Chapter 8: Inclusive Education and Understanding Children with Special Needs (CWSN)
🌈 Chapter Overview
Welcome to Chapter 8 of your PSTET CDP journey! This chapter addresses one of the most important responsibilities of modern teachers—creating classrooms where every child belongs and learns. Inclusive education is not just about placing children with disabilities in regular classrooms; it's about transforming our teaching to ensure that all learners, regardless of their background or abilities, can participate, progress, and thrive.
| Section | Topic | PSTET Weightage |
|---|---|---|
| 8.1 | Concept and Principles of Inclusive Education | Very High |
| 8.2 | Addressing Learners from Diverse Backgrounds | High |
| 8.3 | Children with Learning Difficulties and Impairments | Very High |
| 8.4 | Catering to Exceptional Learners (Gifted Children) | High |
8.1 Concept and Principles of Inclusive Education: Moving Beyond Integration
🎯 Learning Objectives
After studying this section, you will be able to:
Define inclusive education and distinguish it from integration
Explain the key principles underlying inclusive education
Understand the benefits of inclusive education for all learners
Identify the differences between exclusion, segregation, integration, and inclusion
What Is Inclusive Education?
The Salamanca Statement (UNESCO, 1994) established the foundational principle that mainstream schools should:
"Accommodate all children regardless of their physical, intellectual, social, emotional, linguistic or other conditions" .
The United Nations Convention on the Rights of Persons with Disabilities (CRPD) further clarified inclusive education as:
"A process of systemic reform embodying changes and modifications in content, teaching methods, approaches, structures and strategies in education to overcome barriers with a vision serving to provide all students of the relevant age range with an equitable and participatory learning experience and the environment that best corresponds to their requirements and preferences" (United Nations, 2016).
📌 PSTET Key Point: Inclusive education is NOT just about placing children with disabilities in regular classrooms. It is about systemic reform to ensure ALL learners can participate and succeed.
The Critical Distinction: Integration vs. Inclusion
One of the most common misconceptions in education is treating integration and inclusion as synonymous. They are fundamentally different :
| Aspect | Integration | Inclusion |
|---|---|---|
| Core Philosophy | Bringing different groups together in the same space | Valuing differences and using them to support all learners |
| Focus | Placing students with disabilities into existing systems | Transforming systems to welcome all students |
| Who Changes? | The student must adapt to the school | The school must adapt to the student |
| View of Difference | Difference is a problem to be managed | Difference is a resource to be celebrated |
| Goal | Assimilation into the mainstream | Full participation and belonging |
Think about your current classroom. Ask yourself these questions :
Are all the students the same?
What kinds of difference are present?
Do you value these differences or see them as a burden?
Do you value individuality and celebrate different ways of learning?
What strategies or supports do you implement to ensure all learners are engaged?
Does everyone in your class have a voice?
How you answer these questions reveals your true view of inclusion.
Four Models: Exclusion, Segregation, Integration, and Inclusion
Visualizing these concepts helps clarify the differences :
MODELS OF EDUCATIONAL PLACEMENT: ┌─────────────────────────────────────────────────────────────────┐ │ │ │ EXCLUSION SEGREGATION INTEGRATION INCLUSION │ ┌─────┐ ┌─────┐ ┌─────┐ ┌─────┐ │ │ ●● │ │ ●● │ │ ●● │ │ ●● │ │ │ │ │ │ │ ● │ │●●●●●│ │ │ ● │ │ ● │ │ │ │●●●●●│ │ │ │ │ │ │ │ │●●●●●│ │ └─────┘ └─────┘ └─────┘ └─────┘ │ │ │ Students with Students with Students with ALL students │ disabilities disabilities disabilities together, │ kept OUT educated placed in system │ of system SEPARATELY mainstream adapted for │ but must adapt everyone └─────────────────────────────────────────────────────────────────┘
Which one did you choose? If you selected the model where all figures are together in one circle, you have the right foundation for inclusion .
