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Assessment 2 – Project

According to Hyde, Carpenter, & Conway (2014), Australia is one of the most culturally diverse nations on
earth and this is reflected in our schools. As well as cultural and linguistic diversity, other characteristics of
diversity reflected in our schools are students of Indigenous heritage, students from different faith systems,
students with impairments, disabilities or disadvantages influencing their development of communicative
competence, social competence, cognitive ability, or literacy and numeracy (Hyde, Carpenter, & Conway,
2014). These students contribute to the increasingly complex modern Australian learning environment
therefore generalist teachers need to possess the knowledge, skills and resources to be able to adequately
accommodate these students in a mainstream classroom setting (Foreman, 2011).

Hyde, Carpenter, & Conway (2014) explain that there is no one fully effective definition or model of
inclusion, however describe inclusive education as ‘a process of responding to the uniqueness of
individuals increasing their sense of presence, access, participation and engagement in a learning society’
(Skritic 1995). Inclusion is much more than being part of a group, and aims to support students in regards
to their social participation, access to quality education and gaining a sense of well-being as well as
achieving academic goals and outcomes (Cooper, Jacobs & Busher 2011). To promote an inclusive
learning environment in schools, teachers are implementing differentiation in their teaching practices to
allow the needs of each individual to be considered, including those with specific learning needs, as well as
uniformity which allows for the rights, participation and equity of all students (Hyde, Carpenter, & Conway
2014).

Policy and Legislation


In Australia, there are many policies, standards and legislation in relation to children and children with
disabilities that educators are morally, ethically and legally obliged to follow. These require teachers to treat
children in a way that allows them to achieve their goals and potential without discriminating against them
(Manglaras 2017).

Section 22 of The Disability Discrimination Act 1992 (DDA) (Commonwealth) in relation to education states
that it is unlawful for an educational authority to discriminate against a student or person on the ground of
their disability by denying or limiting their access to benefits provided by the educational authority
(Australasian Legal Information Institute, 2017). This Act aims to protect individuals as well as friends,
relatives, and others across Australia from all forms of discrimination in many areas including employment
and education (Hyde, Carpenter, & Conway, 2014).

According to Hyde, Carpenter, & Conway (2014), The Disability Standards for Education 2005 were
developed to promote compliance in terms of educational practices in line with the Disability Discrimination
Act 1992. The object of The Disability Standards for Education 2005 is to eliminate discrimination against
individuals on the ground of disability in an educational context, ensure individuals with disabilities have the
same rights to equality in education and training and to promote recognition and acceptance within the
EDUC 3055 Inclusive Education Student ID# 110136197
educational community.

The Students with Disabilities Policy 2014 supports legislation and standards with aims to ensure that all
DECD services are inclusive of all children and students with disability ensuring they are provided access
to an appropriate learning program that meets the needs and requirements of the Early Years Learning
Framework and the Australian Curriculum (EYLF, 2017) (ACARA, 2016) (Department of Education Child
Development, 2014).

This is in line with the AITSL Teaching Standards (2017) who require lead teachers to ‘Develop teaching
activities that include differentiated strategies to meet the specific learning needs of students across the full
range of abilities as well as design teaching activities that support the participation and learning of students
with disability’ (AITSL, 2017).

The Melbourne Declaration (2008) also outlined two educational goals for the following decade, which
strived for all young Australians to become successful learners, confident and creative individuals, and
active and informed citizens as well as for Australian schooling to promote equity and excellence.

The Australian Curriculum has been specifically designed to address the goals in the Melbourne
Declaration (2008) and support teachers in adhering to the legislation, standards and policy discussed
above (ACARA, 2016) The general capabilities and cross-curriculum priorities serve as the basis for a
curriculum designed to support learning, today. The Australian Curriculum provides flexibility for schools
and teachers to ‘promote personalized learning that aims to fulfill the diverse capabilities of each young
Australian’ (MCEETYA, 2008) (ACARA, 2016).


