QsArt Section 4: Pedagogy and differentiated teaching

​​​​​​​​​​​​For each competency below, we have listed some helpful resources and readings.

Competency 1

All classroom and non-classroom tasks or activities are designed to be inclusive for all students. Staff proactively consult students in collaboration with key stakeholders to ensure reasonable adjustments are inclusive and accessible.

Resources

• Universal design for learning (UDL) and Autism (video)
• Student diversity (ACARA—Australian Curriculum, Assessment and Reporting Authority)—includes video showing how the Australian curriculum is designed to support diversity.
• Social inclusion in the playground (Learning Links, please note, NSW resource)
• Spotlight: Inclusive education: Teaching students with disability (AITSL—Australian Institute for Teaching and School Leadership)

Competency 2

Staff are aware that each student may need adjustments and differentiated curriculum content, teaching strategies and learning environments to maximise learning outcomes. Reasonable adjustments are monitored over time to ensure their effectiveness and relevance to the student’s needs and strengths.

Resources

• Reasonable adjustments
• K-12 curriculum, assessment and reporting framework (PDF, 1.6​MB)​ (Queensland Department of Education)
• Supports for students with disability (Queensland Department of Education)
• Classroom adjustments: Autism (NCCD—Nationally consistent collection of data on school students with disability, Australian Government)
• Tips to consider when including a student with autism spectrum disorder (ASD) in art, music, or physical education​—subject specific considerations (please note, American site)​​​

Competency 3

Staff are aware of the importance of using evidence-based strategies and of the importance of avoiding strategies identified as ineffective or harmful. Staff have knowledge of, and access to, resources which detail the current evidence-based strategies and interventions for students with autism.

Resources

• ​ Testing interventions for autism spectrum disorder (Raising Children Network)—family-focused resource.
• Evidence-based practices (NPDC—The National Professional Development Center, please note, American site)
• The role of evidence in teaching and learning (Geoff Masters, Chief Executive of the Australian Council for Educational Research)
• Research into evidence-based practices in autism (with Professor Deb Keen)

Competency 4

Staff monitor the effectiveness of practices and interventions on student outcomes using reliable data. Data is reviewed by staff and support specialists at least monthly and adjustments, modifications or developments to practices and interventions are made as required.

• Using data to support learning in schools: Students, teachers, systems (Gabrielle Matters, Australian Council for Educational Research, 2006)—not specific to autism.
• The Evidence Hub (Queensland Department of Education)
• Assessment and Moderation Hub (Queensland Department of Education)
• Using data (please note, American site)—not autism specific. Links to tools, instructions, resources.
• Monitoring student progress for behavioral interventions (please note, American webinar)

Competency 5

Staff are aware of the access arrangements and reasonable adjustments for examinations, and collaborate with the student and family members to identify adjustments to demonstrate learning, knowledge and skills in assessments. Staff are aware that students with autism may need additional information and opportunities to practise.

Resources

• Assistive technology (Queensland Department of Education)
• Access arrangements and reasonable adjustments (AARA) (QCAA—Queensland Curriculum and Assessment Authority)
• NCCD on the same basis (Queensland Department of Education)
• Disability adjustments scenarios (NAPLAN)

Competency 6

Staff are aware that students with autism may require adjustments or additional support to complete homework, tests or revision. Staff ensure that homework is clearly communicated, that the requirements are written down, and that students know whom and how to ask for help if required.

Resources

• Homework—guides for parents and teachers​ (please note UK resource)
• Making exams accessible for autistic students—guide for parents and teachers (please note, UK site​)