A Deeper View: "There Is No Other"
Dr. Shelley Moore offers a transformative perspective on inclusion, defining it as "there is no other" . This means:
Inclusion is no longer about just students with disability
It's about shifting paradigms to embrace, celebrate, and consider all types of diversity in our learners and world
Everyone is seen as the diverse individual they are—learning ability, language, cultural background, and more
This diversity is used to support planning and programming, not seen as a hindrance
INCLUSION IS EVERYONE AS "OTHER": ┌─────────────────────────────────────────────────────────────────┐ │ │ │ ┌─────┐ │ │ ┌┼─────┼┐ │ │ ┌┼┼─────┼┼┐ │ │ ┌┼┼┼─────┼┼┼┐ │ │ ┌┼┼┼┼─────┼┼┼┼┐ │ │ └┼┼┼┼─────┼┼┼┼┘ │ │ └┼┼┼─────┼┼┼┘ │ │ └┼┼─────┼┼┘ │ │ └┼─────┼┘ │ │ └─────┘ │ │ │ │ Every child is seen as a unique individual with diverse │ │ strengths and needs. There is no "normal" vs. "other"— │ │ we are ALL different. │ └─────────────────────────────────────────────────────────────────┘
Key Principles of Inclusive Education
Based on research and international frameworks, inclusive education rests on several core principles:
The "One Size Does NOT Fit All" Reality
Due to the complexity of school communities, a universal approach to inclusive education is complex. The "Band-Aid" approach does not support or embed practices that allow individuals to thrive .
A "one size fits all" model removes the individuality and diverse needs of students. Instead, effective inclusion requires:
Flexibility in approaches
Individualized support
Recognition that different students need different things
Benefits of Inclusive Education
Research consistently shows benefits for ALL students, not just those with special needs:
| For Students with Disabilities | For Typically Developing Students |
|---|---|
| Access to peer role models | Develop empathy and understanding |
| Higher academic expectations | Learn to appreciate diversity |
| Preparation for inclusive society | Develop friendship skills |
| Increased social interactions | Become more comfortable with differences |
| Stronger sense of belonging | Prepare for diverse workplaces |
The Collaborative Classroom Model
One effective approach to inclusion is the Collaborative Classroom model—a school-wide strategy developed to maximize inclusion and achievement by ensuring that the expertise of all staff is utilized to its full potential .
All students, regardless of enrolment placement, have access to collective staff expertise
Specialist teachers and support staff work with parents, students, and teachers
Students get a balanced experience—support when needed, belonging always
Classes are formed based on stage/developmental level rather than classification
In one school implementing this model, six out of eight Stage Three students enrolled in the support unit developed the skills and confidence needed to actively and successfully participate in learning with their mainstream classmates for more than 80% of the school day.
This demonstrates that when we shift our thinking, planning, and collaborating, we change outcomes.
What Are Adjustments?
Adjustments are the "actions taken to enable a student with disability to access and participate in education on the same basis as other students" .
This process succeeds when teachers (mainstream and specialist) work together to:
Build capacity of one another
Support all students across the school
Ensure every student can access learning
📌 PSTET Key Point: The goal is NOT assimilation—it's ensuring every student can access learning on the same basis as others.
🏫 PSTET Classroom Application
| If you want to... | Try this... |
|---|---|
| Understand your view of inclusion | Reflect honestly on the questions in this section |
| Move from integration to inclusion | Ask "How can the system adapt?" not "How must this child change?" |
| Create belonging | Ensure every child has a voice and is seen as an individual |
| Collaborate effectively | Work with specialist teachers to plan for all learners |
| Make adjustments | Start with "What does this child need to access learning?" |
8.2 Addressing Learners from Diverse Backgrounds: Understanding Disadvantage
🎯 Learning Objectives
After studying this section, you will be able to:
Identify the needs of learners from disadvantaged and deprived backgrounds
Understand how poverty creates barriers to learning
Implement strategies to support economically disadvantaged learners
Create a sense of belonging for all students regardless of background
The Reality of Socioeconomic Disparity
Socioeconomic disparities in learning remain among the most persistent and under-addressed challenges in education. While policy discussions often focus on gender and disability, the role of poverty in shaping learning outcomes is less frequently articulated in programme design .
