Standard-1 6

CENTRAL QUEENSLAND UNIVERSITY
Assessment Task 2
EDED13435 Students with Special Needs
Stephanie Brocklehurst
S0257771
Lecturer: Marie Blundell
Due Date: 07/10/2016
Word Count: 1974

Stephanie Brocklehurst EDED13435: Students with Special Needs
S0257771
Part One
Rebecca is a twelve-year old girl who currently spends approximately seventy-five

percent of her education time within the Special Education Program, therefore Rebecca is
given the opportunity to experience mainstream classrooms during the remaining twenty-five
percent of her time. She currently is enrolled as a student at Blue River High School. Rebecca
has been diagnosed with a severe visual impairment as she is completely blind in her right
eye and possesses a long distance vision problem in the left eye which has been passed down
from her mother. Rebecca identifies as being Indigenous and after the separation of her
parents at birth she has remained in the sole care of her biological mother along with her
younger brother. She was first exposed to the Special Education Program during prep at Blue
River High, Prep in a High School? when the school nurse completed health check-ups on the
students and Rebeccas visual impairment was detected. During the initial verification of
Rebeccas impairment it was decided that she would spend a majority of her schooling in the
Special Education Program. Over the course of time and due to a lack of funds Rebeccas
visual impairment worsened and resulted in total blindness in the right eye. Rebeccas mother
has identified that due to the lack of a father figure during her childhood Rebecca tends to
easily lose control of her emotions, specifically if she is given a task that she is unable to
complete within a short period of time. This often leads to Rebecca storming out of the
classroom or requiring a short five minute break to calm herself and return to her work. As a
result the school has created a behaviour management plan and a safety plan that identifies
behavioural outburst patterns and devises a plan of action for when this may occur.
Due to the low socio- economic status and a single parent support network the school
is unable to achieve great assistance from Rebeccas family. Although her mother has agreed
to assist within Rebeccas schooling and outer school programs, the SEP is where Rebecca
feels her most relaxed, confident and encouraged to complete tasks to the best of her abilities.
Coming from this low socio economic regional environment limits the opportunities that
Rebecca would have access to outside of the schooling environment and is, therefore, why
she aims to engage within all opportunities present to her during school.
1
S0257771
As a result of her visual impairment, an Individual Learning Plan (ILP) has been
created as Rebecca is significantly behind her peers academically. For Rebecca, being
partially blind is an extensive struggle; she typically has great difficulty in identifying
particular letters and numerals if they are more than five meters away. However, she is able
to identify a vast range of colours that surround her. She is able to complete a number of
tasks when they are given to her one at a time with an increased font size to provide some
ease when engaging with materials. Rebecca, prefers to spend a majority of her days in the
Special Education Program as she feels that the educators present will completely understand
what is being asked of her rather than feeling embarrassed in a mainstream classroom for
having to sit closer than others to the front of the class or being given materials that are of
greater size to make tasks as simple as possible for her. The everyday routines and structures
present in the Special Education Program and the classroom greatly benefit the way in which
Rebecca actively engages with materials.
Part Two
Vision impairment is defined as the general limitation to ones eyesight; this can
consist of either blindness or low vision levels. Vision loss may include but is not limited to
general blurriness, binocular skill, fixation and colour vision (Hyde, Carpenter and Conway,
2014, p. 234). A child who possesses a significant visual impairment of blindness or low
vision will be exposed to an extensive number of challenges during their learning and may
impact the students educational performance significantly. The work of Hatlen and Curry has
been outlined by Hyde, Carpenter and Conway (2014, p. 234) which demonstrates that the
learning needs of children with vision impairment can be organised into a range of three
categories. Specifically, these categories include those that can be met through changes in the
curriculum, those that can be met through pedagogical changes and those that are unique to
individual students (Hyde, Carpenter and Conway, 2014, p. 243). A review of current
literature related to the education of students with a disability specifically that of vision
impairment identifies that students must be placed into a learning environment where the
student will function safely and supportively within the school. The support that is required
for a student who possesses a vision impairment is one that must be regularly customised to
suit their educational needs and abilities in order to obtain maximum educational
performance (Vize, 2011, p. 62). Current literature continues to identify that the element of
vision provides the opportunity for one to actively move about and explore the environment
2
S0257771
that surrounds them. Unfortunately when students experience vision impairment or complete
blindness they will typically also experience a development in unconventional mannerisms
(Hyde, Carpenter and Conway, 2014, p. 240). It is in this instance that educators are required
to understand that the needs of students who are visually impaired are extensively time
consuming, specific and require continual modifications to their learning environments and
individual curriculums.
Further exploration into current literature has identified that educators are required to
ensure that developmental skills are taught across all classrooms whilst making modifications
to ensure that the needs of students with visual impairments are being addressed. Richard M.
Gargiulo (2012, p. 470) identifies a variety of suggestions for working with students who are
visually impaired; many of these suggestions are put in place to ensure that students who
possess disabilities, specifically vision impairment are able to feel comfortable in their
learning environment. Teachers are required to eliminate unnecessary obstacles, encourage
active movement and utilise the least restrictive environment for the student to work in. The
active embedment ? of these strategies will provide the visually impaired student with an
inclusive environment and influence positive teaching practice.
Vision impairments can have a detrimental impact on a students learning, access to

