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  • Personalised learning: Disability and gifted learners

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    Ronksley-Pavia211652-Accepted.pdf (348.9Kb)
    File version
    Submitted Manuscript (SM)
    Author(s)
    Ronksley-Pavia, Michelle
    Griffith University Author(s)
    Ronksley-Pavia, Michelle
    Year published
    2019
    Metadata
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    Abstract
    This chapter establishes an appreciation of why teachers need to support the diversity of student learning needs, develops an understanding of differentiation and compare how this contrasts with personalised learning and examines ways in which personalised learning can be conceived in primary years classrooms to support students with diverse needs, focusing specifically on targeted support for students with disabilities, gifted and talented students, and twice-exceptional learners. The concept of inclusive education advocates that all schools need to provide a rigorous education for children from the surrounding communities, ...
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    This chapter establishes an appreciation of why teachers need to support the diversity of student learning needs, develops an understanding of differentiation and compare how this contrasts with personalised learning and examines ways in which personalised learning can be conceived in primary years classrooms to support students with diverse needs, focusing specifically on targeted support for students with disabilities, gifted and talented students, and twice-exceptional learners. The concept of inclusive education advocates that all schools need to provide a rigorous education for children from the surrounding communities, regardless of disability, ability and combination of those. The process of differentiation starts with getting to know the students’ prior knowledge, experiences, strengths, weakness and learning abilities. Knowing the students is key to differentiating their learning through seamlessly weaving an approach of responding to student needs into lesson plans and teaching practices.
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    Book Title
    Teaching Primary Years: Rethinking curriculum, pedagogy and assessment
    DOI
    https://doi.org/10.4324/9781003117797-21
    Copyright Statement
    © 2020 Taylor & Francis. This is an Accepted Manuscript of a book chapter published by Routledge in Teaching Primary Years: Rethinking curriculum, pedagogy and assessment on 17 July 2020, available online: https://www.taylorfrancis.com/books/e/9781003117797/chapters/10.4324/9781003117797
    Subject
    Curriculum and pedagogy
    Specialist studies in education
    Publication URI
    http://hdl.handle.net/10072/402050
    Collection
    • Book chapters

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