Yet consistent evidence shows that children from low-income households :
Are more likely to start school at a disadvantage
Perform lower on foundational literacy and numeracy skills
Face higher risks of dropout
Struggle to access individualized learning support
📌 PSTET Key Point: Standard classroom instruction, often aligned with grade-level expectations, tends to overlook these disparities. When all children are expected to keep pace regardless of starting point, those from the poorest households are frequently left behind .
Research Evidence: Teaching at the Right Level Works
The My Village programme evaluation provides powerful evidence on how to support disadvantaged learners :
| Finding | Implication |
|---|---|
| Children from lowest wealth quartile made the most substantial progress | Targeted intervention works |
| 86% of poorest children advanced at least one numeracy level (vs. 53% of wealthiest) | Gap can narrow with right approach |
| Poorer children showed greater upward movement from beginner levels | Foundation can be built |
| Wealthier children more likely to reach advanced levels | One cycle may not be enough |
Key Insight: While level-based instruction helped equalize progress at foundational levels, gaps in higher-order learning persisted. This suggests that :
One learning cycle may improve basic skills but be insufficient for reaching higher proficiency
Additional or staggered cycles may be needed
Differentiated support must continue beyond basics
Barriers Faced by Economically Disadvantaged Learners
The Belonging Imperative
Our yearning to belong is one of the most fundamental feelings we experience as humans. In Maslow's hierarchy of needs, the need to experience a sense of connection and belonging sits immediately above the need for basic necessities .
When we experience belonging, we feel calm and safe. We become more empathetic and our mood improves. As Owen Eastwood explains, belonging is "a necessary condition for human performance" .
The Challenge for Disadvantaged Learners :
Learners from less economically advantaged backgrounds often feel they don't fit in and have a low sense of self-worth, regardless of their academic strength. Painfully aware of what they lack compared to others, they can disappear into the shadows, consciously or subconsciously making themselves invisible.
They may not:
Volunteer to read or answer questions in class
Audition for a part in school plays or choir
Sign up for leadership opportunities
The Impact on Learning :
Pupils who are academically strong but lack status are likely to be fragile and nervous learners, finding it harder to:
Work in teams
Trust others
Accept feedback
Their energy and focus can be sapped by the trauma of navigating social situations. They are prone to feel the weight of external scrutiny and judgement, and all of that will detract from their ability to perform at their best.
The Hidden Curriculum of Class
Universities and schools often assume students have certain knowledge—about how systems work, where to go for help, what's expected—that disadvantaged students may lack .
Students with parents or siblings who attended higher education know how the system works; others must go out of their way to learn. Support seeking taps into fear, pride, and self-esteem. It relies on a sense of entitlement that is unfamiliar to students who worry that "needing help" will confirm stereotypes about them .
Most students have the "right" cultural presentation to move through hallways with a sense of ease. That belonging is hard-won by working class students who feel pressured into concealing their accents for fear of triggering low expectations .
Ten Strategies to Build Belonging and Status
Based on research and practice, here are powerful strategies to support disadvantaged learners :
| Strategy | Implementation |
|---|---|
| 1. Welcome them personally | Make eye contact, address by name, give a genuine smile—establishing positive relationship and helping them feel noticed, valued, and safe |
| 2. Give responsibilities | Go out of your way to find opportunities to give them roles; explain the skills/knowledge that make them perfect for it |
| 3. Reserve places | Ensure they have spots in clubs and enrichment activities; induct them well |
| 4. Arrange supportive groupings | Ensure they have supportive peers to work with |
| 5. Invite contributions | Call on them to read and give opinions—don't let confident learners dominate; don't wait for volunteers (low-status students won't volunteer) |
| 6. Show respect for opinions | "So, I'm wondering what might be the best way to go about this. What do you think?" "That's a good point. I hadn't thought of that. Thank you!" |
| 7. Encourage opportunities | Tell them they should put themselves forward; provide application support |
| 8. Connect with mentors | Link them with champions from similar backgrounds who have succeeded |
| 9. Secure high-status experiences | Work to get them prestigious work placements or internships |
| 10. Invite role models | Bring inspiring figures with similar lived experience into school |
Addressing Classism Directly
Classism—judging a person negatively based on factors such as their home, income, occupation, speech, dialect or accent, lifestyle, dress sense, leisure activities or name—is rife in many schools, as it is in society .