Area of Diversity – Vision Impairment
Vision impairment is a generic term used to describe either blindness or low vision and it can range from no
useful vision to a mild vision loss (Williams & Thomas 2017) (Hyde, Carpenter, & Conway 2014). Hyde et
al. (2014) emphasize the importance of knowing and understanding the difference in meaning between the
terms ‘sight’ and ‘vision’. Sight is the ability to see, whereas vision is the brain’s ability to interpret the
information that comes from sight (Hyde et al. 2014).

Vision impairment can be defined as a reduction in one or more of the following: accommodation, binocular
skill, visual field, central vision, or colour vision (Pagliano, 2005). Hyde, Carpenter, & Conway (2014)
explain that vision loss may present as general blurriness, monocular (one eye) vision, problems with
binocular skill and fixation, severe field restriction in central or peripheral vision, problems with colour
vision, or a combination of these.

Westwood (2003) discusses the many variations of impaired vision; totally blind, legally blind, varying

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degrees of partial sight, and depending on the condition or cause for that type of visual impairment, will
impact the degree of severity and the specific characteristics and how they impact those with the
impairment (Vision Australia 2017).

Blindness or low vision can be caused by an eye condition, through accidents or result through other
diseases such as types of cancers or strokes (Royal Society for the Blind, 2017). Vision Australia (2017)
discusses multiple conditions that cause people to have or acquire a visual impairment but some of the
most common include; Albinism, Cataracts, Cortical Vision Impairment (CVI), Diabetic Retinopathy,
Glaucoma, Leber’s Congenital Amaurosis, Keratoconus and Age Related Macular Degeneration.

Visual Acuity
Hyde et al. (2014) refer to ‘visual acuity’ as the sharpness or clarity of vision, or, the ability of the eye to
distinguish objects and details at a specified distance. Vision Australia (2017) discusses the visual acuity
test and how it measures the ability to see these fine details and is determined by measuring the smallest
size print that a person can read.

Visual Acuity Test


Vision Australia (2017) describes visual acuity charts as what is used to test distance visual acuity. For
literate adults, it uses capital letters of different sizes to test vision, for young children, it uses symbols and
pictures, and for children who can’t understand these tests, it uses different sized stripes (Vision Australia,
2017).

How it works:
• The test is conducted at 6 metres
• The test result is given as a fraction that indicates the distance in metres at which that row of the
chart can be read by a normal eye
• The top number of the fraction indicates the test distance (how far you are standing from the chart).
It is usually 6 metres in Australia.
• The bottom number represents the size of the letter seen. The larger the bottom number the larger
the letter on the chart (E.g. 6/48 indicates a bigger letter than 6/12).
• Normal visual acuity is recorded as 6/6
(Vision Australia, 2017)

Figure 1 shows an example of a distance visual acuity chart.

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Figure 1 – Distance Visual Acuity Chart (not to scale)

Scenario
The type of vision impairment to be the basis of this discussion is an 11 year old (year 6) boy, Ryder, who
suffers a vision impairment caused by advanced cataracts which he has had since birth. Ryder has very
blurred vision due to the cataract, and suffers from glare and finds bright lights uncomfortable (Royal
Society for the Blind, 2017). The cataracts disturb the passage of light and thus, hinder his eyes ability to
focus correctly. Ryder’s Visual Acuity is approximately 6/12 to 6/18, which is classified by Vision Australia
(2017) as reduced/low vision, and is Australia’s official legal driving limit.

Ryder’s Symptoms:
• Glare and sensitivity to bright light
• Blurred, hazy and foggy vision
• Haloes around lights
• Distortion
• A feeling of looking through a film, veil or curtain
• Changes in the appearance of colours

Figure 2 shows a comparison of how someone with normal vision would see the image in comparison to
him.

