• Education Inclusion Mentoring Programs

    Diversity among students in education directly impacts their performance. Studies show that students work better in a diverse environment, enabling them to concentrate and push themselves further when there are people of other backgrounds working alongside them.

  • Inclusion in Education

    Integrated classroom environments are important in helping students learn to collaborate and communicate with the different cultures and backgrounds found in the 21st century work environment.

  • Inclusion brings Diversity to Life

    Cultural diversity is important because our country, workplaces, and schools increasingly consist of various cultural, racial, and ethnic groups

Our Inclusive education Programs are based on seven key principles:

  • Diversity enriches and strengthens all communities
  • All learners’ different learning styles and achievements are equally valued, respected and celebrated by society
  • All learners are enabled to fulfil their potential by taking into account individual requirements and needs
  • Support is guaranteed and fully resourced across the whole learning experience
  • All learners need friendship and support from people of their own age
  • All children and young people are educated together as equals in their local communities
  • Inclusive education is incompatible with segregated provision both within and outside mainstream education

Inclusive education is about a fundamental shift in the existing education system from seeing difference as a problem to be fixed to celebrating the diversity of learners and providing all necessary supports to enable equal participation.

Diversity Australia as the leading specialist in Education for Professionals works along side your teams to:

  • Explain clearly what good inclusive practices are and the benefit of implementing inclusion practices in education
  • Assists through our professional mentoring your current inclusion practices identifying barriers you experience to include children with additional needs
  • We do observations of educators, support staff and children in the care environment to provide practical advice and techniques to facilitate the inclusive participation of a child (or children) with additional needs
  • We assist service providers with flexible and innovative solutions to inclusion barriers, which may include short term strategies to assist with settling a child through the provision of bicultural support.
  • We assist by providing the best support available to overcome inclusion barriers by maintaining knowledge of relevant supports at the local and national level to ensure high levels of education assistance
  • We ensure the support provided is flexible, responsive and remains appropriate to the services you are providing as Educators

Diversity Australia’s Service delivery program can also include a formal audit under the ISO Global Diversity and Inclusion Standards and how you provide for:

  • children with disability (including those undergoing assessment for disability)
  • Aboriginal and Torres Strait Islander children
  • children from culturally and linguistically diverse backgrounds
  • children from refugee/humanitarian background
  • children presenting with language and speech delays
  • children presenting with disruptive behaviour

We look at effective approaches to teaching and classroom climate which are founded on the same principles that drive diversity and inclusion:

  • equal access and opportunity for all students to thrive,
  • honest dialogue about important issues, and
  • protocols for managing difficult, sudden, and emotional moments.

Instructors can consider racial and socioeconomic awareness, checking for implicit bias, and developing inclusive classrooms, teaching strategies, and diversity statements.

An inclusive classroom climate refers to an environment where all students feel supported intellectually and academically, and are extended a sense of belonging in the classroom.

Inclusive classroom environments are sustained when instructors and students work together for thoughtfulness, respect, and academic excellence.

Diversity Australia audits against your capacity and capability to include children with additional needs and develop a community outreach strategy through responding to the following questions:

How will your service engage with families in the community who do not currently access Education services?

  • How will the service target and promote their service to families not accessing their services? E.g. CALD families, Aboriginal families.
  • How will the service promote the educational benefits for children of attending their service in their local community?
  • How will the service demonstrate to the local community that they offer an inclusive programme open to all children?
  • What involvement does the service have in the local community? How will the service utilise these opportunities to promote access for all children and families?
  • How will the service liaise with other sectors and local agencies/groups (e.g. health, migrant services and the other educational institutions in the local area) to build educator knowledge and build community links?
  • How will the service seek feedback from the community to identify if their service is catering to the needs of the community and local families?

How does your service promote learning experiences, interactions and participation to build on children’s strengths and encourage involvement?

  • What does the service do on a daily basis to show their commitment to the inclusion of all children?
  • What is the service’s philosophy and policies in relation to inclusion?
  • How is this reflected in the service’s practices?
    • How does the service ensure their programme and daily routines cater to all children?
    • How is the physical environment organised to encourage participation and interaction between peers?
    • What strategies do educators use to encourage participation and interaction between peers?
    • How does the service identify and build on children’s strengths?
    • What resources do educators use or modifications are made to encourage children’s engagement?
    • What professional development is provided to educators to increase use of inclusive practices?
    • What are the service’s strengths in regards to inclusion of all children?
    • What would the service like to do to build on their strengths in this area?