102746 – Inclusive Education Principles and Practices Spring 2020

Assessment 3 – Case Study

Name: Esha

Age: 12 years old

Year: Starting year 7 (Stage 4)

Disability: Autism Spectrum Disorder (Level 2)

Areas of strength/ interests: Esha enjoys an active approach to leisure. Playing at the park,

swimming and jumping on the trampoline allows him to explore his independence and

autonomy. He engages in social play and tends to get persuaded by his friends rather than his

parents when it comes to making a decision. His curiosity is focused objects such as magnets

and batteries. His repetitive movements such as twirling objects and hopping on one foot

reinforces the notion that he prefers a set routine as well as being told what exactly he needs

to do. Esha cooperates best when he is continuously prompted. Esha enjoys using technology

as a learning tool as this allows him to be practical in his learning and storing information.

Esha, as well as his mother find that having a checklist of set activities is very useful and

allows him to stay focused as it gives him clear instruction on what to do.

Areas of need: Esha tends to throw himself onto the classrooms floor when he does not

know what is going on or when he is thrown of off his routine. Esha seems to also be

talkative and does not stop even when asked to do so. If he begins talking about one matter,

he will only talk about that and nothing else. This reiterates his cyclical and repetitive nature.

Whilst Esha friends who are close to him he tends to follow and will do whatever it takes to

keep that friendship even if that makes making a bad decision. He does not know what he is

doing is bad. Due to being easily influenced he is bullied easily but with higher skilled

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friends around him he is drawn to do good and be good. He needs to be reminded of rules

and behavioral expectations. In addition to this the requires explicit instruction of the task

being completed.

Supportive and Inclusive Learning Environment:

A supportive and inclusive learning environment is one which offers equality and quality

environments for all students, irrespective of any difference, disability, social, cultural, or

linguistic difference. The notion of inclusive practice is established on the basis of support;

the ways in which “teachers respond to individual differences during “whole-class” teaching

the choices educators make about groupwork and how they utilize specialist knowledge”

[CITATION Flo08 \p 205 \l 1033 ]. This in-turn creates an environment of norm and shifts the

ideas of marginalisation to inclusivity. Furthermore it transposes the emphasis from the

students’ difference to successfully acknowledging the optimum learning outcomes and

guaranteeing that learning outcomes are available to the learner through implementing

pedagogical teaching (Loreman, Deppeler & Harvey, 2011).

In order to create a supportive and inclusive learning environment for Esha, it is imperative

that he receives a positive learning experience and to have his needs accommodated for.

Removing barriers to learning and enhancing enablers for learning to ensure equity is the

educator’s upmost priority. Level 2 Autism impairs executive functions and self-regulations

which affect academic outcomes. Students with level 2 Autism may experience difficulties in

relation to achievement and engagement. Esha has areas of strength which indicate his

potential. In order for Esha to learning at his optimum level, the educator must ensure

effective inclusive interventions. Esha has Autism Spectrum Disorder (level 2) which means

that he requires substantial support at all times. For Esha, it is important that the educator

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includes examples of work, shorter and more practical activities and most crucially provide

explicit instructions. Providing Esha with a plan of what he will be doing throughout the day

allows him to learn at his peak and if changes must occur to his routine, informing him early

is most efficient. In addition to this, when working in groups, it is important to group Esha

with skilled peers as he tends to follow what peers are doing around him. This allows Esha to

learn from his peers whilst interacting with other students. Ways in which an education may

create an inclusive environment is further explained in the teaching plan.

Teaching Plan:

Specific Esha will be able to complete a small task independently, with only 2

prompts that is not specified in his timetable without throwing himself on

the classroom floor.

Measurable Esha will have to demonstrate constraint and the skill to focus on the task

at hand to achieve the outcome with the aid of 2 prompts.

Achievable Esha can already complete tasks with continuous prompts which indicates

his potential to achieve this goal with less prompts and getting him to

complete this task without it being planned, being one that he enjoys

(includes practical).
Relevant Esha will gain life skills and be able to take on tasks that have not been

planned. This prepares him for life outside of school where everyday

spontaneous situations may arise.

Timely This goal will be achieved by the end of Term 1.
Enjoyable This will be enjoyable for Esha as it will be accomplished by doing tasks

that interest him and gradually.

