Inclusive Education Tutor: Jenny Panopoulos

Sage Blackmore
Student ID: 110199439

Assignment Two – Project

Introduction:
Australia is a very diverse country, therefore it is important that educators are inclusive of all
students who have a diverse need, and that educators understand various classroom needs (Hyde,
Carpenter & Conway 2013 p.4). Thus, this project will aim to look at what inclusion is by suggesting
ways to accommodate for diversity through a modified lesson plan, aimed at supporting students
with Autism Spectrum Disorder (ASD).
ASD will then be discussed to further unpack diversity. Autism will be explained in terms of what it is,
why it is important for educators to understand ASD, the critical issues which may arise when there
are children with autism in the classroom, accommodations that need to be made in order to cater
for students with ASD, and different support services and resources will also be discussed to assist
with the teaching and learning of students with autism.

Inclusion:
It is a human right that all children have the right to education, and therefore schools and educators
need to make sure they are inclusive of all students (Hyde et al. 2013, p.5). Inclusion within
education refers to removing any barriers which can stop children from being able to participate and
progress with their learning (Hyde et al. 2013, p.4). Furthermore, inclusion also relates to equity as
all students deserve the same equal outcomes, which include the opportunities to learn, make
achievements and develop new skills (Hyde et al. 2013, p.6).

Inclusion is critical so that all students feel comfortable in the classroom. Inclusion is also important
so students with diverse needs have the ability to gain and develop social skills (Hyde et al. 2013,
p.4). Furthermore, every child is entitled to a learning program that is differentiated and will support
their growth where they will experience success and achievement.

In Australia there are a range of legislations put in place to ensure that there is inclusion of all
citizens (Hyde et al. 2013, p.4). One legislation put in place is the Disability Discrimination Act (1992),
which entitles individuals who have diverse needs to be able to have the same opportunities as
everyone else. This includes education, housing, being a part of the community and also seeking jobs
(Australian Government 2017). In conjunction, there is the Disability Standards for Education
legislation, meaning that all students who have a disability are able to have access to education
(Australian Government Department of Education and Training 2018). There are further policies in
Australia such as; The Disability Services Act which helps gain employment for individuals with a
disability, and The National Disability Agreement which sees that all states and territories provide
income and employment assistance for individuals with disabilities (Women with Disabilities
Australia (WWDA) 2018). The Australian Curriculum works alongside the Disability Standards for
Education to ensure that all students who have a disability are included into classroom curriculum
and learning (The Australian Curriculum, Assessment and Reporting Authority [ACARA] 2016)
Inclusive Education Tutor: Jenny Panopoulos
Sage Blackmore
Student ID: 110199439

Autism Spectrum Disorder (ASD):

The chosen diversity is autism. ASD is a developmental disorder that becomes apparent in early
childhood, and is a lifelong learning disability (Hyde et al. 2013, p.274). ASD encompasses high
functioning autism, autism disorder, Asperger syndrome, Rett’s syndrome, and pervasive
developmental disorder (McDougle 2016, p.8). ASD is placed on a continuum where symptoms
range from mild to severe (Hyde et al. 2013, p.274). Mild autism is known as high functioning autism.
Individuals who are high functioning still require support but have fewer difficulties with social
interactions and communication issues (Hyde et al. 2013, p.278). However, with more severe autism,
individuals will show extreme difficulties with social and communication skills, lack of motor skills,
and struggle with emotional understanding (Hyde et al. 2013, p.280-281).

Educators should be aware that no child with ASD will be the same, and that there are a range of
different characteristics of autism (Lord et al. 2018, p.509). Common characteristics/symptoms of
students with severe autism include; difficulties with social interactions, cannot recognise emotions,
difficulties communicating which can be both verbal and non-verbal (O’Callaghan 2002, p.263). This
often means that students are delayed when speaking, they may not understand what is said to
them, and sometimes they cannot understand the content of conversations (O’Callaghan 2002,
p.263). Additionally, children with ASD have very little imagination, have an obsessive need for
routines, and often will have repetitive behaviours (O’Callaghan 2002, p.263; Ashburner, Ziviani, &
Rodger 2010, p.19).

