Universal Design for Learning is described by the CAST website as “...a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.”. Universal Design for Learning was not intended on just helping students with special needs feel included, but also to allow students who learn in a way that is not considered ‘normal’ by teachers to hopefully engage with the content. The flexibility involved in Universal Design for Learning has become an essential part of the Australian
According to Brady and Kennedy (2012), this will create a scenario that is relevant, engaging and meaningful to the students. When assessment tasks are challenging, valid and fair, they are considered authentic (Brady & Kennedy, 2012). Australian Curriculum, Assessment and Reporting Authority (ACARA) determines what Australian students are taught in each specific learning area of the curriculum. The three components of curriculum content are Disciplinary learning, General capabilities and Cross-curriculum priorities. (ACARA, 2010).
According to Centre for Education Statistics and Evaluation (2001), interventions that took place obtained a holistic, whole-school approach where educational content was used to allow students to develop a social and emotional standpoint of the issue, bullying. The Australian Government also provided support and professional guidance to teachers and other school staff on how best to maintain a positive school climate. The Australian Government and council affiliates have suggested many campaigns to help with the rising issue such as ‘The Safe Schools Anti-Bullying Initiative (Safe Schools)’ (2015), a campaign aimed to help understand and address bullying by training school staff, sending professionals to give advice and support for school staff, and by promoting youth leadership. Bullying. No Way!
The Adult Learning Theory-Andragogy provides assumptions related to how adults find meaning and value in learning. Adults want to gain knowledge in topics that will be relevant to them today and the skills they need to be successful in the moment. Adult learners must be motivated to learn and often acquire knowledge by being able to related new information to past life experiences (O’Toole & Essex, 2012). The syllabus’ focus will be on relating cultural competency to the future success of students as occupational therapists and leaders within the profession. The assignments and assessments implemented will foster learning by allowing students to use past experiences to learn and understand new material.
In addition to leadership style, employees satisfaction and commitment towards the organisation is equally important. On this note, this research is aimed to examine headmasters’ transformational leadership style on teachers’ organizational commitment in cluster primary schools. In this research, teachers’ job satisfaction is conceptualised as a mediator between leadership style and organzational commitment. Cluster school, according to the Ministry of Education Malaysia (MoE) is defined
Like authentic pedagogy, this is a top-down whole text approach. The focus is on breaking down the genres of school success to examine macrostructures and microstructures (Kalantzis et al., 2016). White et al. (2016) describe the functional approach as a means to give students with disadvantaged virtual schoolbags the explicit skills to be academically successful. This is based on helping students reach the zone of proximal development (de Silva Joyce & Fleez, 2016; Kalantzis et al., 2016).
Therefore career development theories provide the basis for career counsellors to have a better understanding of particular strategies, approaches and tools there by meeting the needs of school students (Canadian career development foundation, 2011). In essence theory influences practice (Mational Guidance Research Forum, 2010). Career development theories also provide the guidance to purpose. Theories also provide the role of foundations for explaining career behaviors with students related to career problems. However the point of intention about career development theories is the argument present by Whiston and Brecheisen (2002) as to which theory is appropriate in developing the career of secondary school
The Association of American Colleges and Universities simply defines liberal education as “an approach to learning that empowers individuals and prepares them to deal with complexity, diversity, and change.” Liberal education in American schools should be implemented mostly in grade school. As kids grow up and become closer to making career choices, professional education should be intertwined with liberal education to give our future leaders the best education possible and provide them with the most knowledge. Kids should be well equipped to deal with the diversity and complexity of life. Balance is the best way to ensure this. In this essay I discuss the importance of a liberal education and professional education.
Australia: Deakin University Mittler, J.(2007). Assistive Technology and IDEA. In C.Warger (Ed.) Technology Integration- providing access to the curriculum for students with disabilities. Arlington: Technology and Media Division www.oxforddictionaries.com
Preschool curriculums are programmed to help children achieve formal school readiness in all areas of academic and social learning. This includes exploration and discovery to encourage active participation among children, which broadens their horizons and expands their skills and knowledge. The meaningful experiences gained will empower young learners to grow confidently and successfully to prepare them mentally for the next phase of education. It is critical as a drastic transition can affect one’s ability to respond and adapt to the demands of school life. The purpose of this review is to compare transition practices of two countries, Singapore and Australia, critically analyze and evaluate issues that may arise, and to relate to ECCE models,