and participation in a mainstream classroom. As mentioned previously, Rebecca Stevens
ability to actively participate within a mainstream classroom is limited to a total of twenty
five per cent of her education time and as a result of the minimal time spent within the
classroom, Blue River High School has constructed an Educational Adjustment Plan (EAP)
to ensure that Rebecca achieves her maximum potential within the mainstream classroom and
the Special Education Program (SEP). The EAP has been created to ensure that Rebecca is
given equal opportunities to participate and access her learning within the SEP at a one on
one level. This ensures that Rebecca is able to complete activities that may challenge her with
assistance from support staff when necessary to ensure that she achieves her educational
goals. The aspect of exposing Rebecca to mainstream classrooms for only twenty five per
cent of her classroom time ensures that she is still able to actively communicate with the
other students when she feels comfortable, she has access to numerous learning environments
and continues to participate with other members of her cohort in order to build
3
S0257771
communication skills. What are the lessons Rebecca has in the mainstream? The EAP process
is part of the verification process and is required for all students who have been verified
under the state system.
Due to Rebeccas extensive vision impairment communicating with others can be quite
difficult, especially when she becomes overwhelmed. For Rebecca a number of
communication strategies have been developed in order for her to actively consult with other
students in the classroom, parents/ carers, specialist and community support services that
form the student's support network. Specifically, many of the communication strategies
developed for Rebecca utilise an individual teacher aide to assist her whenever necessary. In
addition to this particular communication strategy, Special Education Program (SEP) teachers
will be utilised in order to provide specific direct support to the students education, one on
one communication will also be embedded into her (ILP) Educational Adjustment Plan
(EAP) to ensure that Rebecca develops rapport with her support staff. The elements of
incorporating braille and increased font size will simultaneously assist Rebecca within not
only the SEP but ultimately the mainstream classroom. Braille is not an element that you can
just include. It is generally taught to students from a young age and require specialist staff to
use the technology, Who are the stakeholders other that teachers and parents? What
professionals will be involved?
In order for Rebecca Stevens to engage completely, social participation, well-being,