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Figure 2 – Cataract Simulation (Vision Australia, 2017)

According to Vision Australia (2017), cataracts are one of the leading causes of vision impairment. Vision
Australia (2017) explains that a cataract is a clouding of the normally clear lens in the eye. Cataracts
generally occur in those who are older, however they can develop in younger people and some people are
actually born with a cataract (Vision Australia). The progression of cataracts varies between each individual
and often between each eye in the same person (Royal Society for the Blind, 2017)

Ryder’s vision impairment impacts and affects a number of development areas and behaviour including:
• Understanding of concepts
• Motor development (fine motor skills)
• Exploration and play
• Social development
• Overall engagement

Sometimes Ryder has trouble distinguishing objects from a distance when performing near point tasks, he
blinks, squints, rubs his eyes frequently, complains of seeing double or seeing halos around lights, quite
frequently complains of headaches and appears to be clumsy, bumps into things, walks with hesitation and
has difficulty negotiating stairs and edges (Salend, 2008) (Hyde et al. 2014).

EDUC 3055 Inclusive Education Student ID# 110136197


Physical Education Lesson Plan
University Of South Australia | School Of Education

Modifications in blue

Class: Year 5/6


Students: 26
Subject: Physical Education
Activity: Tennis
Duration: 45mins
Date: Wednesday 26/05/16

Material/Equipment Required:
• Tennis balls (different colours, sizes, compression, slow bounce balls)
• Tennis rackets (different colours, sizes)
• Indoor or outdoor hall or court space (let students know exactly where the lesson will be
and any changes)
• Targets (Size, colour)
• Tennis nets (could remove the tennis nets if it became too difficult for students)

Physical Environment
• Announce your presence and departure
• Ensure doors are fully opened or closed
• Systematically describe the location of things after changes have been made.
• Allow time for travel to other classes.

GENERAL OUTCOMES OF LESSON

The Students will:


• Actively participate in the lesson presenting positive attitudes towards learning tennis
• Develop a sense of coordination in self feeding the ball and timing the racket to hit the ball

The Teacher will:


• Endeavour to build a positive relationship with all students by learning their names and
treating all equally regardless of gender, race, religion, sex etc.
• Develop effective strategies in managing behaviour by increasing engagement from
students.

Australian Curriculum Links:


• (ACPMP063)
• (ACPMP067)
• (ACPMP069)

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The Learning Sequence
Learning Activity Teaching Points Time Modifications

Introduction/Engagement/ Key Cues: 9.00 – • Make the line that


Warm-up • If I call rats: rats need to 9.05am students need to run to
chase the rabbits and try to (5 mins) more obvious
Introduce todays activity: Tennis catch them before they get • Change the colour of
to the line the line
Outline what is on the agenda for • If I call rabbits: rabbits need • Or just put flags there
the lesson. to chase the rats and try to
Set the expectations for behaviour catch them before they get
and participation. to the line Consider lighting
conditions:
Game of Low Organisation (GLO): • If it’s a really bright
Rats and Rabbits Safety: sunny day
Rats and rabbits is a competitive • Remove any potential • If it’s a really overcast
game, which will create friendly safety hazards day and not much
competition between peers but will • Ask students if they have contrast
also increase the intensity and get any injuries the teacher
students warmed up. may need to be aware of
• To catch/tag the people on
Split students into two even the opposite team students
groups: must gently tap the other
Group 1: Rats player on the back or
Group 2: Rabbits shoulder
• No hitting, punching,
Direct students to line up in their pushing etc.
given lines and face each other
(see “Class Organisation” in
Teaching Points) Things to remember:
• Position students in semi-
When the teacher calls out “RATS” circle during
the rats must chase the rabbits explanation/instructional
and “catch” or “tag” as many as time so that they can all
they can before they cross the line hear your voice
• Be mindful of other
When the teacher calls out
distractions in the space
“RABBITS” the rabbits must chase
• If in the gym: other classes
the rats and “catch” or “tag” as
and noise
many as they can before they
cross the line • If outside: the direction of
the sun (ensure students
Repeat this around 5-10 times aren’t looking into the sun)
adding various challenges such as • Be mindful of noises such
beginning facing the opposite way, as planes when giving out
or beginning on the ground to instructions or key cues
increase the excitement and
challenge the students as Fundamental Movement Skills
necessary. (FMS)
• Running
• Dodging

