x683.jpg" alt="inclusive learning" width="484" height="323" /><figcaption id="caption-attachment-28124" class="wp-caption-text">Image supplied by Scanning Pens</figcaption></figure>
<h4><strong>Furniture</strong></h4>
<p>A suite of furniture options are available to help make classrooms inclusive. Specialist companies can advise on a range of chairs for assisted sitting, tables to accommodate wheelchairs, and ramps and steps to facilitate the use of high spaces, including sinks.</p>
<p>Mark Walters from <a href="https://capfurniture.com.au/">Cap Furniture</a> said inclusive classrooms teach students the fundamental importance of inclusion and equality. “Ensuring classrooms are accessible to all enables every student to feel a sense of belonging.</p>
<p>“Adaptive furniture ensures safety, improves fine motor skill development, facilitates concentration, and promotes socialisation. Appropriate furniture means less abled students can overcome barriers and feel less isolated.”</p>
<p>A range of different furniture is available to make classrooms inclusive and accessible. “Desks and chairs with adjustable heights and back rests can accommodate various seating options. Tables with tilt tops provide flexibility, and round tables or desks are ideal for multiple seating and improved collaboration.</p>
<p>“Toilet and wash basin steps with handrails can help all students access these facilities safely.”</p>
<p>Students learning needs will change over time, and their furniture should change accordingly. “For prep and kindergarten, focus on safety, durability, and comfort, and choose furniture that encourages exploration and play.</p>
<p>“Primary school furniture should be flexible and adaptable. Adjustable furniture is useful as it accommodates different sizes and learning preferences,” Mr Walters said.</p>
<p>“Collaboration is key in upper primary and secondary school, so use shared tables and mobile chairs which promote teamwork and creativity. Older students need ergonomic designs that support long study hours and varied tasks.”</p>
<figure id="attachment_28125" aria-describedby="caption-attachment-28125" style="width: 479px" class="wp-caption aligncenter"><img class=" wp-image-28125" src="https://www.school-news.com.au/wp-content/uploads/2024/08/SN33-EDU-Inclusive-Classrooms-CAP-furniture-1-1024x946.jpg" alt="inclusive learning" width="479" height="442" /><figcaption id="caption-attachment-28125" class="wp-caption-text">Image supplied by CAP Furniture</figcaption></figure>
<h4><strong>Technology</strong></h4>
<p>Tony Lee from <a href="https://boxlight.com/home">Boxlight Australia</a> said when we talk about technology in schools and classrooms most people think of laptops, tablets and maybe a projector or interactive whiteboard. “However, education technology extends to much more and the benefits to students are only just being understood.</p>
<p>“In a well-planned education space, there are new technology resources that provide seamless solutions for schools and classrooms. AV, sound, software and campus communication all work as one to create a user-friendly system that school administrators, teachers and students can all benefit from,” Mr Lee said. “The newest technologies including co-ordinated communication systems, interactive panels, soundfield systems, STEM resources and 3D printing encourage active participation, bolster student engagement and make learning tangible and fun.</p>
<p>“These resources also facilitate modified teaching for students who may require additional assistance or support. As we know, students may have differing learning styles and interests and technology can easily help teachers and students adapt lessons and content to suit each learner. Technology can assist teacher collaboration, lesson preparation and reporting. When utilised correctly, it can significantly reduce teacher stress and fatigue, allowing teachers to do what they love for longer!</p>
<p>“The application of technology is limited only by teachers’ and students’ imaginations and creativity.”</p>
<figure id="attachment_28126" aria-describedby="caption-attachment-28126" style="width: 451px" class="wp-caption aligncenter"><img class=" wp-image-28126" src="https://www.school-news.com.au/wp-content/uploads/2024/08/Teacher-with-Juno-pointing-to-whiteboard.png" alt="Inclusive learning" width="451" height="293" /><figcaption id="caption-attachment-28126" class="wp-caption-text">Image supplied by Boxlight Australia</figcaption></figure>
<h4><strong>Autism Spectrum Disorder and neurodiverse learners</strong></h4>