It is imperative that educators understand ASD, as according to the 2015 report from the National
Disability Insurance Scheme (NDIS), 31 percent of NDIS participants have autism, and is the largest
disability within the scheme (NDIS 2018). Further reports carried out by the 2015 Australian Bureau
of Statistics show that there are 164,000 Australians who have ASD (Australian Institute of Health
and Welfare 2018). Therefore, it is highly likely that in a classroom a teacher is likely to have a
student who is on the spectrum.

When looking at Australian laws there are no specific laws for ASD. However, there are laws put in
place to do with disabilities in general. Autism is covered under the Disability Discrimination Act,
which means that all children with ASD are entitled to live within our community, be able to seek
education, receive the same opportunities as others, and in the future are also able to work without
being discriminated for having autism (Australian Government 2017). Another legislation is the
Disability Standards for Education, which ensures that students who have ASD are able to access and
participate in education the same way that other students are able to (Australian Government
Department of Education and Training 2018). Within this law, it also means that schools and
educators need to put in place strategies so that students with ASD are not victimised or harassed
(Australian Government Department of Education and Training 2018).

Furthermore, the Australian Curriculum also does not have a specific section for ASD, but rather a
basis for all students who have a disability. This means that students with ASD will still be taught
from age appropriate content of all learning areas of the Australian Curriculum, and adjustments will
Inclusive Education Tutor: Jenny Panopoulos
Sage Blackmore
Student ID: 110199439

be made to the curriculum if needed to further support students (ACARA 2016). This may also mean
that educators will liaise with other professionals such as speech pathologists or occupational
therapists to discuss what adjustments might need to be made (ACARA 2016).

Critical Issues:
There are a range of critical issues which educators need to consider when teaching a student with
low functioning ASD. Four main issues which can impact upon teaching is that students with ASD can
become overwhelmed by certain stimuli, they may have difficulties with communication and social
interactions, they have a need to have routines, and finally, students may have a hard time
expressing themselves and being able to regulate their own emotions.

Student’s with autism can become overwhelmed by sensory stimuli both inside and outside of the
classroom (Wherry 2009, p.70). Classroom stimuli such as bright lighting, certain smells, loud noises
and being touched by others or touching certain things can cause pain, behavioural issues and
distractions for students with autism (Ashburner, Ziviani, and Rodger 2010, p.20).

Moreover, students with ASD also have difficulties with their communication which can be verbal
and non-verbal, and students also find social interactions challenging. Many students with ASD have
delayed and undeveloped communication skills (McGregor, & Campbell 2001, p.195-201). In terms
of communication, students with autism have a hard time communicating their needs, and will find
conversations challenging as students will misuse words which can affect the context of
conversations, confuse and/or offend others (Wherry 2009, p.59). Additionally, due to
communication issues it also impacts on students’ social interactions. Students with ASD have a hard
time picking up on social cues, which can often lead to students experiencing isolation as they have
difficutlies initiation conversations and forming friendships (Wherry 2009, p.62). Ultimately, this can
impact student’s engagement with school.

Students with ASD feel comfortable when there are routines in place as there is a structured
classroom (Hyde et al. 2013, p.277-290). When there is a change to routines, especially when the
change is unexpected it can cause students to become stressed, and they may also make poor
behavioural choices due to change (Hyde et al. 2013, p.290).

Finally, children with ASD also have difficutlies being able to recognise emotions in themselves and
others, and due to a lack of emotional understanding it causes students with ASD to have a hard
time regulating their emotions. Not being able to regulate emotions can lead to classroom outbursts
and behavioural issues (Uljarevic & Hamilton 2013, p.1523). Students also have difficutlies
recognising facial expressions (Uljarevic & Hamilton 2013, p.1517). Furthermore, this then impacts
students’ social skills and development (Uljarevic & Hamilton 2013, p.1517-1518), and ultimately
affects students forming friendships.
Inclusive Education Tutor: Jenny Panopoulos
Sage Blackmore
Student ID: 110199439

Accommodations for Children with ASD:

There are multiple ways in which educators can accommodate to support students with ASD in the
classroom. When looking at students becoming overwhelmed by sensory stimuli, educators can
assist students by having an area in the classroom where students with ASD are able to go and calm
down when the classroom becomes too loud (Wherry 2009, p.65). Within this quiet space there
should also be limited distractions and toys, as some toys may cause tactile issues for students with
ASD (Wherry 2009, p.68). Furthermore, if students are affected by smells it is important that
educators do not spray room fresheners or use strong-smelling fragrances (Wherry 2009, p.67).
Finally, it is important to allow students with ASD to wear sunglasses or hats inside if the lighting in
the classroom is bright and disturbing the student (Wherry 2009, p.67).