Maximum Individual
Participation (MIP)
• The primary means of the
activity is to chase and be
chased

EDUC 3055 Inclusive Education Student ID# 110136197


Class Organisation – Diagram
of set up

Development: Grip and Drills Key Cues 9.05 –


• “Shaking hands” with the 9.10am Ensure materials contrast
Direct students, one at a time, to tennis racket handle (5 mins) with the background
go and get a tennis racket and • Gently “tap” the ball Low contrast reduces
tennis ball and come back to the • Strong stance visibility
group.
Size of equipment
Explain and show students how to Safety Colour of equipment
grip the tennis racket. • Ensure students look up Size/colour of target
every now and then to look
Explain and show students a around so they don’t bump
strong stance for planning tennis into anyone
• Walking only (No running)
Get students comfortable with the
equipment by getting them to
wander around the court, trying to Fundamental Movement Skills
balance their tennis ball on the (FMS)
tennis racket. • Walking
Encourage the Continental “shake
hands” grip and allow them to Secondary General Skills
practice with both hands to see (SGS)
which one they prefer. • Controlling bat and ball
• Bouncing ball on bat
Get students to do the same thing
now except try and lightly
bounce/tap the ball on the racket
Maximum Individual
whilst walking around the court.
Participation (MIP)
• Everyone is participating at
Flip the racket over and hit on
once and there is no one
each side to practice forehand and
who is standing around
backhand.
doing nothing
Count down from 5 to signal to
students that the activity is about
to end and call out “Freeze!”

Pair off students and get them to


put one ball away and find a space
to work together for the next
activity.

EDUC 3055 Inclusive Education Student ID# 110136197


Development: Tennis Practice Key Cues 9.10 –
Games • Not a rally 9.20 am Ensure materials contrast
• Gently “tap” the ball (10 mins) with the background
Self feed Low contrast reduces
Ask students to stand visibility
approximately 4-5 metres away Safety
from their partner and get them to • Communicate with your Size of equipment
practice bouncing the ball on the partner to let them know Colour of equipment
ground and then gently hitting it you are ready Size/colour of target
with the racket to their partner.
Place ball back in their
Their partner must catch it before Fundamental Movement Skills hand, don’t throw it back
returning it to their partner, using (FMS)
the same technique. • Keeping balanced whilst
hitting the ball
Each time students do this • Strong stance
successfully they can take a step
back to increase the challenge.
Secondary General Skills
Partner feed (SGS)
Once students have achieved this, • Controlling bat and ball with
get students to gently underarm small serve
throw the ball to their partner and
get their partner to gently hit the
ball back to them. They must wait Maximum Individual
until the ball has bounced before Participation (MIP)
they can hit it. • Everyone is actively
participating
Get students to do this 5 times
each, swapping roles.

Each time students do this


successfully they can take a step
back to increase the challenge.

If time, do 5 times each again.

Development: Tennis Target Fundamental Movement Skills 9.20 – Ensure materials contrast
Games (FMS) 9.30am with the background
• Keeping balanced whilst (10 mins) Low contrast reduces
Target Game 1 hitting the ball visibility
If inside, set up a small target on • Strong stance
the wall. Size of equipment
Using chalk or circle piece of Colour of equipment
cardboard, etc. (get creative) Secondary General Skills Size/colour of target
(SGS)
If outside, set up a small target on • Controlling bat and ball with
the fence. Using a circle piece of larger self-feed
cardboard (attach using zip ties)

Allow enough so that partners can Maximum Individual


each share a target. Participation (MIP)
• All students are actively
Get students to practice self participating
serving the ball and hitting the ball
on the target on the wall.

EDUC 3055 Inclusive Education Student ID# 110136197


Get students to take turns and
alternate, practicing one at a time.
They can take a step back each
time they hit the target to increase
challenge.

