Every teacher, in every classroom, is faced with students displaying a massive range of skills and

abilities. It is the teacher’s task to understand all students in the class and design learning
experiences that will best suit each child. This inclusive teaching caters for all Individual Learner
Needs and makes learning possible and meaningful for all students. Changes driven by
legislation along with increased societal expectations have seen educators look closely to
learning theorists to enhance the education of students.

Inclusion for students with learner needs and disabilities has progressed due to legislations in
place ensuring that all children are treated equally. In 1948, the milestone Universal Declaration
of Human Rights was followed in 1958 by the Declaration on the Rights of the Child, where
education was enshrined as the right of every child (Hyde, Carpenter, & Dole, 2017). Australia
was under obligation to enact change. The Salamanca Statement and Framework for Action on
Special Needs Education (1994) referenced an outline of what an inclusive approach in
education needs to be. (Hyde, Carpenter, & Dole, 2017). The Disability Discrimination Act
(DDA) 1992, implemented protection of individuals from discrimination in everyday public life
(Hyde, Carpenter, & Dole, 2017). This aligned with the Disability Standards for Education
(DSE) 2005, to include all education settings to ensure that “all students with disabilities must be
treated ‘in the same way’ as students without disabilities.” (Hyde, Carpenter, & Dole, 2017, p.
24). The Melbourne Declaration on Educational Goals for Young Australians (2008) promoted
personalised learning for every student (Hyde, Carpenter, & Dole, 2017). This is the framework
from which the current Australian Curriculum has been developed (Australian Curriculum and
Assessment Authority [ACARA], 2015). The Australian Curriculum, Assessment and Reporting
Authority (ACARA) promotes meeting obligations highlighted in DSE (2005), as students with a
disability can participate in learning the same as their peers, as they have a right to the same
education and training (ACARA, 2015). Teachers employed in Queensland must abide by the
Code of Ethics (2008), and the Australian Professional Standards for Teachers (AITSL), which
align with the DSE (2005) (Australian Institute for Teaching and School Leadership, 2017).
Teachers are to provide an inclusive education for all students (Foreman & Arthur-Kelly, 2017).
Teachers need to embrace diversity to support and benefit all students in a class, let all students
reach their full potential and ensure each student’s learning experience is positive (Foreman &
Arthur-Kelly, 2017).
There are many individual learners needs in every classroom. The range of possibilities is
enormous, and teachers need to be aware of these differences. Children may have one or more or
many of these issues and this list of needs is certainly not definitive nor exhaustive.  Children
may have a Vision, Hearing, Intellectual or Physical impairment (including fine and gross motor,
spina bifida and muscular dystrophy) that impact greatly on their abilities in the classroom
(Hyde, Carpenter, & Dole, 2017). Students may lie on the Autism Spectrum Disorder continuum,
including Asperger and Tourette syndrome. A child may be deemed Gifted and / or Talented and
need extra, more complex work to challenge and nurture his or her giftedness (Hyde, Carpenter,
& Dole, 2017). A child may be Indigenous, with cultural issues and backgrounds that impact on
their learning (Hyde, Carpenter, & Dole, 2017). A child may be affected by outside, home
conditions that stop him or her from learning. All of the mentioned needs (and many more) must
be understood and addressed if the child is to gain the best education possible. Acknowledging
there are so many possible variables in a classroom is difficult enough. How do you go about
addressing these issues in your classroom? There have been two trains of thought in this area – a
Deficit Model of Inclusion or Strengths based Model of Inclusion. Deficit models look at the
child’s ‘problems’ and its use can lead to a long list of issues the child has (Hyde, Carpenter, &
Doyle, 2017). Strengths based models look at what the child can do, what they can do with
support and finally, what they will one day be capable of doing (Department of Education and
Early Childhood Development, 2012). An ASD child’s strengths and learning preferences need
to be discovered through questioning parents, other teachers, other professionals and the child
and then plan accordingly (MacKenzie, 2008). Position the student’s workplace appropriately
with limited sensory distractions and attempt to keep to a routine as much as is possible
(MacKenzie, 2008). A student with fine-motor skills issues may need adaptation of everyday
tools like pencils and scissors or assistance to do many basic things in the classroom (Hyde,
Carpenter, & Doyle, 2017). Modify your lesson to make the child able to reach the goals without
necessarily doing the same as other children. Personal whiteboards may help with writing and
maths work. Children are more likely to become competent adult members of society if we
concentrate on their strengths and preferences rather than try to battle their weaknesses
(MacKenzie, 2008). Knowledge and use of learning theories has impacted teachers’ practices in
inclusive learning environments for students.
Learning Theorists have influenced the way education and practices are implemented into
contemporary classrooms. The work by social constructivist Lev Vygotsky linked how the
development of students’ higher thinking cognitive functions works with social interactions
(Nagel & Scholes, 2017). Vygotsky believed that the way students interpret their knowledge is in
developmental stages by being able to interact with others (Nagel & Scholes, 2017). This
interpretation is communicated by language and cultural tools, guided by the teachers impact and
the environment. Vygotsky introduced a new way of determining how children process this
information with the concept of zone of proximal development (ZPD) (Nagel & Scholes, 2017).
The ZDP identified key areas within a child’s learning and development; by identifying what a
child can do independently; also, by what a child may be able to accomplish with assistance
(Nagel & Scholes, 2017). The ZPD is the distance between actual performance and the child’s
potential performance (Nagel & Scholes, 2017). The work that Vygotsky introduced created a
movement in which teachers apply ZPD to benefit all students learning. The way this can be
achieved in the classroom is through approaches extended from ZPD theory by scaffolding the
learning, having guided participation and using enquiry learning (Nagel & Scholes, 2017).
Scaffolding was expanded from the ZPD by Bruner (1986), to assist students learning by having
the teacher, with more experience and knowledge, incorporate structured activities in a sequence
of steps to challenge students’ cognitive functions (Morcom, 2014). Scaffolding can also
encourage social skills for children, by teachers modelling the language to engage peers to
cooperatively work together (Nagel & Scholes, 2017). Guided Participation by Rogoff (1990)
involves the social and cultural aspects of learning by social activities, supported by those more
able to further promote students’ understandings (Nagel & Scholes, 2017). Advantages of this
approach is by the child being exposed to higher skilled handling of problems and having adult-
child interaction (Radziszewska & Rogoff, 1991). This allows collaboration with those that are
more skilled, to help advance other students (Radziszewska & Rogoff, 1991). Enquiry learning
focuses on problem-based learning with the teacher being a co-enquirer with the student (Nagel
& Scholes, 2017). This is by mutual questioning, discussion, collaborative problem solving and
reflection (Nagel & Scholes, 2017). Vygotsky’s theory has influenced approaches to teaching by
advancing inclusive and positive learning experiences to develop students’ cognitive capabilities.

