Discover diverse learning
This site is for all teachers of diverse learners. Discover more about our founding principles.
Teaching practices
Explore the teaching practices below to see how they can help you to deliver student outcomes and meet your professional learning needs.
Latest releases
 (1).jpg?itok=frJK1s5T)
Moving forward
TEACHING PRACTICE
For student years
Helps students to
Work discovery
TEACHING PRACTICE
For student years
Helps students to
Self-discovery
TEACHING PRACTICE
For student years
Helps students to
Classroom management
Classroom management
Effective classroom management is essential in creating positive learning environment for all students with minimal disruptive behaviours. Research suggests that students with diverse learning needs, including students on the autism spectrum, benefit from structured teaching and environments that cater to their sensory needs. The practices in these series provides teachers with tools and techniques create calmer classrooms that are accessible and engaging to diverse learners.
Organise your classroom
TEACHING PRACTICE
For student years
Helps students to
Establish classroom rules
TEACHING PRACTICE
For student years
Helps students to
Structure tasks using work systems
TEACHING PRACTICE
For student years
Helps students to
Sensory considerations
Sensory considerations
Meet students' sensory needs
TEACHING PRACTICE
For student years
Helps students to
Improve your classroom's acoustics
TEACHING PRACTICE
For student years
Helps students to
Career and self-discovery
Career and self-discovery
Developing a career or training pathway after school often requires thinking about how these prospects link with personal strengths and interests. Supporting students to discover these strengths and interests will give them a solid foundation for their career journey. These career and self-discovery practices focus on how to use the myWAY Employability platform, explore career interests and strengths, and identify and plan for post-school pathways.
Introduction to myWAY Employability
TEACHING PRACTICE
For student years
Helps students to
Self-discovery
TEACHING PRACTICE
For student years
Helps students to
Work discovery
TEACHING PRACTICE
For student years
Helps students to
Adjustments and scaffolds
Adjustments and scaffolds
Inclusive teaching often requires adjustments and scaffolds to be implemented to meet the needs of every learner. Small changes can support a student to understand the learning content. Adjustments and scaffolds may also reduce anxiety and behavioural concerns. These adjustments and scaffolds practices focus on strategies that can support students with transitions, writing, and general learning behaviour.
Use visual self-management tools in your classroom
TEACHING PRACTICE
For student years
Helps students to
Support writing using SRSD
TEACHING PRACTICE
For student years
Helps students to
Use instructional sequences in your classroom
TEACHING PRACTICE
For student years
Helps students to
inclusionED Practice series
Social/emotional wellbeing
Social/emotional wellbeing
The social and emotional wellbeing of students can strongly impact learning outcomes. Many diverse learners can find social activities challenging. These social and emotional wellbeing practices focus on social skill development, regulating emotions, and coping strategies for an overwhelmed state.
Embedding opportunities for choice making
TEACHING PRACTICE
For student years
Helps students to
Provide feedback on learning & behaviour
TEACHING PRACTICE
For student years
Helps students to
Model emotional literacy
TEACHING PRACTICE
For student years
Helps students to
School connectedness
School connectedness
Students who feel a greater sense of school connectedness experience increased self-esteem, motivation and academic achievement. Fostering school connectedness also develops an inclusive learning environment. These school connectedness practices focus on developing home-school relations, collaborative partnerships, and establishing trust through communication.
Share information through home–school communication
TEACHING PRACTICE
For student years
Helps students to
Foster school connectedness using the WISE model
TEACHING PRACTICE
For student years
Helps students to
Strengthen school belonging and emotional trust
TEACHING PRACTICE
For student years
Helps students to
Behavioural support
Behavioural support
Unexpected behaviours are often the first sign that students are experiencing emotional overwhelm. While adjustments and scaffolds put in place can lessen the possibility of these behaviours, these moments can also be a great learning experience if addressed sensitively. These behavioural support practices focus on how to coach students through these experiences, and how teachers can respond constructively.
Respond constructively to student behaviour
TEACHING PRACTICE
For student years
Helps students to
Robotics
Robotics
Communicate effectively: Robotics social clubs
TEACHING PRACTICE
For student years
Helps students to
Negotiate, resolve conflicts: Robotics social clubs
TEACHING PRACTICE
For student years
Helps students to
Improve teamwork skills: Robotics social clubs
TEACHING PRACTICE
For student years
Helps students to
Explore diverse learning
Core Research
The inclusionED practices are developed from evidence-based research.
Find out more below.
