ASSIGNMENT 2: PROJECT

ALEXSANDRA MERRITT

IMPORTANCE OF INCLUSION

Inclusion plays an important role in every students’ school, social, and life experiences. Having an
inclusive school environment – or a lack of – can decide whether a student will enjoy school, and
maintain a positive attitude and relationships, or feel isolated and unmotivated to learn and
participate in their learning. Every student has the right to an education, and has the right to be able
to achieve to their highest potential in life, Gary et al (1996, pp. 337) states that “The concept of "full
inclusion" is that students with special needs can and should be educated in the same settings as their
normally developing peers with appropriate support services, rather than being placed in special
education classrooms or schools.”

The Australian Disability Discrimination Act 1992 ensures inclusion of all people to participate in work,
education and their community without being discriminated against, or excluded from participating,
as it states it “promotes recognition and acceptance within the community of the principle that
persons with disabilities have the same fundamental rights as the rest of the community.” (1992) The
Department for Education and Child Development (DECD) models by legislation that is relevant to
requirements of an ideal educator, and a child’s right to their well-being and education. This is stated
that “teachers are responsible for; the welfare and development of the students; the establishment
and maintenance of a social and educational environment within the school favourable to – learning;
and acceptable forms of behaviour.” (Education Regulations, 2012, pp. 17)

AREA OF DIVERSITY

Autism Spectrum Disorder (ASD) is a developmental disorder that usually becomes apparent in early
childhood, and is a lifelong condition that affects every part of a person’s life. This also impacts on a
person’s learning ability, communication and their social interactions, this impact is an impairment on
these capabilities, and should be considered in a school environment. ASD is a condition that has a
broad range of severity, which can range from mild to severe. Some people with ASD will experience
sensory sensitivity, while other people may experience social challenges in their everyday lives.
Carpenter (2014, pp. 275) states that “the spectrum applies to the level of support required by each
person.” It is important to know that each person with ASD is different, and will require different
learning needs that are catered to them.

The type of student I will be catering for is a male Year 7 student diagnosed with a moderate case of
ASD. This student has difficulty adapting to new routines, and new concepts such as due dates, this
could impede on this student’s academic performance, social capabilities, and most importantly, his
well-being as he transitions into high school in the next year. Any breaks into this student’s routine
typically result with the student unable to cope, leading to a meltdown and needing to find a quiet
room to rest. Carpenter (2014, pp. 276) discusses about what characteristics that people diagnosed
with ASD will experience. Such characteristics that this student shares are: “Reciprocity problems in
social or emotional interactions; sharing emotions and interests with others… Extreme adherence to
routines and rituals both verbal and nonverbal; reluctance and extreme concern over change of
routine, and insistence on taking same course.” This needs to be accommodated by discussing and
collaborating with the school, and the parents, on what strategies can be implemented to ensure that
this student will be able to cope and adapt to a high school environment. This can be accommodated
by slowly introducing due dates, timetable changes and moving from one classroom to another
throughout the course of the year. This may be difficult for the student at first, however, the more
these class concepts are practiced, the more that it becomes a regular routine for the student.

A critical issue that may arise within a classroom environment would be that any breaks in routine
may impede on their academic and social performance. Such breaks in routine include NAPLAN,
disruptions to before school, emergency drills, and timetable changes, even introducing new routines.
While most of these breaks in routine cannot be prevented, they can be prepared for both the student
and the educators at school. One example for NAPLAN is that it is a break from routine that spans over
a week at school. This typically causes anxiety for students to begin with, however, for a student with
limited coping skills for routine breaks, this can cause a high anxiety that this student to manage. A
way to accommodate this is to have a weekly test at the end of the week about what the students
learned during that week. To incorporate this as a routine may help the student to manage how they
feel about having tests, and result viewing NAPLAN as a bigger review test.

Most importantly, building a positive relationship with students will aid in accommodating towards
this student’s needs, as this will ensure that they understand my teaching methods is what is in best
interest for the student. With this in consideration, teaching students about self-regulated
management will best prepare this student for a high school environment, Good (2008, pp. 91) states
that “students cannot learn self-regulation if the teacher does all the alerting, accountability, and so
on.” With enough practice, this Year 7 student will be able to eventually cope with deadlines and
management skills that are required for the future.

Support services can be found for educators, students, and parents that are experiencing ASD. Autism
SA is a service that can provide general support for parents and children with ASD, such support
includes setting goals, maintaining family relationships and community safety. This support service is
a great service for students with ASD as they offer their services at home, at school and within the
student’s community. Autism SA would be the first service recommended for a student and their
family experiencing ASD.

SASRAPID is another support service that centres on encouraging people with disabilities to participate
in sports, and to lead an active lifestyle. They offer aquatic therapy for children with Autism Spectrum
Disorder to develop their hand and fine motor skills. This service is catered to schools that encourage
Physical Education within their program, and children that are interested in participating in sports.

