Duration – 15 minutes
Available – now

Understand inclusive curriculum planning to support learners with disability.

• What responsibilities do teachers have to support learners with disability in an inclusive education system?
• Why is a muli-tiered approach important when supporting learners with disability?

Duration – 10 minutes
Available – now

Understand how to engage learners with disability.

• How does using a multi-tiered approach engage learners with disability?
• What strategies are effective for engaging learners with disability?

Duration – 10 minutes
Available – now

Develop a greater understanding of how to represent content for learners with disability.

• What strategies support students with disability to access and understand content?
• How does a multi-tiered approach support access to content for learners with disability?

Duration – 10 minutes
Available – now

Consider how students with disability can express what they have learnt.

• What strategies support students with disability express what they have learnt?
• How does a multi-tiered approach support students with disability express what they have learnt?

Duration – 15 minutes
Available – now

Explore how schools plan to meet the curriculum needs of all students.

• How can teachers support all students to become successful learners?
• What might a multi-tiered approach to planning look like in the classroom?
• Where can teachers find resources to support curriculum planning for learners with disability?

Resources for how to plan inclusive learning experiences for students with disability supporting content from ‘Curriculum planning for every student in every classroom’ online professional learning available in MyPL.

The following 4 steps are a useful guide for planning lessons.

Step 1 – develop learning intentions and success criteria for the lesson

• Identify appropriate syllabus outcomes for your lesson.
• Provide options for students to access lesson content and demonstrate knowledge in multiple ways.
• Collaborate with learners to design the learning intention/s of your lesson. Consider the success criteria to achieve the learning intentions.
• Refer to NESA’s Collaborative curriculum planning to consider the most appropriate syllabus outcomes, adjustments and eligibility for patterns of study for learners with disability.

Step 2 – anticipate potential barriers to learning in the lesson

• Think about what might prevent your learners from:
  • engaging with the content
  • accessing and understanding the content
  • demonstrating what they have learnt.
• Consider where your learners have encountered barriers to their learning in previous lessons.

Barriers can occur because of the interaction between the learning environment (including teaching methods), the learning task and your knowledge of the students.

Step 3 – plan inclusive and varied learning experiences

• Embed options to reduce identified barriers that could impact student engagement, understanding and expression.
• Consider the universal strategies you use in your classroom and how they might be differentiated, or personalised, to meet the specific needs of learners. Strategies planned in any tier could be considered reasonable adjustments for students with disability.

Step 4 – reflect on the lesson

• Seek feedback from students to identify what strategies supported their learning and any barriers that affected their learning.
• Explore and discuss possible strategies with colleagues
• Refine your strategies to further address the identified barriers to learning.

For more resources on personalised planning, access the Inclusive Practice Hub.