In schools where economically disadvantaged learners thrive and achieve impressive outcomes, classism is treated as seriously as other protected characteristics. In these schools :
The taught curriculum addresses classism directly
Staff unconscious bias training includes class
EDI (equality, diversity and inclusion) and language training address classism
Leaders take impactful action to eliminate any manifestations of it
🏫 PSTET Classroom Application
8.3 Children with Learning Difficulties and Impairments: Identification and Support
🎯 Learning Objectives
After studying this section, you will be able to:
Identify common learning difficulties including dyslexia, dyscalculia, and ADHD
Understand the characteristics of physical impairments
Implement classroom strategies to support children with specific learning differences
Recognize when referral for specialist assessment may be needed
Understanding Neurodiversity
The concept of neurodiversity recognizes that brains work in different ways and that these differences are natural variations in the human population, not deficits to be cured .
📌 PSTET Key Point: All neurodivergent children are individuals and have different qualities. Understanding each child's unique profile is essential for effective support .
Common Specific Learning Differences
Based on expert resources, here are the most commonly encountered specific learning differences in classrooms :
1. Dyslexia
| Aspect | Description |
|---|---|
| Core Difficulty | Reading, spelling, and phonological processing |
| Common Signs | Difficulty decoding words, slow reading, poor spelling, trouble with sequence |
| Strengths Often Seen | Creative thinking, problem-solving, oral skills, big-picture thinking |
| Classroom Support | Multisensory teaching, extra time, assistive technology, clear fonts |
Difficulty learning letter-sound correspondences
Confusing letters with similar shapes (b/d, p/q)
Poor phonological awareness (rhyming, segmenting)
Slow, effortful reading
Spelling that is phonetic and inconsistent
2. Dyscalculia
| Aspect | Description |
|---|---|
| Core Difficulty | Understanding numbers and mathematical concepts |
| Common Signs | Difficulty with number sense, counting, calculation, telling time |
| Strengths Often Seen | Creativity, verbal skills, strategic thinking |
| Classroom Support | Visual aids, manipulatives, step-by-step instructions, real-world applications |
Difficulty understanding quantity and number relationships
Trouble learning math facts
Difficulty with mental arithmetic
Problems with time, money, measurement
Poor sense of direction
3. Dysgraphia
| Aspect | Description |
|---|---|
| Core Difficulty | Writing—handwriting, spelling, and composition |
| Common Signs | Illegible handwriting, inconsistent spacing, difficulty organizing ideas on paper |
| Strengths Often Seen | Verbal expression, oral storytelling, creativity |
| Classroom Support | Keyboard use, scribe, graphic organizers, reduced copying requirements |
Awkward pencil grip
Inconsistent letter formation and size
Slow, labored writing
Difficulty translating thoughts to written words
Physical discomfort when writing
4. Dyspraxia/Developmental Coordination Disorder (DCD)
| Aspect | Description |
|---|---|
| Core Difficulty | Motor coordination and planning |
| Common Signs | Clumsiness, poor balance, difficulty with fine motor tasks, organization problems |
| Strengths Often Seen | Creativity, verbal skills, determination |
| Classroom Support | Extra time for physical tasks, typed assignments, clear organization systems |
Difficulty with tasks requiring coordination (catching, throwing)
Problems with fine motor tasks (buttons, scissors, handwriting)
Poor spatial awareness
Difficulty planning and organizing
Sensitivity to sensory input
5. Attention Deficit Hyperactivity Disorder (ADHD)
| Aspect | Description |
|---|---|
| Core Difficulty | Attention regulation, impulse control, and/or hyperactivity |
| Common Signs | Difficulty sustaining focus, easily distracted, impulsive, restless, disorganized |
| Strengths Often Seen | Creativity, energy, hyperfocus on interests, thinking outside box |
| Classroom Support | Clear routines, movement breaks, chunked tasks, preferential seating |
Inattentive type: Difficulty sustaining attention, seems not to listen, loses things, forgetful
Hyperactive-impulsive type: Fidgets, can't stay seated, runs/climbs excessively, talks excessively, interrupts
Combined type: Both patterns present
Developmental Language Disorder (DLD)
Developmental Language Disorder is a condition where a child has significant, ongoing difficulties understanding and/or using language for no obvious reason.
