ABSTRACT
This chapter identifies and defines what is meant by ‘socially excluded’ and ‘vulnerable’ students. It examines the gaps that lead to lower outcomes for these students. The chapter discusses how Information and Communications Technologies (ICT) can be used within a Positive Behaviour Support (PBS) approach to address these issues, both for engagement and differentiation in the classroom. It suggests specific practical classroom strategies using ICT. Standard Australian English, or other specialised, privileged languages, may be the language of the culture of power. Attendance, attrition, expulsions and truancy are also all associated with poorer academic performance at school. Technology is inescapable, but many students see its primary purpose as entertainment and communication; by using ICT in the classroom, the middle-years teacher is demonstrating its value in learning and knowledge-building, as well as differentiating their teaching in relevant ways.