When looking at communication and social interactions educators can use verbal and non-verbal
materials to assist with this development. However, visual cues are easier for students with ASD to
understand different concepts (Hyde et al. 2013, p.288). Therefore, to help with communication,
educators can use pictures, objects, and gestures which may be as simple as a hand wave to say
hello (Wherry 2009, p.34). A major support that educators should use to develop social interactions
is social stories (Friedlander 2010, p.142-143). Through social stories it helps students develop social
skills, and helps students understand various social expectations (Friedlander 2010, p.142-143).
These social expectations may include different social rules, such as understanding personal space
(Wherry 2009, p.63). In addition, it is important that educators’ model appropriate behaviours when
interacting with others, and appropriate verbal conversations (Friedlander 2010, p.143).

To help students manage their need for routines, educators should provide students with visual
timetables. This allows students with ASD to see what is happening throughout their day, and it also
allows students to feel prepared (Wherry 2009, p.18). Having personalised visual timetables can
further support students with their routines as it has more meaning to them. Social stories can also
be used to help and show students different changes that can occur within routines, and that change
is ok (Wherry 2009, p.23). Furthermore, if possible/known educators should let students know in
advance if there is going to be change, such as a relief teacher coming into the classroom next week
(Wherry 2009, p.76).

Lastly adjustments can be made to support emotions of students who have ASD. Educators can talk
to students with ASD and try to get students to verbalise their frustrations. By doing this, the
educator and the student can work together to find strategies to overcome these frustrations
(Wherry 2009, p.73). These strategies might include an area in the classroom where students can go
and calm down (Wherry 2009, p.73). Furthermore, educators can use emotion cards which help
students recognise and describe their own feelings (Conallen & Reed 2016). Emotion cards can also
help students with ASD to recognise others emotions through the pictures, and these cards can help
student develop expressive language (Conallen & Reed 2016, p.66).
Inclusive Education Tutor: Jenny Panopoulos
Sage Blackmore
Student ID: 110199439

Supports and Resources:

There are a range of different supports which educators can use to assist them in understanding
ASD, and also to benefit with classroom teaching and learning. A helpful resource is Autism SA which
provides educators with online information about autism, and also provides educators with training
and workshops that they can attend (AutismSA 2018). Additionally, this online resource can also help
educators understand how autism is diagnosed, provides ideas for behavioural support, and also
ways in which educators can plan and assess students with ASD (AutismSA 2018). Another resource
that is helpful for educators is Autism Spectrum Australia (ASPECT). This resource provides support
for educators in understanding autism, and also provides educators with workshops on ASD (ASPECT
2018).

In addition, there are also books which can be used to help students with ASD understand what they
might be feeling, and it can also help peers in the classroom gain an understanding of autism. I See
Things Differently: A First Look at Autism, is a storybook by Pat Thompson which helps students
understand what autism is, and how it can affect children who have ASD. Another book is Why Does
Izzy Cover Her Ears?, by Jennifer Veenendall, which allows peers of students with ASD to understand
various different ways in which ASD may affect someone with this diversity. An example is sensory
issues, which can sometimes lead to students with ASD making poor behavioural choices. A final
book that can assist with classroom learning of ASD is My Brother Charlie, by Holly Robinson-Peete.
This book further explores ways in which ASD impacts an individual, however, it does not just focus
on the impacts but also the positives of all the things that students with autism can do.

Furthermore, educators may also require resources for students with autism to use in the classroom
to assist with their learning. These resources may include visual cues/posters to help understand
various classroom and school rules, or even the meaning of certain words. Students may also have a
visual/personalised timetable so that they know what is happening throughout the day to help with
routines, and additionally, emotion cards may also be used to help students with ASD to express
their feelings.

