ABSTRACT
This chapter discusses the Australian Curriculum and describes how its alignment with pedagogical design and assessment affords opportunities for teachers to cater for a diverse student population in inclusive classrooms. It illustrates how teachers can make supplementary, substantial and extensive adjustments to curriculum, pedagogy and assessment for different year levels and across different subjects. The Australian Curriculum, Assessment and Reporting Authority (ACARA) has developed the Australian Curriculum to be equitable and responsive to the differing requirements or preferences of all students spanning all areas of ‘cognitive, affective, physical, social, and aesthetic curriculum experiences’, The summative assessment task requires students to ‘create a structured text to explain their ideas and use language features to demonstrate coherence and add detail’. Australian teachers are mandated by law to identify and use strategies to enable the access and participation of students with disability in their classes.