Theorist Howard Gardener (1983) introduced a model of Multiple Intelligences (MI), in that
several independent forms of human intelligence exist in individuals (Nagel & Sholes, 2017).
Multiple Intelligence theory suggests that there are distinct cognitive abilities, though they are
not always related to one another (Nagel & Scholes, 2017). Gardener proposed eight specific
types of intelligences; linguistic, logical-mathematical, spatial, bodily-kinaesthetic, musical,
interpersonal, intrapersonal and naturalistic (Nagel & Scholes, 2017). Linguistic refers to those
who can use language and understand the meaning of words for example poets and writers)
(Nagel & Scholes, 2017). Logical-mathematical is the ability to process mathematical problems
and understand the logic relating to actions and symbols (scientists and mathematicians) (Nagel
& Scholes, 2017). Spatial is the ability to conceptualise three dimensionally and manipulate large
spatial arrays (such as pilots, sailors and architects) (Nagel & Scholes, 2017). Bodily-
kinaesthetic is to use their whole (or parts of the) body to create product (such as dancers and
gymnasts) (Nagel & Scholes, 2017). Musical is to be sensitive to sounds, rhythm and pitch. (such
as orchestral composers and symphony conductors) Interpersonal is the ability to successfully
interact with others and be sensitive to a person’s feelings, moods and motivations (such as
successful teachers and negotiators) (Nagel & Scholes, 2017). Intrapersonal is being sensitive to
their own feelings, goals and anxieties and still able to act and plan on their own traits (for
example counsellors and psychologists) (Nagel & Scholes, 2017). Naturalistic is to be able to
categorise nature and make distinctions between natural objects, for example, different clouds or
trees (Nagel & Scholes, 2017). For teachers it is important to understand that every individual is
different in how they learn and these differences impact on how to cater for all students’ learning
needs. When teachers involve an MI-instructional lesson, it has a positive effectiveness in
education (Dolati & Tahriri, 2017). Teachers should be able to provide instruction to a range of
learners who all have different interests, strengths and needs. Teachers who acknowledge and
understand the existence of the differentiating types of intelligences can design activities to
develop all types of intelligence (Dolati & Tahriri, 2017). The Differentiated Instruction Model
caters for all students by giving them multiple options to retain information, to make meaning of
ideas and expressing what they have learnt (Brooks-Young, 2006). This model is beneficial for
teachers who can adapt the curriculum to meet students’ needs, by having students that can
complete tasks and take part in accelerated activities, while the remaining students work through
the lesson together (Brooks-Young, 2006). By teachers knowing their students, they can create
instructional activities that capitalise on their individual strengths (Brooks-Young, 2006). The
attitude of the teacher is an important quality in differentiating instruction. They must respect
differences in students, as well as understanding that they have different interests, learning styles
and needs (Brooks-Young, 2006).