| Feature | Description |
|---|---|
| Prevalence | Affects about 2 children in every classroom; more common than autism |
| Cause | Unknown; may run in families |
| Not caused by | Hearing loss, autism, physical impairment, or brain injury |
| Associated difficulties | May co-occur with ADHD, dyslexia, speech sound difficulties |
| Impact | Affects literacy, learning, friendships, and emotional well-being |
Possible signs of DLD:
Difficulties understanding and/or remembering what has been said
Difficulties learning and/or remembering new words
Difficulty expressing him/herself verbally
Immature language (sounds like a younger child)
Difficulty finding words
Difficulties with reading and/or writing
Difficulty producing words correctly (missing or substituting sounds)
Physical Impairments
Physical impairments may include conditions affecting mobility, dexterity, stamina, or physical functioning.
| Type | Examples | Classroom Considerations |
|---|---|---|
| Mobility impairments | Cerebral palsy, muscular dystrophy, spina bifida | Physical access, positioning, assistive technology |
| Fine motor difficulties | Arthritis, coordination disorders | Adapted materials, extra time, alternative response methods |
| Medical conditions | Epilepsy, diabetes, asthma | Health management plans, awareness of signs |
General Principles for Supporting Students with Learning Differences
Based on expert guidance, here are key principles for classroom support :
| Principle | Implementation |
|---|---|
| Know the individual | Every neurodivergent child is unique; don't rely on labels alone |
| Focus on strengths | Build on what the child CAN do |
| Make adjustments | Provide necessary accommodations without stigma |
| Collaborate | Work with specialists, families, and the student |
| Build confidence | Create opportunities for success |
| Teach skills explicitly | Don't assume strategies will be picked up incidentally |
Practical Classroom Strategies
| Area | Strategies |
|---|---|
| Instruction | Clear, simple language; break tasks into steps; check understanding; multisensory approaches |
| Environment | Minimize distractions; clear routines; visual supports; organized space |
| Materials | Accessible formats; assistive technology; adapted worksheets |
| Assessment | Extra time; varied response modes; focus on knowledge not presentation |
| Social-Emotional | Build positive relationships; teach self-advocacy; address bullying proactively |
When to Refer
Consider referral for specialist assessment when :
Child shows persistent difficulties despite quality classroom support
Difficulties significantly impact learning or wellbeing
Child is distressed or losing confidence
Pattern of strengths and weaknesses suggests specific learning difference
🏫 PSTET Classroom Application
| If you notice... | Consider... |
|---|---|
| Difficulty reading despite effort | Possible dyslexia; provide multisensory instruction |
| Problems with number concepts | Possible dyscalculia; use manipulatives and visual supports |
| Labored, illegible writing | Possible dysgraphia; allow typing, reduce copying |
| Clumsiness, coordination problems | Possible dyspraxia; provide extra time for physical tasks |
| Inattention, impulsivity, restlessness | Possible ADHD; use clear routines, movement breaks |
| Language difficulties | Possible DLD; use simple language, visual supports |
8.4 Catering to Exceptional Learners: Understanding Gifted and Talented Children
🎯 Learning Objectives
After studying this section, you will be able to:
Define giftedness and talent across multiple domains
Identify characteristics of gifted learners
Implement strategies to support gifted and talented students
Understand the diverse backgrounds of gifted learners
What Is Gifted Education?
Gifted education refers to teaching, learning, and assessment practices that meet the individual needs of gifted and talented students .
📌 PSTET Key Point: All gifted students need the right support to turn their gifts into talents. The development of talent requires specific provisions to enable students to achieve their full potential. Some gifted students may lose interest or underachieve if they aren't identified or provided the right educational opportunities .
