Working with Indigenous StudentsThere are many complexities that teachers face when working with Indigenous students in remote communities, the major issue being attendance.
Closing the gap in education links intrinsically to multiple aspects of socioeconomic disadvantage, including; health, employment, incarceration rates and housing. These all go hand in hand to form the social determinants of educational success (Riddle & Fogarty, 2015). The A Share in the Future – Indigenous Education Strategy 2015 – 2024 has identified the average Indigenous students attendance rate in very remote schools in the Northern Territory is 58 per cent, which impacts dramatically on student achievement (Northern Territory Government, 2015). The Australian Institute of Health and Welfare (2010) state the Indigenous specific reasons for non-attendance relate mostly to the lack of recognition of Indigenous culture and history, failure to fully engage parents, carers and the community and the ongoing disadvantage in many areas of the daily lives of Indigenous Australians. |
Another complexity teachers face working in remote Indigenous communities is that majority of students are English as a second language (ESL) learners.
The Northern Territory Government (2015) states that 40% of students enrolled in NT schools are Indigenous and 29% of total enrolments have a language background other than English. Education for ESL students through informed ESL pedagogy is core business for NT Department of Education. ESL students have a right to equal access to the curriculum through differentiated instruction to meet their learning needs within a learning environment respectful of language and culture. |
On top of all of this, one of the significant issues affecting indigenous education is HEARING.
In the NT, Australian Hearing Services observed that 25 to 50% of all aboriginal children at school suffer an educational significant hearing loss. 20% suffer from the most severe form of ear disease, chronic draining ear or burst ear drums (Menzies School of Health, 2010). Recommended Information sites Indigenous EarInfoNet (Australian Indigenous Health Infonet, 2012). Otitis Media and Aboriginal Children (Board of Studies New South Wales, 1994) Ear Troubles (Dr Damian Howard, NT Psychologist, 2012) |
References:
Australian Indigenous Health Infonet. (2015). Indigenous Ear Infonet. Retrieved 7 Sepetember, 2015 from http://www.healthinfonet.ecu.edu.au/other-health-conditions/ear
Board of Studies New South Wales. (1994). Otitis Media and Aboriginal Children. A handbook for teachers and communities. Retrieved 7 September, 2015 from http://ab-ed.boardofstudies.nsw.edu.au/files/otitis_media_aboriginal_children.pdf
Howard, D. (2012). Ear Troubles. Conductive hearing and auditory processing. Retrieved 7 September, 2015 from http://www.eartroubles.com/
Northern Territory Government. (2015). A Share in the Future – Indigenous Education Strategy 2015 – 2024. Retrieved 9 October 2015 from http://www.education.nt.gov.au/__data/assets/pdf_file/0006/39795/Ied_review_strategy_brochure.pdf
Northern Territory Government. (2015). Department of Education. Teaching English as Second Language. Retrieved 26 September, 2015 from http://www.education.nt.gov.au/parents-community/students-learning/tml-program
Menzies School of Health. (2010. Australian Hearing Services. Retrieved 7 September, 2015 from https://www.hearing.com.au/
Purdie, N., and Buckly. S. (2010). Closing the Gap Clearinghouse. School attendance and retention of Indigenous Australian students (1). Retrieved 12 September, 2015 from http://www.aihw.gov.au/uploadedFiles/ClosingTheGap/Content/Publications/2010/ctg-ip01.pdf
Riddle, S., & Fogarty, B. (2015). The Conversation; Education. Closing the gap in education: needs improvement. Retrieved October 9 2015 from http://theconversation.com/closing-the-gap-in-education-report-card-needs-improvement-37455