Conclusion:
In conclusion, it is crucial that educators develop an inclusive classroom as all children deserve the
right to education, and there are legislations put in place so that individuals with diverse needs have
equal opportunities. It is evident that there are a range of aspects in which educators need to
consider when teaching students with ASD, which includes being aware of stimuli, developing
communication and social interactions, having routines, and also helping students understand
emotions. Furthermore, there are a range of support services and resources which educators can
access to help them in understanding and teaching students with ASD.
 Inclusive Education Tutor: Jenny Panopoulos
Sage Blackmore
Student ID: 110199439

Lesson Plan:

LESSON PLAN
Year level: Subject:
Year 1/2 Science

Australian Curriculum Links:

 Living things have a variety of external features (ACSSU017)
 Living things live in different places where their needs are met (ACSSU211)

Achievement standard/s:

Students describe how different places meet the needs of living things.

Students respond to questions, make predictions, and participate in guided investigations.

Classroom Layout:
The classroom will have a large open area with a mat, where students can view the interactive white board and engage in a
group conversation at the beginning and end of the lesson. Five desks will be located in the classroom where students will
sit in groups of 1 x 5 and 3 x 6 students. Students will be placed in table groups according to their learning capabilities. They
will also be placed with students they feel safe working with.

Modification:
A quiet ‘safe’ place tent will be provided at the back of the classroom where students can go and sit when they are feeling
overwhelmed and/or over stimulated. This space will have books, blankets, soft comforting toys and cushions where
students can sit and feel comfortable. Students will also find flash cards which have ‘how I am feeling’ pictures on them. If
students wish to outline how they are feeling to their peers or educator they can choose to peg their card onto the safe tent
roof.

LESSON CONTEXT RESOURCES MODIFICATIONS/ACCOMMODATIONS

Introduction
 The teacher will start a classroom discussion about
what the students think “living” means, and what
do living things need to survive. Students can give
some examples of living things as well.
 The teacher will also introduce habitats to
students in an engaging way through The Habitat
Song -
https://www.youtube.com/watch?v=VVPyjukPxFA.
 The teacher will then ask the students about what
features different living things have, and will pass
around different animal-like materials (e.g.
feathers, wool, shedding of a snake skin etc.).
 Computer A major modification to this lesson is
 Smartboard playing the song. Students with ASD
 YouTube may experience noise sensitivity with
 Feather the video along with other students
 Wool singing a long. Therefore, instead
 Shedding of teachers may have pictures/diagrams
a snake of different habitats and talk about
each habitat. However, if the video is
still played, students can use
headphones where the noise will be
muffled and not as loud, allowing
students to still be able to watch the
content.
Additionally, the lesson may need to be
modified in terms of the tactile
materials, as students with ASD do not
always like touching or the feel of
things. Accommodations can be made
 Inclusive Education
Sage Blackmore
Student ID: 110199439
Body of Lesson
 The teacher will then hand out a range of pictures
to each student of different animals.
 Individually students will need to group the
pictures of animal together based on their features
and/or needs to live, and
Conclusion/reflection
 The students will write about their findings in
order to discuss with the class about their
grouping of pictures and why/why not they have
grouped certain animals together.
Tutor: Jenny Panopoulos
so that students with autism do not
need to touch the materials, instead
pictures of animal’s feature and
descriptions of features may be
provided. Descriptions will also help
with students lack of imagination.
 Pre-printed An accommodation which can be made
pictures of for a student with ASD is to work with
animals a partner or as a table group. This will
(15pictures allow students to be able to practice
x 23 their communication and social
students) interaction skills. It may also be
beneficial for them to help with
imagination/descriptive language of
features.
Additionally, if the class is working with
a partner or table group the classroom
may become noisy and overwhelming.
Therefore, students with ASD may
need to use the quiet tent in the
classroom to calm down.
Furthermore, if students struggle with
their motor skills but can be successful
verbally, they may explain their where
they would group the pictures orally
and the teacher can scribe for them.
 Science Adjustments can be made here if a
workbook student with ASD is non-verbal,
students can stick in the grouped
pictures into their books, and then
write about their reasoning for the
grouping rather than discussing.
Teachers can scribe for students here
aswell if they lack motor skills.
Inclusive Education Tutor: Jenny Panopoulos
Sage Blackmore
Student ID: 110199439

References:

Australian Curriculum Assessment and Reporting Authority 2016, Students with disability, Australian
Curriculum, viewed 25th October 2018,
<https://www.australiancurriculum.edu.au/resources/student-diversity/students-with-disability/>.