Target Game 2
Next, students will do another
target game except targets will be
on the floor.
Students will use the small circle
bases from baseball as the target
and must self feed and try and hit
the circle on the ground.
Each time they hit the circle they
can take a step back.
They must alternate with their
partners.

Final Activity: Target Tennis Fundamental Movement Skills 9.30 – Ensure materials contrast
Over a Net (FMS) 9.40am with the background
• Keeping balanced whilst (10 mins) Low contrast reduces
There will be targets set up on the hitting the ball visibility
other side of the tennis net. • Strong stance
Size of equipment
The students will stay in the same Colour of equipment
pairs. Secondary General Skills Size/colour of target
(SGS)
Students will verse each other in • Controlling bat and ball with
self-serving the ball and hitting it larger self-feed Change the activity from
over the net, trying to get it to land competitive to cooperative
on the target.
Maximum Individual Remove net to reduce
Whoever gets the ball to hit the Participation (MIP) technical demands on
target the most times will be the • All students are actively learners
winner of the set. participating

Students must alternate who is


hitting and who is the person who
is fetching the ball and looking to
see if it hits the target or not.

Closure/cool down/reflection Key Cues: 9.40 –


• Slowly sit down on the 9.45am
Students will gather in a group and ground (5 mins)
sit down by the teacher. The • Choose a stretch
teacher will walk and talk students • Make sure students are
through a dynamic and static holding their stretch for at
stretching session. least 10-15 seconds
• Breathe into the stretch and
Static Stretching Session feel the lengthening
Demonstrate and guide students reaction
through a Static Stretching
Session Successful Stretching
• Be warm
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Get students in a space on the • Focus
floor in the room that is not very • Relax
close to others. • Breathing
• Work at your level
Get students to put their arms out • Progress level of intensity
to the side and make sure they • Learn to recognise stretch
can’t touch anyone next to them or response/real pain
behind/in front of them. • Tighter side first
• Correct technique
Explain that they need to choose a
position that is at the end of their
Avoid
flexibility level.
• Standing forward flexion
(with straight legs)
They must hold the position there
and then feel the stretch. • Open knee positions
• Standing torso twists
The teacher will direct students to • Lower back arches
put equipment away and delegate
helpers to help put the bags of
equipment in the shed.

Description of the Modifications


There are many ways that educators could accommodate a student like Ryder in the context of a year 5/6
Tennis Lesson in a Physical Education class. These might include changes to; the curriculum, instructional
methods, the environment, materials, resources, the way teachers interact with students, and the
expectations of them (Manglaras, 2017).

The first way in which the teacher could modify the lesson is by changing some of the equipment to
promote success for Ryder. The teacher could start students off by using a smaller tennis racket, and larger
tennis ball. Launder and Piltz (2013) recommend this simple change as it reduces perceptual demands on
the learners and allows more room for student achievement as very beginners in Tennis. Simplifying the
learning environment in this way enables target games to develop technical ability and other aspects of
skilled play in tennis (Launder and Piltz, 2013).

During the target games, it may be a good idea to either remove the target altogether in the initial stages, or
change the target to something like “hitting the ball and having it land on the other side of the net” or “hit the
ball and try and make it land in the diagonal serving box.” This will also reduce perceptual demands on the
learners and students like Ryder, as well as giving them an idea of game sense by introducing them to
some new tennis terminology such as naming the different places in the court such as the serving box.

With the use of a larger ball, another type of ball that can be used is a large “slow bounce ball” or a
compression ball. These balls slow the speed at which the ball travels which gives students like Ryder
more time to position themselves for their next hit (Talay-Ongan, 2004) (Westwood, 2003).

EDUC 3055 Inclusive Education Student ID# 110136197


The teacher could modify the equipment by ensuring the balls, rackets, net and targets are a particular
colour in relation to the background of the learning environment to support Ryder in increasing the contrast
so that he can see the equipment easier. Hyde et al. (2014) suggest that the teacher must consider the
lighting conditions such as the glare on a bright sunny day, or the difficulty in being able to define objects
from the background on an overcast and cloudy day. It also suggests the use of materials to be in contrast
with the background as low contrast reduces visibility.