Domains of Potential
Based on Françoys Gagné's Differentiated Model of Giftedness and Talent (DMGT), giftedness can appear in four broad domains :
| Domain | Description | Examples |
|---|---|---|
| Intellectual | Processing, understanding, reasoning, transfer of learning | Quick learning, advanced reasoning, strong memory |
| Creative | Imagination, invention, originality | Divergent thinking, problem-solving, innovation |
| Social-Emotional | Self-management, relating to and interacting with others | Leadership, empathy, self-awareness |
| Physical | Muscular movement and motor control | Coordination, athletic ability, fine motor skills |
Degrees of Potential
High potential exists along a continuum, requiring varied approaches and levels of adjustment :
| Term | Definition |
|---|---|
| High potential children | Those whose potential exceeds that of others of the same age in one or more domains |
| Gifted children | Those whose potential significantly exceeds that of children of the same age; typically develop talent and achieve mastery notably faster than age peers |
| Highly gifted children | Those whose potential vastly exceeds that of peers their age; may require specific and significant curriculum adjustments |
Learning Characteristics of Gifted Students
Gifted and talented students vary in their abilities and learning characteristics. Common characteristics include :
| Cognitive Characteristics | Social-Emotional Characteristics |
|---|---|
| Advanced reasoning skill | Perfectionism |
| Superior spatial awareness | Perceptiveness |
| Curiosity | Persistence |
| Fast processing speed | Self-awareness |
| Quick to build connections | Empathy |
| Analytical thinking | Intense focus |
| Vivid imagination | Strong sense of justice |
| Abstract thinking | Sensitivity |
| Intrinsic motivation/passion for learning | Questioning authority |
| Creative/divergent thinking | |
| Sophisticated humour | |
| Reflection |
⚠️ Important: Not all students will display all these characteristics all the time. An understanding of these characteristics is important for addressing needs .
Diversity of Gifted and Talented Students
Gifted and talented students come from diverse backgrounds and lived experiences. They include :
Aboriginal students
Students learning English as an additional language or dialect (EAL/D)
Culturally and linguistically diverse (CALD) students
Students with disability
Students from low socio-educational advantage areas
📌 PSTET Key Point: Students facing disadvantage are often under-represented in gifted education programs. Active identification is essential .
Effective Teaching Strategies for Gifted Learners
Based on research and practice, several strategies effectively support gifted and talented students :
1. Differentiation
Differentiated teaching meets the needs of all students, including high ability learners. Many gifted students will have already mastered as much as 40–50% of the regular curriculum and also learn at a fast pace .
Differentiation involves modifications to:
| Element | Strategies |
|---|---|
| Content (What is taught) | Complexity, abstraction, real-world problems, choice of topics/texts |
| Process (How students learn) | Complex thinking, creative/critical thinking, idea exploration, expert processes, pace |
| Product (How students demonstrate learning) | Real-world audience, choice of product, transfer to new contexts |
| Learning Environment (Classroom context) | Accepting climate, flexible groupings, resources, activities |
2. Acceleration
Acceleration allows students to learn at faster rates or access advanced content earlier .
| Type | Description |
|---|---|
| Early entry to school | Starting school earlier than typical age |
| Course acceleration | Quick progression in one or more courses |
| Grade advancement | Moving to a higher year level for all courses |
| Advanced pathways | Accessing tertiary-level work earlier |
Research Finding: Grade advancement is one of the most effective forms of acceleration, achieving stronger gains in learning when used earlier in a student's schooling .
Curriculum Compacting: This strategy assesses a student's current achievement and focuses teaching on aspects not yet mastered, so the student doesn't repeat unnecessary learning .
3. Ability Grouping
Gifted students have more in common with peers who have similar cognitive ability. Grouping them together allows them to build connections with like-minded students .
Consideration: Ability grouping can impact student self-concept if they compare themselves unfavourably to other gifted learners. Temporary and flexible grouping arrangements can help reduce these impacts .