safety, health and personal care are promoted within a mainstream educational setting a
number of technological aides, accommodations and modifications must be put in place to
ensure that this can occur. Ultimately, the element of technology within Rebeccas education
is vital to ensure that she is able to achieve her education goals and complete tasks to the best
of her ability regardless of her limitations. In order to promote Rebeccas learning in both the
special education program and in a mainstream educational setting it is essential to ensure
that educators are reinforcing the appropriate use of technologies that allow Rebecca to
complete her work. Due to Rebeccas vision limitations it is necessary to ensure that specific
teaching strategies are put in place to allow for the use of technologies that will aid and
promote the students learning and social participation within a mainstream classroom.
Ultimately, for Rebecca, many of these technologies are put in place to allow her to actively
engage within the learning environment; in order to do so technologies such as screen
4
S0257771
magnifiers, the use of key board overlays with large keys, audio books and text to speech
softwares are utilised to benefit the students learning and participation throughout their
limited time in a mainstream classroom. These specific technologies continue to aid the
students learning by ensuring that their individual wellbeing, health and personal care as
well as social participation are promoted and reinforced within a mainstream classroom.
Repetition here on having to include technology. You could have expanded more on how and
when the technologies are included eg what subjects with what outcome.
In addition to numerous technologies that have been embedded into Rebeccas education due
to her extensive difficulties a number of necessary accommodations and modification are put
in place to ensure that she is provided with a learning environment that includes personal
modifications in order to promote her learning. In order for accommodations and
modifications to successfully occur whilst promoting social participation and well-being as
well as health and personal care within a mainstream educational setting and the special
education program an Individual Learning Plan (ILP) and an Educational Adjustment Plan
(EAP) (see appendix) have been constructed. These specific plans provide the opportunity for
the teachers to address the educational goals as well as the childs needs. For Rebecca a
variety of the elements included within these plans are addressed both in and out of the
classroom, specifically many of these adaptions and strategies that promote student learning
include the utilisation of placing her closer to the front classroom with her own teacher aide
in order to provide assistance when necessary. In Rebeccas case it is essential that the school
and teacher utilise the element of creating specific teaching supports in order to facilitate
participation in learning activities. In addition, educators must ensure that intensive assistance
from support personnel is provided to Rebecca whilst making adjustments and modifications
to the students learning, assessment and their learning environment. In conjunction with
various other modifications it is essential that adaptions or modifications to equipment,
materials and/or environment occur to reinforce the element of safe mobility. In order for
Rebecca to safely yet actively engage within safe mobility, the school will emphasise the use
of an expert instructor who will assist Rebecca with obtaining orientation skills. Outside of
the classroom a Playground Plan has been devised in order to allow for Rebecca to actively
engage with other students within the playground to develop her social skills with others. As
social interaction is an aspect that Rebecca struggles with it is essential that the modifications
identified within the Playground Plan are adapted to meet her needs. Furthermore, as Rebecca
5
S0257771
often struggles with expressing herself the Playground Plan has been put in place to ensure
that her individual playground goals are achieved whilst emphasising the need to actively
engage with peers.
Conclusion. Remember you are reporting to the new teacher.
6
S0257771
Part 3 Appendix
7
S0257771
8
S0257771
9
S0257771
10
S0257771
11
S0257771
12
S0257771
13
S0257771
14
S0257771
15
S0257771
16
S0257771
17
S0257771
18
S0257771
19
S0257771
20
S0257771
21
S0257771
22
S0257771
23
S0257771
24
S0257771
25
S0257771
26
S0257771
27
S0257771
28
S0257771
29
S0257771
30
S0257771
31
S0257771
Individual Learning Plan
In consultation with parents, this document may be completed to detail the students agreed Individual Learning Plan.
Students Name: Rebecca Stevens Students TASS 76241 Year Level: 7

Code:
Does student have any of ILP Yes School and Blue River High School Date: 30th August 2016
the following reports? EAP Yes Region: (to be reviewed
annually)
An adjustment is a measure or action taken to assist a