During the self feed and partner feed games, instead of throwing the ball back to their partner when its their
turn, the teacher may encourage the students to simply pass it to their partner, which will save those
without very well developed secondary general skills the need to catch the ball very well as well as support
Ryder and keep him both physically and emotionally safe in case he misses the ball (Launder and Piltz,
2013).

The teacher can modify the distance in which students stand from their partners (Hyde et al. 2014).
Students should start closer together (1-2m apart), and only move further apart when they feel they are
both ready for another challenge (Launder and Piltz, 2013). The groups of pairs should also be distanced
far enough apart from other pairs so that they don’t accidentally bump into other students which will
promote more safety (Hyde et al 2014). There should be an established verbal cue if a student accidentally
hits a ball out of them and their partner’s zone so that other students know to look out for the ball (Hyde et
al 2014). The teacher should also modify the distance students are positioned away from the target to
promote success for students.

The teacher can also modify learning outcomes for Ryder, for example, during the target games, instead of
needing to get 10 in a row, he could be asked to get 10 in total. When it comes to the Target game over the
fence, instead of making the ball land on the target, Ryder could aim to at least get the ball to go over the
net and land on the other side.

Educators should also modify the learning activity so that the game is cooperative rather than competitive,
as this could automatically disadvantage someone. When students are required to work cooperatively to
achieve a goal they achieve social and emotional learning outcomes by working together as a team to
support each other, and they learn to get along with students in the class they may not have associated
with before (Talay-Ongan, 2004) (Westwood, 2003).

Additional Accommodations
Manglaras (2017) explains how important it is to find out the needs of the individual child and not assume
that all children with a sensory impairment will have the same needs therefore it might be a useful idea for
the teacher to organise parent teacher interviews at the beginning of the term to discuss any issues the
child may have had in previous years, or special needs that need to be considered. This way, teachers,

EDUC 3055 Inclusive Education Student ID# 110136197


parents and students can be on the same page in terms of the best way to cater for this child in their
Physical Education Class.

When the parents are explicit about Ryder’s vision impairment, it promotes a cohesive and coherent
learning relationship and community between the school and the parents, which can help the parents to
educate the teacher on what works and maybe doesn’t work for Ryder. The teacher can use the time spent
with parents as an opportunity to ask questions and find out about certain colours of equipment that may
help Ryder see the equipment better due to the contrast in the colour in relation to the colour of the learning
environment.

Support Services and Resources


• Vision Australia
• Royal Institute for Deaf and Blind Children
• The Royal Society for the Blind
• Blind Sports and Recreation (Victoria)
• Tennis Australia
• Statewide Vision Resource Centre
• Australian Disability Clearinghouse on Education and Training
• South Australian School for Vision Impaired

Conclusion
Hyde et al. (2014) states that the successful inclusion of students with vision impairment is the result of
high quality preparation, shared responsibility, collaboration and a teacher who is adaptable in his or her
approach to teaching and learning however this cannot all be successfully achieved by the teacher alone. It
is important that teachers take the time to get to know and work with the students, the families, the
specialists or paediatrician, and educate themselves on the specific characteristics and needs of the
student in their situation. It is important not to assume that all individuals experience their vision impairment
in the same way therefore teachers must take advantage of being able to work with a multidisciplinary team
in helping cater for this child. It is also important that teachers know what support is available for them
including professional development, but also what support is available for the child and the families.

EDUC 3055 Inclusive Education Student ID# 110136197


REFERENCE LIST

ACARA, 2016, Student Diversity, <https://www.australiancurriculum.edu.au/resources/student-diversity/>

AITSL 2017, ‘Australian Professional Standards for Teachers’, <https://www.aitsl.edu.au/teach/standards>


Australian Special Education Principals’ Association 2017, Australian Special Education Principals’
Association, Schoolzine, viewed 4 August, 2017, < https://asepa.schoolzineplus.com>.