4. Enrichment and Extension
Enrichment and extension programs broaden and deepen learning :
| Program Type | Examples |
|---|---|
| Enrichment | Debating, student leadership, mentoring, counselling |
| Extension | Olympiads, problem-solving challenges, competitions |
Assessment of Gifted Students
Regular assessment of a student's ability or achievement should occur to determine :
Their learning needs
Their levels of mastery
The most effective strategies to provide appropriate challenge
Student interview/self-nomination
Teacher/parent nomination and observation
Subject achievement and formative assessment results
Pre-testing of knowledge and skills
Work portfolios
Standardized tests
Ability tests
Psychologist reports/intelligence test scores
📌 PSTET Key Point: Using multiple sources of evidence helps identify students' strengths across different domains and ensures all students have the opportunity to show what they can do .
Supporting Gifted Young Children
For younger children, support strategies include :
Play-based learning experiences that foster domains of high potential
Leveraging children's interests and curiosities
Helping children apply knowledge, analyze learning, and make evaluations
Co-constructing planning with children
Facilitating the capabilities of high potential children supports their confidence and belief in themselves, reducing the possibility of disengagement .
The Risk of Underachievement
Gifted students who are not identified or provided appropriate opportunities may :
Lose interest in learning
Underachieve
Show disengaged or bored behaviour
Develop complex behaviours that mask their potential
🏫 PSTET Classroom Application
| If a student... | They may be... | Try... |
|---|---|---|
| Finishes work quickly, asks "what next?" | Bored, needs challenge | Curriculum compacting, extension |
| Asks deep questions, makes connections | Intellectually gifted | Complex content, abstract thinking |
| Shows intense creativity | Creatively gifted | Open-ended problems, choice |
| Leads groups, understands others | Socially/emotionally gifted | Leadership opportunities, mentoring |
| Excels in movement/physical activities | Physically gifted | Advanced physical challenges, competitions |
🔑 Chapter Summary for PSTET Revision
┌─────────────────────────────────────────────────────────────────┐ │ CHAPTER 8: QUICK REVISION │ ├─────────────────────────────────────────────────────────────────┤ │ │ │ INCLUSIVE EDUCATION │ │ ┌─────────────────────────────────────────────────────────┐ │ │ │ Salamanca (1994): All children have right to education │ │ │ │ INTEGRATION = bringing together; must adapt to system │ │ │ │ INCLUSION = system transforms to welcome all │ │ │ │ "There is no other" - everyone is diverse │ │ │ │ Benefits ALL students, not just those with disabilities│ │ │ └─────────────────────────────────────────────────────────┘ │ │ │ │ DISADVANTAGED LEARNERS │ │ ┌─────────────────────────────────────────────────────────┐ │ │ │ Poverty = persistent learning barrier │ │ │ │ TaRL (Teaching at Right Level) shows promise │ │ │ │ Belonging is essential for performance │ │ │ │ Disadvantaged students may need more time/support │ │ │ │ 10 strategies: welcome, responsibilities, groupings, │ │ │ │ contributions, respect, encouragement, mentors │ │ │ └─────────────────────────────────────────────────────────┘ │ │ │ │ LEARNING DIFFICULTIES │ │ ┌─────────────────────────────────────────────────────────┐ │ │ │ DYSLEXIA: Reading/spelling difficulties │ │ │ │ DYSCALCULIA: Number/math difficulties │ │ │ │ DYSGRAPHIA: Writing difficulties │ │ │ │ DYSPRAXIA/DCD: Motor coordination difficulties │ │ │ │ ADHD: Attention/impulse difficulties │ │ │ │ DLD: Language difficulties │ │ │ │ All neurodivergent children are UNIQUE individuals │ │ │ └─────────────────────────────────────────────────────────┘ │ │ │ │ GIFTED AND TALENTED │ │ ┌─────────────────────────────────────────────────────────┐ │ │ │ Domains: Intellectual, Creative, Social-Emotional, │ │ │ │ Physical │ │ │ │ Degrees: High potential → Gifted → Highly gifted │ │ │ │ Characteristics: Advanced reasoning, curiosity, fast │ │ │ │ processing, perfectionism, empathy │ │ │ │ Strategies: Differentiation, acceleration, grouping, │ │ │ │ enrichment, extension │ │ │ │ Risk: Underachievement if not identified/supported │ │ │ └─────────────────────────────────────────────────────────┘ │ │ │ │ MNEMONIC: "I-D-L-G" │ │ I - Inclusive education (all belong) │ │ D - Disadvantaged learners (need belonging + support) │ │ L - Learning differences (dyslexia, dyscalculia, etc.) │ │ G - Gifted learners (need challenge + acceleration) │ └─────────────────────────────────────────────────────────────────┘
✅ Self-Assessment Checklist
Tick (✓) when you can confidently:
Define inclusive education according to Salamanca Statement and UN CRPD
Distinguish between integration and inclusion with examples
Explain the four models (exclusion, segregation, integration, inclusion)
Describe the Collaborative Classroom model
Identify barriers faced by economically disadvantaged learners
Implement strategies to build belonging for disadvantaged students
Recognize signs of common learning differences (dyslexia, dyscalculia, ADHD, etc.)
