Workplace Reflection Assignment: Diversity and Inclusion in Schools

This assignment presents a workplace reflection on interactions with diverse individuals within a school environment. The student reflects on three distinct situations involving students with disabilities, from different cultural backgrounds, and of different genders. Each situation includes a description of the interaction, potential misunderstandings, considerations for ensuring inclusion through verbal and non-verbal communication, and the lessons learned. The assignment also outlines two strategies used in the school to create diverse learning approaches, emphasizing the use of visualization and technology, and then references the 8 ways of Aboriginal learning to create a more inclusive environment. Finally, it identifies ways in which Aboriginal and/or Torres Strait Islander history and culture can be embedded into the Australian Curriculum, highlighting the process of integrating relevant content and materials.

Workplace Reflection

Question 1
Workplace reflection: You are to reflect upon your interactions with a diverse range of
people within the school in three (3) different situations. Relevant areas of diversity can
include culture, race, ethnicity, disability, gender, religious and sexual orientation. You may
choose to reflect on another area of diversity.
Complete the following table to document these reflections.
Situation 1
Interaction was with: Student
Relevant area of diversity: Disability
A brief explanation of the interaction: Teaching letters and sound
What were the possible misunderstandings in this situation? I observed that there are so many
misunderstandings in this situation. These
misunderstandings are such as -
Disable students don't understand the value of
studies.
They don't understand, what their teachers are
teaching them.
They don't get the career opportunities.
They can't become anything in their life.
To ensure inclusion, my considerations in relation to verbal and
non-verbal communication were: My considerations in relation to
communication with such students are as
follows -
I used as much as movements in my
interactions with them in order to ensure that
they can understand what I am trying to say.
I used gestures to communicate in non verbal
ways to the disabled students in order to do
effective communication with them.

I Listened to them carefully. I Repeated that
what I think during the time of conversation in
order to make sure that what I understand and
what students are trying to say to me have same
interpretation or not.
Reflect on the interaction.
Was it positive? If not, why?
State one (1) thing you learnt from the interaction.
The interaction between me and students were
good and positive. I have learnt from them so
many things which are as follows -
There are no shame to being an abnormal
person as they can be live in the same way as
normal person live.
I should not judge any people from their body
or disability. Because body or look or disability
don't tell the personality of the students or
intelligent of the students. It can be happen
anywhere or any-time to anyone.

Situation 2
Interaction was with: Student
Relevant area of diversity: Culture
A brief explanation of the interaction: Teaching how to count numbers.
What were the possible misunderstandings in this situation? I felt that there are so many misunderstandings
regarding culture diversification which are as
follows -
There are so many words whose meaning are
different in different culture. For example –
“Knock you up” has the difference meaning
between British English and American English
which lead to increase in the communication
gap.
Also, due to culture differences, the language is
also different which lead some students not to
understand the teaching materials, their
teachers are trying to teach.
To ensure inclusion, my considerations in relation to verbal and
non-verbal communication were: My considerations in relation to
communication with such students from
different culture are as follows -
I tried to keep my mind open and not
understood any kind of culture backward or
bad.
I used active listening strategies for the
communication with them.
I hired the translator who expert in 2 or more
languages.
I had gained some knowledge of some cultural

backgrounds and their non-verbal
communication styles.
Reflect on the interaction.
Was it positive? If not, why?
State one (1) thing you learnt from the interaction.
The interaction between me and students were
good and positive. I have learnt from them so
many things which are as follows -
I have learnt that people do interact with each
other with positive and open mind.
I have learnt that people respect every cultures
and work on their own beliefs and values.

Situation 3
Interaction was with: Student
Relevant area of diversity: Gender
A brief explanation of the interaction: Assisting student in making sentences(literacy group)
What were the possible misunderstandings in this situation? I analysis that there are so many
misunderstandings regarding gender which are
as follows -
Girls can't do anything and if they do then their
work or task is not effectively or perfectly.
Girls can't understand what teachers are
teaching in class or school. .
Boys are and will always be superior as
compared to the girls.
To ensure inclusion, my considerations in relation to verbal and
non-verbal communication were: My considerations in relation to
communication with such gender are as follows
-
I tried to maintained proper personal space
between me and students.
I tried to keep proper eye contact with the
students.
I spoke to both girls and boys students properly
and gave them equal opportunities to speak
their heart out.
Reflect on the interaction.
Was it positive? If not, why?
State one (1) thing you learnt from the interaction.
The interaction between me and students were
good and positive. I have learnt from them so
many things which are as follows -
Girls and boys both are intelligent in their own
ways. Thus, we should not discriminate
between them.
Both should have given opportunities to choose
their own subjects and career.

2. Describe at least two (2) strategies used in the school and how the school can create
diverse learning approaches to match student learning needs (refer to the 8 ways of
Aboriginal learning). e.g. program or learning task and communication strategies.
Two Strategies used in school are as follows -
Teachers should use visualisation strategies in which what they are explaining to
their students should be in the form of pictures or videos or flashcards or process
which make students attentive and focused.
Teacher should use technological strategies in which they will use various kinds of
technologies to explain students about the topic of the particular subjects. It will
make students happy and attentive.
School can use Aboriginal Learning Approach to create diverse learning
environment in classroom to match with the learning needs of the students. 8
ways of Aboriginal learning are as follows -
1. Story Sharing – Teacher should teach the subjects in the story form so that
students can listen to them carefully.
2. Learning Maps – Teachers should decide the topics and there ways to teach
that topics in proper manner.
3. Non Verbal – Teacher should not only depend upon verbal (speaking) but
along with that they should use various methods to teach their students such
as seeing, hearing, feeling, thinking, doing and making things etc.
4. Symbols and Images – Teachers should use symbols, short forms and images
for teaching tough subjects.
5. Land Links – Teacher should teach their students by creating relationship
between their topics and the environmental aspects.
6. Non-Linear – Here, teacher should encourage their students to put new ideas
and create new knowledge to understand the knowledge given by the teacher.
7. De-construct and reconstruct – Teacher should teach their students by
broking the whole topic or chapter into parts and when all the parts are done,
they should combine them & then teach it again as a whole.
8. Community Links – Teachers can invite experts and professionals to express
and share their experiences with the students so that they can relate that
experiences to their study materials.

3. Identify and describe ways in which Aboriginal and/or Torres Strait Islander history and
culture have been embedded into the Australian Curriculum implemented in your school. This
might include bush tucker in home economics or science; Aboriginal History; visual arts; and
other curriculum areas. (used ACARA website)
For the embedding into the Australian Curriculum, firstly they have to take
permission from higher authorities of the ACARA. After that search the relevant
data or content which can be easily understandable by the students. Then, publish
that content in the books.