Cooper, P, Jacobs, B, & Busher, H, 2011, From inclusion to engagement: Helping students engage with
schooling through policy and practice, London: John Wiley and Sons.

Forbes, F 2007, ‘Towards Inclusion: an Australian Perspective’, Support for Learning, vol. 22, no. 2, pp.
66-71.

Foreman, P, 2011, ‘Inclusion in action’, 3rd edition, Cengage Learning Australia.

Hyde, M, Carpenter, L, & Conway, R 2014, ‘Diversity, Inclusion and Engagement’, Oxford University Press,
Melbourne, Second Edition.

Manglaras, N, 2017, Inclusive Lecture PowerPoint Slides. PowerPoint Presentation, UNISA, viewed SP5
2017

Pagliano, 2005, ‘Using the senses.’ In A. Ashman & J. Elkins, Educating students with diverse abilities (2nd
edn). Frenchs Forest, NSW: Pearson Education Australia.

Price, D, 2017, ‘Inclusive policy, legislation and curriculum’, PowerPoint Presentation, UniSA, viewed sp5
2017

Royal Society for the Blind, 2017, viewed 20 October 2017, <http://www.rsb.org.au>

Salend, 2008, Creating inclusive classrooms: Effective and reflective practices (6th edn). Upper Saddle
River, NJ: Pearson Merrill-Prentice Hall.

Skritic, T, 1995, ‘Disability and democracy’, Reconstructing special education for postmodernity, New York:
Teachers College Press.

Strong, F 1988, ‘Mind Your Language’, Set: Research Information for Teachers, vol. 1, no. 3, pp. 1-2.

Vision Australia, 2017, Blindness, Low Vision, Opportunity, <https://www.visionaustralia.org>

Williams, C & Thomas, D, 2017, “Inclusive Education Visual Impairment Presentation”, viewed 23 August
2017.

Policy and Legislation

MCEETYA, 2008, ‘Melbourne Declaration on Educational Goals for Young Australians’ viewed 15 October
2017,
<http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Yo
ung_Australians.pdf>.

Section 22 of The Disability Discrimination Act 1992 (DDA) (Commonwealth)

The Disability Standards for Education 2005

The Students with Disabilities Policy 2014

DECD, 2017, Department of Child Development, viewed 4 August, 2017

EDUC 3055 Inclusive Education Student ID# 110136197


EYLF, 2017, Belonging, Becoming & Being: The Early Years Learning Framework for Australia
<http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-
Kit/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf>

EDUC 3055 Inclusive Education Student ID# 110136197




Assessment feedback
School of Education

Course: Inclusive Education EDUC 3055


Assignment 2 (60%): Project
Student Name: Marker:

Key components of this assignment Performance on Component

Reference to the relevant Below requirement Satisfactory Very good Exceptional


literature/resources/reference list

Clarity of arguments and information Below requirement Satisfactory Very good Exceptional
presented/analysis

Logical planning/organisation/sequencing of Below requirement Satisfactory Very good Exceptional


information

Detail provided/depth of coverage Below requirement Satisfactory Very good Exceptional

Insights into critical issues Below requirement Satisfactory Very good Exceptional

Bibliographic conventions/in-text Below requirement Satisfactory Very good Exceptional


referencing/acknowledgement of sources

Student literacy/expression/punctuation etc Below requirement Satisfactory Very good Exceptional

Modified lesson plan Below requirement Satisfactory Very good Exceptional

Additional Comments

The Graduate qualities being assessed by this assignment are indicated by an X:

X GQ1: operate effectively with and upon a body of X GQ5: are committed to ethical action and social
knowledge responsibility
GQ2: are prepared for lifelong learning X GQ6: communicate effectively
X GQ3: are effective problem solvers GQ7: demonstrate an international perspective

GQ4:can work both autonomously and


collaboratively

EDUC 3055 Inclusive Education Student ID# 110136197