What are your personal and professionals views of differences and diagnosis? by Christine https://padlet.com/christine_grove1/uleb8p2f0c0x Have the changed in this unit thus far? en-us 2017-08-10 21:25:39 UTC 2020-11-15 06:54:22 UTC hello@padlet.com https://padlet.com/christine_grove1/uleb8p2f0c0x/wish/273411903 My views of difference and diagnosis have not predominantly changed thorough this course as I have always thought that differences should be celebrated and I still feel that way. I think having different levels of students in a class is a good thing as it enables us to see the world through a different lense that we might not otherwise see. However my view of diagnosis has widened since the beginning of the course as, in my role, I have always seen diagnosis as a good thing as it brings with it funding for the student. However after all the discussions around how we view people according to a label I have changed my view a little. However, I still think the students should receive the diagnosis but we as education staff need to change our view of labels!

]]> 2018-08-16 05:13:14 UTC https://padlet.com/christine_grove1/uleb8p2f0c0x/wish/273411903 It is glad to see differences between learners in the classrooms because they come from different backgrounds can express different opinions freely and let all the learners to see the world out of schools! I have so much feeling on differences before I came here. in my context, peers around me always have the similar backgrounds that not much more diverse than here. starting learning here, I deeper understand how to respect and value others’ perspectives. Diagnosis, I think, it mostly come from doctors to describe their symptoms but not to be used by educators to label learners at schools. as educators, they should develop a critical awareness of the role of language they use in the classrooms rather than take labels and stereotypes for granted. https://padlet.com/christine_grove1/uleb8p2f0c0x/wish/273973144 2018-08-20 04:30:38 UTC https://padlet.com/christine_grove1/uleb8p2f0c0x/wish/273973144 Difference and diagnosis are very different. cpry0001 https://padlet.com/christine_grove1/uleb8p2f0c0x/wish/379279051 My views haven't exactly changed as a result of this unto to date however I am reinforcing previous learning and bringing it to the fore of my mind. Working in Special Education and being trained in this area it can be difficult at times to strip away all that we do in a moment by moment basis to support our diverse learners.
Difference is always something celebrated and encouraged as it provides everyone with new opportunities and learning experiences as well as tolerance and acceptance. Diagnosis is necessary for funding at schools and now for NDIS support for people with disabilities however it does oversimplify a persons uniqueness and can hinder creative solutions to problems as people can implement standard solutions not tailored to the individual and therefore probably not as successful as they could be.]]> 2019-09-03 03:07:14 UTC https://padlet.com/christine_grove1/uleb8p2f0c0x/wish/379279051 Differences and diagnosis https://padlet.com/christine_grove1/uleb8p2f0c0x/wish/382023867 I think my views change based on the student and their circumstances. I feel we need diagnosis to be able to support each child although also feel that regardless of diagnosis each student is different. Each diagnosis is also different and each student and 'case' should be treated as such. 
These views are evolving the more I learn and understand about inclusion and the use of language.]]> 2019-09-10 08:43:21 UTC https://padlet.com/christine_grove1/uleb8p2f0c0x/wish/382023867 The mis/use of labels. https://padlet.com/christine_grove1/uleb8p2f0c0x/wish/720070868 I have always considered myself as a champion of inclusive practices. I have lost many nights sleep worrying about how best to reach all students, to ensure they are part of the school community and feeling valued. Diagnostic labels have led me to work to find out how best to support a student. I have had to listen to many conversations where students have been labelled and  I have seen the impacts that that labelling has had on things such as being invited over for 'play dates' and to birthday parties. At this point in time, diagnostic labels open the door to funding which has the potential to support children in classrooms, and indeed it steers educators towards guidance on how to ensure the best outcomes for particular students, which is a positive thing. Labels do however, give rise to difference. While 'average' is the benchmark, difference will remain, meaning that many will never gain membership to the exclusive 'average' club. This is changing how I think about the conveyor belt of curriculum and how this feeds into bell curves and the standardisation of 'normal' performance on which all children are measured.]]> 2020-09-04 03:22:26 UTC https://padlet.com/christine_grove1/uleb8p2f0c0x/wish/720070868 Articulating Inclusion jacquelinerowlinson https://padlet.com/christine_grove1/uleb8p2f0c0x/wish/741390878 I believe I have always valued and strived for inclusion, I didn't however, have the words, experiences and reflections to advocate my behaviour. Upon relfection, I have always taught with the mindset that every student in my class must meet their potential. I have never used labels to justify lack of engagement or progress. It always made my question my practice when other teachers talked about their students as ASD or ADHD and justifying their exclusion from the learning process. This unit has given me the skills to articulate inclusive and exclusive practices, supported with a foundation of research. 

]]> 2020-09-13 01:45:06 UTC https://padlet.com/christine_grove1/uleb8p2f0c0x/wish/741390878 https://padlet.com/christine_grove1/uleb8p2f0c0x/wish/793493376 I have learnt that there has been changes to funding in Australia that now means that schools can apply for funding based on the presentation of additional needs rather than a particular diagnosis. I think this is so fantastic as it supports a broader range of students at the point of need, rather than schools and their families being running around filling out paperwork and attending doctors appointments with the hope that they can get a diagnosis and then funding to support their child. I think the labeling of students, particularly younger students, often doesn't reflect the constantly changing person they are and it can often lower expectations of what they are able to achieve. Of the many students that I have taught with a diagnosis of autism, no two of them have shown all of the same matched traits. Therefore other than the diagnosis providing them funding, as a teacher is sometimes helpful background knowledge but it is much more important to get to know each individual rather that grouping them based on a label.]]> 2020-10-01 03:24:32 UTC https://padlet.com/christine_grove1/uleb8p2f0c0x/wish/793493376 Diagnoses vs. need https://padlet.com/christine_grove1/uleb8p2f0c0x/wish/923838623 I believe diagnoses can be a helpful tool, however often department,s NDIS, etc. require a long list of diagnoses in order to "prove" whether a child is eligible for additional funding or supports. This can be problematic - as a child with zero diagnoses may still present with behaviours and challenges that require high levels of support/intervention. ]]> 2020-11-15 06:50:21 UTC https://padlet.com/christine_grove1/uleb8p2f0c0x/wish/923838623