Rewarding The achievement of this outcome will provide Esha with intrinsic and

extrinsic rewards as he would have gained the ability to complete tasks

almost independently whilst remaining calm.

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Esha Multiple means of Multiple means of Multiple means of

REPRESENTATION EXPRESSION ENGAGEMENT

(various ways of acquiring (alternative ways of (tap into interests, provide

information and knowledge) demonstrating what students challenges, increase motivation)

know)
LESSON 1: Multiple means of representation Mutliple means of expressions The final principle is multiple

refers multi-modal representations refers activities that students means of engagement. This aims

INDIVIDUAL STUDENT’S of content/data and different need to complete that are at motivating students through

STRENGTHS, INTERESTS and learning materials. It indicates that implemented through the use of their interests and

NEEDS: content can be shown in a diverse pedagogical strategies. This providing them with choice.

.Works well using his iPad to way including “spoken, video or method allows an educator to [ CITATION Hal12 \l 1033 ]. Giving

complete work graphics concept maps as assess the students’ knowledge Esher choice will allow him to

.Esha requires a plan alternatives to texts’ [CITATION [CITATION Hal12 \p 41 \l 1033 ]. In develop autonomy and self-

. short activities Hal12 \p 136 \l 1033 ]. This element order to investigate what Esha regulation which is detrimental to

is imperative as each individual knows as well as other students, Esha’s case. By doing so he will

learner is different and has the class as a whole break down learn to overcome following his

different learning capabilities. the activity by the educator peers and allow him to initiate

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Hence, alterations and adjustments reinforcing the most important activities and make informed

must be implemented into elements of the task. The decisions. The lesson plans are

pedagogy to create an inclusive educator will write down the structured and a plan is given to

classroom for all. Thus, students’ answers on the board the students at the beginning of

adjustments were applied to the and as a class they will be the lesson. In addition to this, the

lesson plans to incorporate the use evaluated ensuring that students teacher has made adjustments to

of Esha’s iPad. This short activity know what is important. allow working in groups of two

is a PowerPoint presentation Providing the students with a (ensure that Esha is working with

which includes repetitive relative scaffold will definitely improve a skilled peer to enhance his

images to ensure he remains Esha’s cognitive skills and assist learning), permit the use of iPads

focused and on track. In addition with his need for prompts. This or laptops, movement around the

to this, the presentation consists of notion is reinforced by room is permitted to complete

dot points which are clear and Vygotsky’s theory of cognitive tasks and write on the board.

concise. Use of technology allows development; scaffolding These adjustments encourage

for collaborative learning contributes to supporting students to work together to share

environments[CITATION Hef17 \p 91 students with enriched learning knowledge and reinforce positive

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\l 1033 ]. [CITATION Kuy11 \p 133 \l 1033 ]. behaviour. This ‘’choice theory”

Checking in with Esha is offers the students autonomy

imperative as it allows the resulting in positive learning

educator to know where his level experiences [ CITATION Lyo14 \l

of understanding is and how to 1033 ].

better improve this.

LESSON 2: It is a primary concern of Esha’s Providing the students with a This lessons plan allows students

mother that he requires continuous plan of the tasks that are to be to work in groups and students

INDIVIDUAL STUDENT’S prompts and reminder of rules. To completed throughout the lesson are given a choice to use

STRENGTHS, INTERESTS and meet these requirements an is significant as it allows Esha to technology or use any form of

NEEDS: intervention has been placed into be prepared for the work load. research. Giving students a

.Requires prompts all lessons using strategies to Also putting up a timer for the certain amount of options ensures

.reminder of rules and remind all students of the rules students to see how much time that they are not confused and do

instructions and instruction. These include they have left for a certain task not waste time filtering between

.works well with skilled peers visual reminders instead of allows them to be clear and several options. This also assists

screaming across the classroom. concise in their writing. This them in maintaining motivation

Also implementing positive and develops their succinct writing and interest. Providing students

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negative consequences assist with skills. with feedback is imperative when

keeping Esha on task [CITATION implementing the ‘’çhoice

Joh15 \p 41 \l 1033 ]. theory’’ to ensure that they are on

track and adjustments can be

made throughout the lesson. This

allows students’ hard work to be

acknowledged and further

develops their confidence and

autonomy. As Esher has a

tendency to repeat information it

is helpful to set timers to keep the

class and himself on track and

know when to move on to the

following task. This provides a

clear timeline for Esha and allows

him to manage his time.