Provide classroom support for students with learning difficulties
Define giftedness across four domains
Identify characteristics of gifted learners
Implement differentiation, acceleration, and enrichment strategies
Answer PSTET-level questions on all topics
📝 Practice Questions for PSTET
Q1. According to the Salamanca Statement (UNESCO, 1994), mainstream schools should accommodate:
a) Only children without disabilities
b) All children regardless of physical, intellectual, social, emotional, linguistic or other conditions
c) Only children from majority communities
d) Children who can keep pace with grade-level curriculum
Answer: b) All children regardless of physical, intellectual, social, emotional, linguistic or other conditions
Q2. The key difference between integration and inclusion is that:
a) Integration brings different groups together; inclusion values differences and transforms systems
b) They are the same thing
c) Integration is better than inclusion
d) Inclusion only applies to students with disabilities
Answer: a) Integration brings different groups together; inclusion values differences and transforms systems
Q3. Research from the My Village programme found that children from the poorest households:
a) Made no progress in learning camps
b) Made the most substantial progress in literacy and numeracy
c) Performed worse than at baseline
d) Should not be included in such programmes
Answer: b) Made the most substantial progress in literacy and numeracy
Q4. A student who has difficulty with reading, spelling, and phonological processing may have:
a) Dyscalculia
b) Dysgraphia
c) Dyslexia
d) Dyspraxia
Q5. According to Gagné's model, the domains of potential include:
a) Only intellectual and creative
b) Intellectual, creative, social-emotional, and physical
c) Only academic skills
d) Only physical abilities
Answer: b) Intellectual, creative, social-emotional, and physical
Q6. Which of the following is a characteristic of gifted students?
a) Always well-behaved and compliant
b) Advanced reasoning skill and curiosity
c) Never need support
d) Always from advantaged backgrounds
Answer: b) Advanced reasoning skill and curiosity
Q7. Curriculum compacting involves:
a) Making the curriculum shorter for all students
b) Assessing current achievement and focusing on what's not yet mastered
c) Removing gifted students from the classroom
d) Giving less work to struggling students
Answer: b) Assessing current achievement and focusing on what's not yet mastered
Q8. A student who has difficulty with motor coordination, clumsy movements, and organization may have:
a) Dyslexia
b) Dyscalculia
c) Dyspraxia/DCD
d) ADHD
📚 References for Further Reading
NSW Teachers Federation. (2025). Is Inclusion Truly Inclusive?
UKFIET. (2025). From the margins to momentum: Reaching the poorest learners through foundational learning interventions
Hudson, D. (2024). Specific learning differences -- what teachers need to know: Embracing neurodiversity in the classroom
NACE. (2025). Closing the attainment gap – part 3: developing a sense of belonging and status in economically disadvantaged learners
ACECQA. (2024). Identifying and supporting high potential and gifted children
University of Reading. (2025). Success for whom? The class gaps in student outcomes
Next Chapter Preview: Chapter 9 - Understanding the Learning Process
We will explore how children think and learn, why they sometimes fail, and how to support learning as a social activity.