Australian Government 2017, Disability discrimination act 1992, Australian Government, viewed 25th
October 2018, < https://www.legislation.gov.au/Details/C2016C00763>.

Australian Government Department of Education and Training 2018, Disability standards for
education 2005, Australian Government, viewed 25th October 2018,
<https://www.education.gov.au/disability-standards-education-2005>.

Australian Institute of Health and Welfare 2018, Autism in Australia, Australian Government, viewed
27th October 2018, <https://www.aihw.gov.au/reports/disability/autism-in-
australia/contents/autism>.

Autism Spectrum Australia (ASPECT) 2018, About ASPECT, ASPECT, viewed 25th October 2018,
<https://www.autismspectrum.org.au/content/about-aspect>.

Autism SA 2018, Services and support, Autism SA, viewed 25th October 2018,
<http://www.autismsa.org.au/services-support>.

Ashburner, J Ziviani, J Rodger, S 2010, ‘Surviving in the mainstream: Capacity of children with autism
spectrum disorder to perform academically and regulate their emotions and behaviour at school’,
Research in Autism Spectrum Disorder, vol. 4, no. 1, pp. 18-27.

Conallen, K & Reed, P 2016, ‘A teaching procedure to help children with autistic spectrum disorder
to label emotions’, Research in Autism Spectrum Disorders, vol. 23, pp. 63-72.

Friedlander, D 2010, ‘Sam comes to school: Including students with autism in your classroom’, The
Clearing House: A Journal of Educational Strategies, Issues and Ideas, vol. 82, no. 3, pp. 141-144
Hyde, M Carpenter, L & Conway, R 2013, Diversity, inclusion and engagement, 2nd edn, Oxford
University Press, Australia.

Lord, C Elsabbagh, M Baird, G Veenstra-Vanderweele, J 2018, ‘Autism spectrum disorder’, The

Lancet, vol. 392, no. 10146, pp. 508-520.

McDougle, C 2016, Autism Spectrum Disorder, Oxford University Press, New York.

McGregor, E Campbell, E 2001, ‘The attitudes of teachers in Scotland to the integration of children
with autism into mainstream school’, The National Autistic Society, vol. 5, no. 2, pp. 189-207.

National Disabilities Insurance Scheme (NDIS) 2018, Agency performance, NDIS, viewed 27th October
2018, < https://ndis.gov.au/q414-15part3-agency-participants>.

O’Callaghan, F.J 2002, ‘Autism – What is it and where does it come from?’, QJM: An International
Journal of Medicine, vol. 95, no. 5, pp. 263-265.

Uljarevic, M & Hamilton, A 2013, ‘Recognition of emotions in autism: a formal meta-analysis’,

Journal of Autism and Developmental Disorders, vol. 43, no. 7, pp. 1517-1526.
Inclusive Education Tutor: Jenny Panopoulos
Sage Blackmore
Student ID: 110199439

Wherry, A.M 2009, Development of a handbook for elementary school teachers addressing
awareness and inclusionary practices for students with autism spectrum disorder, UMI ProQuest,
U.S.A.

Women with Disabilities Australia (WWDA) 2018, Legislation and policy, WWDA, viewed 28th
October 2018, < http://wwda.org.au/govtdis/govtdisoverview/>.
 Inclusive Education Tutor: Jenny Panopoulos
Sage Blackmore
Student ID: 110199439

Feedback Sheet:

Assessment feedback
School of Education

Course: Inclusive Education EDUC 3055

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

Key components of this assignment Performance on Component

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

information

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

Below requirement Satisfactory Good Very good Exceptional

Detail provided/depth of coverage

Below requirement Satisfactory Good Very good Exceptional

Insights into critical issues

Modified lesson plan Below requirement Satisfactory Good Very good Exceptional

Reference to the relevant Below requirement Satisfactory Good Very good Exceptional
literature/resources/reference list

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

referencing/acknowledgement of sources

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

ADDITIONAL COMMENTS

ASSIGNMENT GRADE

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