Prac Reflections.

The following is a reflection of a particular student that became this essay

subject after being observed on a prac placement. Harlo a seven year old boy
who attended a local mainstream school had recently been diagnosed with
Autism. While Harlo was a high achiever when he applied himself, he often lost
interest in his work, particularly when he couldnt relate to it. During my time on
placement I witnessed behavioural issues within Harlo, which reflected on his
school work. However measures had been put in place to minimise these
negative effects.

To put it in perspective Harlo struggled with the mathematics assessment, here

students were asked to determine how long it would take to reach their sister
and were provided a map. Due to the fact that Harlo did not have a sister he
refused to do the question, he could not place any logic to the question as for
him this was not realistic. Many children with autism struggle and find school
work distressing when it is an unfamiliar concept; they tend to lose focus and can
refuse when they cannot relate (Larkey, 2006). When this issue occurred, it was
clear to the teacher that this assessment piece had to be modified for Harlo.
While the mathematical concept stayed the same, the teacher modified the
question to something Harlo could relate to. The teacher asked Harlo what his
regular afternoon routine involved and from there a new question was
developed. Through relating questions to the child with autism a sense of calm is
involved; by making it realistic it allows the child to see the meaning of the
question (Larkey, 2006).

While children with autism require extra planning and their tasks to be modified
there is no reason for them to be excluded from mainstream schooling. The
Melbourne Declaration on Educational Goals for Young Australians refers to all
young Australians being given the opportunity to learn and develop their
academic skills. It promotes equity within the educational system, stating
disadvantages such as disability should not affect a childs chance to learn
(Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).
The Disability Standards for Education 2005 also promote equity within the
educational system. The policy endorses the educational system as a
discrimination free zone; anybody regardless of disability should have the option
to an education (Commonwealth of Australia, 2006).

As the previous government policies state it is important that students are not
excluded from mainstream schooling due to a disability. In the above case study
there was no need for Harlo to be removed from his peers. Part of being a
teacher is accepting all students and acknowledging that not all learning occurs
the same way. The Australian Professional Standards for Teachers reflects the
practice teachers need to adhere by. In regards to catering for a diversity
standards one, three and four show a definite relevance. Standard 1 know
students and how they learn; in Harlos case this was done as tasks were
modified for him. Standard 3 Plan for and implement effective teaching and

learning; similar to standard 1 adapt teaching to ensure equity is attained within

the classroom. Standard 4 Create and maintain supportive and safe learning
environments; it is important that students are not labelled with their disability;
they should feel included, safe and part of the classroom (Australian Institute for
Teaching and School Leadership, 2014).

The second case study that was observed was of a seven year old boy that came
from a broken home, which caused behavioural issues within his schooling.
Stevie also attended a local mainstream school, similar to the first case study
Stevie often failed to apply himself to his work. His disadvantaged home life
reflected on his attitude towards school. While Stevie did struggle with school,
the classroom teacher had implemented certain measures within the classroom
for Stevies benefit, these will be explored in the following reflection.
Stevie came from a home where his mother had walked out and his father was a
relapsed alcoholic. For a while his grandfather stepped in to take care of Stevie
and his brother however soon left, as he believed Stevies father needed to step
up and become a man, he believed he should learn the hard way. Beyond
Stevies control his short 7 year life had no consistency nor did he have reliable
role model. This reflected on Stevies behaviour at school, he had no intention of
applying himself within class, he often publicly refused and even turned to
violence against his peers. Children are influenced from their environment and
often mimic what they see. They reflect the behaviours that they are
accustomed to, therefore children who have been exposed to violence often
respond with violence (Commonwealth of Australia, 2007). While there was
investigation outside of the classroom, the teacher herself had put strategies in
place within the classroom to assist Stevie. Students who have suffered from
trauma are unlikely to recover unless they feel they are in a safe and supportive
environment (Department of Communities, Child Safety and Disability Services &
Department of Education, Training and Employment, 2007). This was the main
concern for the classroom teacher, she wanted Stevie to know that school was a
safe place. The teacher would make sure Stevie was praised when he attempted
his work, however she also knew that Stevie required discipline, something he
had not been taught at home. It is important for children from abusive homes to
have clear expectations and consequences for negative behaviour. The
consequences should be decided with the child, make sure they are reasonable
and explain to the child why they are receiving punishment (State Government of
Victoria, 2014).

The Queensland Department of Education and Training backs the need and
responsibility of teachers to ensure child protection. With this all teachers are
required to report any suspected harm or neglect a student is experiencing (The
State of Queensland, Department of Education and Training, 2015). Another
government policy The Melbourne Declaration on Educational Goals for Young
Australians advocates the need for equity within the educational system. The
policy refers to the need for all students to be given an opportunity to education
and that students from low socioeconomic backgrounds should not be
disadvantaged (Ministerial Council on Education, Employment, Training and Youth
Affairs, 2008).

Reflecting on this case study in relations to the Standards for teachers it is

evident that a teacher has a responsibility for a child who has suffered from
abuse. Standard 1 refers to know students and how they learn; it was obvious
that Stevie didnt learn the same way as his peers, he required encouragement,
clear expectations and relevance to his work. His work was often modified and
depending on the circumstances his work load was smaller. Standard 4 also has a
great relevance to this particular case study, it refers to create and maintain
supportive and safe learning environments. The importance of this was obvious
within this case study, to get Stevie to participate he had to feel like he was part
of secure and safe environment. However it was also vital to create a safe
environment for Stevies peers. It was important to create explicit expectations
for Stevie, ensuring he knew that violence would not be tolerated (Australian
Institute for Teaching and School Leadership, 2014).

Reference List
Australian Institute for Teaching and School Leadership. (2014). Australian
Professional Standards for Teachers. Retrieved from
http://www.aitsl.edu.au/australian-professional-standards-forteachers/standards/list
Commonwealth of Australia. (2006). Disability Standards for Education 2005.
Retrieved from
http://docs.education.gov.au/system/files/doc/other/disability_standards_for_educ
ation_2005_plus_guidance_notes.pdf
Commonwealth of Australia. (2007). Behavioural Disorders. Retrieved from
http://www.responseability.org/__data/assets/pdf_file/0003/4791/BehaviouralDisorders.pdf
Department of Communities, Child Safety and Disability Services and
Department of Education, Training and Employment. (2007). Calmer classrooms
A guide to working with traumatised children. Retrieved from
http://education.qld.gov.au/schools/healthy/pdfs/calmer-classrooms-guide.pdf
Larkey, S. (2006). Strategies for teaching students with Autism Spectrum
Disorder and other students with special needs. Retrieved from
http://www.learninglinks.org.au/wp-content/uploads/2012/11/LLIS-03_AutismStrategies.pdf
Ministerial Council on Education, Employment, Training and Youth Affairs. (2008).
Melbourne
Declaration on Educational Goals for Young Australians. Retrieved from
http://www.curriculum.edu.au/verve/_resources/national_declaration_on_the_edu
cational_goals_for_young_australians.pdf
State Government of Victoria. (2014). Parenting discipline. Retrieved from
http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Parenting_discipli
ne

The State of Queensland, Department of Education and Training. (2015).

Protecting students from suspected harm. Retrieved from
http://education.qld.gov.au/parents/school-life/health-wellbeing/studentprotection-policy.html