The School of Psychology, located at Flinders University provides support at home and at school, with
clinics in regional areas such as Mount Gambier and Port Lincoln. This service supports in developing
social, communication and cognitive skills for children with ASD, and is a place where schools and
parents can find resources catered to their child’s developmental needs.

LESSON PLAN
A Learning Experience Planner
 **Modifications will be written in this colour**
Learning Area: Mathematics Topic Focus: Poetry – writing Haiku and Limericks

Literacy Year level: 5/6/7

1. The learning focus of the Learning Experience

What is the Learning Intention?

 Students will learn and understand the different types of poetry and how they are
structured
What is the Success Criteria?

 Students will be able to create their own poetry

What Learning Power Habits are used?

 Striving for accuracy

Teacher Activity Learner Activity Learner organisation & Time
resources

Introducing the experience (engagement). 10-15

min
Reading Comprehension, students Year 5’s: Answer five questions https://www.youtube.co
watch a small video and then m/watch?v=CeNTJhhsF9s
answer questions Year 6’s: Answer seven questions

*Students may re-watch the video Year 7’s Answer all questions
via computer, laptop or iPad
Questions:
access if any information was
missed during the first play Does the blue-ringed octopus make its own
through venom?

*This will be non-assessed, this
will only serve as a small
comprehension task that was
related to their camp experience
at Aldinga
How many hearts does the blue-ringed
octopus have?
How much does the blue-ringed octopus
weigh?

*I will make it clear that all the
designated questions do not have
to be completed within the time
limit, and if there is any further
time needed, I can continue this
task another time for students to
complete
Can it change its colour?
Is the blue-ringed octopus a large, or a small
animal?
How is the blue-ringed octopus’ venom
created?
What is the purpose of the blue-ringed
octopus’ venom?

Developing the experience.
Teacher will explain different
types of poetry and give examples
*Examples of what a limerick and
a haiku is supposed to look like
are written on the board, with
annotations on how many
syllables are used, and what the
rhyming pattern is
*depending on how much time is
given for the students to complete
their tasks, I can give them the
option to write either a haiku or a
limerick
**for students who are struggling,
I would get them to start with a
haiku, and once they feel
confident, they can move onto the
limerick
Closing the experience.
Students will continue their
limerick that is due at the end of
the week
*extensions may be negotiated
between the teacher and student
if needed
Where can the blue-ringed octopus be
found?
*as this is a short activity, I will give a verbal
warning on how much time the students will
have left, and possibly giving a minute of
bonus time
*students may also work in pairs and
collaborate to answer their questions
30 min
Students will start the first task with writing
a haiku about a sea animal that they saw
during their school camp experience:
Haiku's are composed of 3 lines, each a phrase.
The first line typically has 5 syllables, second
line has 7 and the 3rd and last line repeats
another 5. In addition there is a seasonal
reference included.
Once completed, students will be given the
task to start a limerick.
A limerick is a humorous poem consisting of
five lines. The first, second, and fifth lines
must have seven to ten syllables while
rhyming and having the same verbal rhythm.
The third and fourth lines only have to have
five to seven syllables, and have to rhyme
with each other and have the same rhythm.
This will start as a draft within their books,
once it has been checked by a teacher,
students are able to start on their final copy.
Assessment: ongoin
g
Students are to write their limerick on a Coloured cardboard,
coloured cardboard. It may be presented paper, pens and pencils
however they wish.
*The limerick must be based on something
that the students experienced from camp
the week prior
*students may ask for support
from teachers and SSOs to help
complete their limerick
*students may search for words to
help with rhyming
*students may ask for a list of ideas for what
to write about, which they can use.
*for students who were not present at camp
may write about what they did during the
holidays, or what they did instead.

*students may type their limericks, and print

their final piece

Links with Australian Curriculum

Strand: Language Sub- Strand: Text structure and
organisation

Descriptor: *Personal and Social

Understand how authors
often innovate
on text structures and play
with language features to
achieve
particular aesthetic,
humorous and persuasive
purposes and
effects (ACELA1518)
Experiment
with text structures
and language features and
their effects in creating
literary texts, for example,
using rhythm, sound
effects, monologue, layout,
navigation and
colour (ACELT1805)
Reflect on ideas and
opinions about characters,
settings and events in
literary texts, identifying
areas of agreement and
difference with others and
Achievement Standards:
Capability to
personalise learning:
recognising, students understand how the
understanding and
use of text structures can
labelling their own
emotions, values, achieve particular effects.
strengths and
Students understand
capacities
how language
managing and features and language
regulating their patterns can be used for
own emotions and emphasis. They show how
behaviour, and specific details can be used to
persisting in
support a point of view. They
completing tasks
explain how their choices
and overcoming
personal obstacles of language features and
images are used.
perceiving and
understanding
other people’s
emotions and
viewpoints, and
showing
understanding and
empathy for others
forming strong and
healthy
relationships, and
managing and
positively
 justifying a point influencing the
of view (ACELT1620) emotions and
moods of others.

feel positive about

themselves and the
world around them.