<p>Some people perceive, interpret, understand, and interact with the world differently. This means the way they best learn may not align with mainstream teaching models. Teachers and school staff should work with the student and their parents or carers to work out how best to support them.</p>
<p>While autistic and neurodiverse learners may have difficulties with some aspects of the school curriculum, they may excel in others. Encourage students to learn in a way that suits them, and to explore areas that interest them.</p>
<p>Equipping your classroom with a suite of sensory tools can help students to regulate their mood, or provide sensory stimulus. Items with different textures, as well as push and fidget toys are good options. Conversely, headphones or earmuffs can help dull the noisy classroom environment.</p>
<p>Schools can work towards true inclusivity of neuro-diverse students, rather than just accommodating them. Mr Campbell said: “There has been much written about neuro-inclusive classrooms which aim to accommodate neurodivergent students through specific supports and adjustments, such as sensory-friendly spaces, flexible seating options, and individualised learning plans.</p>
<p>“Not so much has been written about neuro-affirming classrooms which go a step further by fostering a culture that sees neurodiversity as a valuable aspect of human diversity, promoting acceptance and appreciation rather than mere accommodation.”</p>
<h4><strong>Hearing and Vision</strong></h4>
<p>Different types of hearing loss can impact a student’s communication, language development, and social interactions. Students who are Deaf or hearing impaired may use visual cues, speech, writing, Auslan and technology such as cochlear implants and FM systems to communicate. Making these tools regular features in the classroom will ensure students with hearing impairment feel included in learning. Consider introducing Auslan as a curriculum subject, enabling captions on all video content, and encouraging Deaf and hearing impaired students to collaborate to research and share how hearing aids and technology work.</p>
<p>Low vision can impact a student’s learning across the curriculum, depending on their condition and context. Students may have difficulty processing visual information, navigating new or changing classroom layouts, and organising personal belongings and schoolwork.</p>
<p>Depending on the level of vision, students may benefit from using dark pencils and felt-tipped pens and dark lined exercise books, hand-held magnifiers, and writing and reading guides. More high-tech solutions could include magnification software, voice recognition and screen reading software, and assistive technologies on laptops and tablets.</p>
<h4><strong>Collaborative support</strong></h4>
<p>For students to be adequately supported and their learning needs met, plans must be made in collaboration with the student, teachers and school staff, and family.</p>
<p>Kerry Williams from <a href="https://speldsa.org.au/">SPELD SA</a> said understanding how students learn and the impact of specific learning difficulties for students is critical. When developing a student support plan, it is important to first assess the student to establish what they can already do. “This is the starting point to plan specific, and achievable learning goals.</p>
<figure id="attachment_28127" aria-describedby="caption-attachment-28127" style="width: 461px" class="wp-caption aligncenter"><img class=" wp-image-28127" src="https://www.school-news.com.au/wp-content/uploads/2024/08/SN33-EDU-Inclusive-Classrooms-SPELD-SA-2-1024x683.png" alt="Inclusive learning" width="461" height="307" /><figcaption id="caption-attachment-28127" class="wp-caption-text">Image supplied by SPELD SA</figcaption></figure>
<p>“Students with specific learning difficulties often need more repetition and practise to solidify learning. The amount of additional time can vary and it’s important that each student has as much time as they need to learn and retain new information. Contrary to popular belief, these students do not learn differently, they may just have deficits in very specific skills that requires more explicit teaching and practice,” Ms Williams said.</p>
<p>“Professional development can provide educators with effective strategies and advice on program selection and resources to support all learners, whether in the classroom or in an intervention setting.</p>
<p>“Schools and individuals can access training in a broad range of areas, including specific programs to support learning, and more generalised training relevant to working with students with learning difficulties. When selecting a program, it’s important to look for the evidence base and ensure it has sufficient quality research behind it.”</p>

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