Rebecca requires Adjustments in the following subject areas:
student to participate in education on the same basis as
other students. Adjustments can be made across the
Religion Maths Science English History Geography Technology
whole school setting, in the classroom and at the
Physical Education The Arts
individual level. Adjustments aim to address any
barriers to a students access to education to support
and enhance their academic and social participation.
Name Role Endorsement of the Plan (signature)
Modifications are changes in what a student is expected
Penny Lang Staff Member I acknowledge that Rebecca requires documented
to learn. Modifications will change the content level of
adjustments to enhance her academic and social
participation. curriculum so as the student can participate more
Peter Gold Learning I acknowledge that Rebecca requires a variety of meaningfully and productively.
Support adjustments to be made to her learning to enhance her
Coordinator academic and social participation. These adjustments will
be made in all areas of her schooling.
Tanya Horn Staff member I acknowledge that Rebecca requires documented
adjustments to enhance her academic and social
participation.
Nadine Stevens Parent I acknowledge that my child requires the documented
adjustments to enhance his/her academic and social
participation.
32
S0257771
Individual Learning Plan for Rebecca Stevens
KLA / Subject area Learning Goals Adjustments and/or Strategies to support Adjustments
learning made/Modified Program
Maths Accomplish simple mathematical Rebecca will be placed closer to the front Adjustments required
tasks. of the classroom to increase vision access Modified program
to the board. Her paperwork will also be
enlarged to help with this process.
Science Engage effectively within tasks. In all instances within the classroom Adjustments required
Rebecca will complete tasks that are suited Modified program
to her ability with the assistance of
educators, support staff and other
students.
English Encourage the use of peer teaching Rebecca will be encouraged to work Adjustments required
and learning. alongside her peers with the assistance of Modified program
teachers when necessary to complete
tasks. Braille can be incorporated if
required but Rebecca will typically utilise a
text to speech technology.
History Engage within activities effectively Materials within this subject will be Adjustments required
such as timelines, artefacts and enlarged to assist Rebecca with reading. A Modified program
sources. supporting staff member will be
incorporated into the lesson and Rebecca
will be placed closer to the board in all
lessons.
Geography Engage thoroughly will maps and Maps will be enlarge, text to speech Adjustments required
geographical landscapes. technology incorporated and the use of Modified program
other various geographical applications to
thoroughly engage Rebecca during
geography lessons.
33
S0257771
KLA / Subject area Learning Goals Adjustments and/or Strategies to support Adjustments
learning made/Modified Program
Technology Engage thoroughly with course Text to speech technologies will be Adjustments required
materials and complete tasks on encouraged within Rebeccas education in Modified program
time to the best of her ability. order to establish a successful learning
environment that works best for her.
Physical Education Engage Rebecca within physical A playground plan has been created in Adjustments required
education in the SEP playground. order to provide Rebecca with safe access Modified program
to both the SEP and mainstream
playgrounds. Although she is limited to her
activities, she is to be highly encouraged to
participate when possible.
The Arts Rebecca does not participate in this Rebecca utilises this time within the Special Adjustments required
subject. Education Program to complete school Modified program
tasks which she may have not yet
completed or had great difficulty with
within the mainstream classroom.
34
S0257771
35
S0257771
36
S0257771
Reference List
Gargiulo, R. (2012). Special Education in Contemporary Society: an Introduction to

Exceptionality. California: SAGE Publications.
Hyde, M. Carpenter, L. & Conway, R. (2014). Diversity, inclusion & engagement (2nd ed.) South
Melbourne, VIC: Oxford University Press.
Vise, A. (2011). The A to Z of Special Needs. Australia: TEACHING SOLUTIONS
37

Standard-1 6

Hochgeladen von

Dokumentinformationen

Originaltitel

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Standard-1 6

Hochgeladen von

Copyright:

Verfügbare Formate

CENTRAL QUEENSLAND UNIVERSITY

Lecturer: Marie Blundell

Due Date: 07/10/2016

Word Count: 1974

Rebecca is a twelve-year old girl who currently spends approximately seventy-five

Vision impairments can have a detrimental impact on a students learning, access to

In order for Rebecca Stevens to engage completely, social participation, well-being,

Conclusion. Remember you are reporting to the new teacher.

Students Name: Rebecca Stevens Students TASS 76241 Year Level: 7

An adjustment is a measure or action taken to assist a

Individual Learning Plan for Rebecca Stevens

Gargiulo, R. (2012). Special Education in Contemporary Society: an Introduction to

Vise, A. (2011). The A to Z of Special Needs. Australia: TEACHING SOLUTIONS

Das könnte Ihnen auch gefallen