To be a successful teacher, recognising that every child is different in themselves and in the way
they learn is critical. It is a teacher’s responsibility to cater for diversity by producing student-
centred approaches that create positive learning environments. As a future teacher, it will be my
responsibility to support the needs of every child in my classroom. Knowing the students and
understanding their different learning needs is vital. I understand it will be a difficult task,
though endeavouring to cater for every child will create rewarding outcomes. I acknowledge that
students will have strengths and weaknesses different to their peers and not every child will be
on the same level of learning. Adaptations will have to be made to how I teach the Australian
Curriculum to a range of diverse students, so that each child can strive and learn to the best of
their abilities. Being able to have a support system of peers, support staff, parents and resources,
as well as reflective practice, will ensure that I have extensive knowledge on catering for
different learners. An inclusive practice that supports participation by all students is to have
differentiated activities. Differentiation is to provide students with learning experiences which
accommodate for differing abilities, needs and learning styles, which are guided by a purpose
(Kurawa, 2010). This allows all students to work towards the same goal but is able to
accommodate individual student’s needs. Another effective inclusive practice is collaborative
learning, in small group activities, so students can work together to extend their own and their
peers learning (Kurawa, 2010). Scaffolding is an effective strategy to use in the classroom to
guide individual students through a logical sequence of steps. Also, creating a routine daily
timetable for students gives them independence, but also caters for those who may need guidance
and routines. The values of integrity, dignity, responsibility, respect, justice and care must be
applied in a teachers’ practice (Queensland College for Teachers, 2008). I believe this reflects
well on the Code of Ethics for Teachers by valuing diversity and treating students equitably. The
Code of Conduct contains the ethics principles a teacher conducts themselves with in the
profession. It takes in the school and outside school environment. (The Department of Education
and Training, 2016). I believe that effectivelyintegrating inclusiveness in classrooms satisfies
both the Code of Ethics and the Code of Conduct.
Catering for individual learners is one of many challenges confronting modern educators. It is a
challenge that teachers must rise to. Every child deserves not just an education, but the best
education you can give them. To do less is to abrogate the responsibilities you have willingly
undertaken. Your children deserve your best.
References

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Brooks-Young, S. (2006) Meeting individual student needs: Technology tools and resources for
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Department of Education and Early Childhood Development, 2012. Strength-based approach: A

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