develop resilience
and a sense of self-
worth

resolve conflict

engage in
teamwork

find it easier to
manage themselves
*Social Capabilities, Australian Curriculum, accessed online at:
https://www.australiancurriculum.edu.au/resources/student-diversity/students-with-disability/
MODIFICATIONS

An environmental modification for the classroom is to include a sensory area, or a sensory room
nearby the class. Rincover et al (1985, pp. 238) states that “several studies have shown that brief
presentations of sensory events, can in fact serve as reinforcers in treating developmentally disabled
children.” For a student with ASD, a sensory room is beneficial as it becomes a safe haven for the
student to escape their anxiety, or sensory overloading. For schools that do not have a sensory room,
a library, or a room at the front office can be considered as an alternative as they provide a quiet
environment, and is not usually occupied with a large population or noise.

As an educator, it is important to establish clear expectations at the beginning of the year. Lyons et al
(2014, pp. 44) states that “it is a challenge for teachers… to create a classroom environment where
everyone feels they are welcome… particularly when numerous Australian classrooms are so diverse.”
While it is a challenge for both the teacher and the students, with persistence, classroom expectations
will benefit the students in the long term, and reinforces a safe learning environment for all students.
With this in mind, having clear and simple instructions at the beginning of each lesson gives students
an opportunity to understand what is expected of them in their tasks, and asking students to find
different ways to explain what the task is will benefit students with learning difficulties. Also having a
step by step checklist on what needs to be done could also aid the students on staying on task.

For the assessment, the task was to write a limerick about something that happened during their
school camp. Factors that were considered during the assessment included how much the assessment
was done individually, how well the limerick was presented, and that they showed they understood
how to write a limerick. A modification to this assessment would be to include the students’ attitude
to the task, whether they were motivated to create their limerick, or if they had a more negative
approach when starting the task. This gives a fairer consideration for students with disabilities who
struggle to grasp a foreign form of writing for them, if the student struggled and required assistance
for their assessment, then their motivated stance provides evidence on how much they learned at the
end of the task, and their final product.

A social factor that can be modified into the lesson is collaborative work. Having students to work
collaboratively in creating a limerick together can open up opportunities for students to develop their
social skills. The Australian Curriculum states in the General Capabilities (2017) that “the more
students learn about their own emotions, values, strengths and capacities, the more they are able to
manage their own emotions and behaviours… and maintain positive relationships.” Students who
practice their social skills will be able to work effectively and collaboratively with their peers in their
classroom environment, and also in future experiences in their life.

REFERENCES

Australiancurriculum.edu.au, 2017. Student Diversity: Students with Disability v8.3. [online] Available
at: https://www.australiancurriculum.edu.au/resources/student-diversity/students-with-disability/
[Accessed 26 October. 2017].

Australiancurriculum.edu.au, 2017. English: General Capabilities, Personal and Social Capability v8.3
[online] Available at: https://www.australiancurriculum.edu.au/f-10-curriculum/general-
capabilities/personal-and-social-capability/ [Accessed 26 October. 2017]
Australian Government, 2016, Disability Discrimination Act 1992, published 1992, registered July 2016,
accessed online at: https://www.legislation.gov.au/Details/C2016C00763 [Accessed 25 October.
2017]

Australian Government, 2012, South Australia Education Regulations 2012, Version 1.7.2017,
accessed online at:
https://www.legislation.sa.gov.au/LZ/C/R/EDUCATION%20REGULATIONS%202012/CURRENT/2012.1
88.UN.PDF [Accessed 25 October. 2017]

Autism Association of South Australia, 2017, Autism SA, accessed online at:
http://www.autismsa.org.au/services-support [Accessed 29 October. 2017]

Gary, B., Victoria Shea, 1996, Full Inclusion and Students with Autism, Issue 3, University of North
Carolina at Chapel Hill, Chapel Hill, pp. 337 - 346

Good, T.L., & Brophy, J.E., 2008, Chapter 3 Management 1: Preventing Problems. Looking in
Classrooms. 10th Edition, Pearson/Allyn and Bacon, Boston pp. 85

Hyde, M., Carpenter, L.,& Conway, R. (2014). Diversity, Inclusion and Engagement, (2ndEdition) Oxford
University Press, Melbourne

Lyons, G., Ford, M., & Slee, J., 2014, Chapter 3 Relationships and communication. Classroom
management: Creating positive learning environments (4th Edition), Cengage Learning, South
Melbourne, Victoria, pp. 44

Rincover, A. and Newsom, C. D. (1985), THE RELATIVE MOTIVATIONAL PROPERTIES OF SENSORY AND
EDIBLE REINFORCERS IN TEACHING AUTISTIC CHILDREN. Jnl of Applied Behav Analysis, 18: 237–248.

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

literature/resources/reference list
Below requirement Satisfactory Very good Exceptional

Clarity of arguments and information

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

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
referencing/acknowledgement of sources
Below requirement Satisfactory Very good Exceptional

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