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Collaboration and continuity

Creating a plan for collaboration and continuity to enhance a student learning experience is

imperative as students’ development and learning is influenced by multiple factors and

systems. It is important that all stakeholders work together to create an inclusive and

supportive environment for Esher. Stakeholders include, family/carers, colleagues and

professionals supporting Esher. As stated by Bernheimer and Keogh is it imperative that as

stakeholders, we all take interest in ‘reinforcing, rather than fray, the fabric of everyday life’.

This socio-cultural approach allows educators to gain insight into a students’ life and the

cultural and community context of their students. In line with the AISTL teaching standards it

is essential to engage with colleagues, parents and the community regarding the child’s

learning and wellbeing.

Esher’s information will be shared with stakeholders through an unbiased manner whilst

being sensitive. One of the main stakeholders are the parents/carers of the student. The use of

Active Listening strategies will be implementing through holding regular meetings and/or

phone class discussing the goals of the students and parents. Understanding the priorities of

the family are communicated to ensure the students best interest is primary whilst ensuring

there is no judgment. The means of communication must be discussed with Esher’s parents.

Other ways in which information can be shared using the family-centred approach are,

creating a class newsletter which keeps stakeholders updated about the events that students

have experienced and providing weekly reports to parents which explain the students’

academic performance.

References

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Florian, L. (2008). Inclusion: Special or inclusive education: future trends . British Journal of

Special Education , 202-208.

Hall, T., Meyer, A., & David, R. (2012). Universal Design for Learning in the Classroom. What

works for special-needs leaner. Guildford Publications.

Heflin, H., Shewmaker, J., & Nguyen, J. (2017). Impact of mobile technology on student

attitudes, engagement, and learning. Computers and Education, 91-99.

Johnston, C., & Park, J. (2015). Interventions for Attention-Deficit Hyperactivity Disorder: A

Year in Review. Current Developmental Disorders . Current Developmental Disorders

Reports, 38-45.

Kuyk, V. (2011). Scaffolding – how to increase development? European Early Childhood

Education Research Journal, 133-146.

Loreman, T., Deppeler, J., & Harvey, D. (2011). The case for inclusion. In Inclusive education:

Supporting diversity in the classroom (2nd ed., pp. 1-21). Crows Nest, Australia: Allen &

Unwin.

Lyons, G., Ford, M., & Slee, M. (2014). Classroom management: Creating positive learning

environments. South Melbourne, Australia: Cengage Learning .

** Lesson Plans are from my my previous 1A unit - Sally Hbous 18413540

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Lesson Plans:

Lesson plan 1:

Time Organisation Teaching/ learning activities T/S

4 minutes Teacher: As students Teacher: Greets students and marks the roll T/S
are entering the
classroom, teacher
should load the Students: Unpack the essentials, take out their ‘Looking
PowerPoint for Alibrandi’ book whilst waiting for the teacher to
presentation. organise
Student: Students walk
in, in an orderly fashion
and sit at their desks. - Teacher to list activities that are planned for the
lesson
Resources: computer,
internet access, smart
board, white/black
board and whiteboard
markers.

6 minutes Teacher: Opens a discussion and poses questions to the T/S

students regarding the content of the novel. These
questions include:

 What is the moral of the novel?

 Who is the protagonist?
 What are the themes explored?
- Refresh the memories of the students on the novel and
what they should focus on.

- teacher to remind students of the class rules and

expectations. Pointing to the visual ques around the room.

20 minutes Teacher: PowerPoint Teacher: Teacher will present the PowerPoint (resource 1) T/S
should already be about the concept of the novel. The relevance of the
loaded. theme in ‘Looking for Alibrandi’ is demonstrated.
PowerPoint will show:

 Theme is imperative to capture the deeper idea’s

of the novel
 The theme also helps the audience to explore the
characters, language and storyline etc.
Students: write a brief paragraph regarding the
significance of a theme in a novel and how it assists them
in furthering their understanding to how themes relate
with certain elements of the novel.

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- Students establish an understanding to the notion of

‘theme’.

15 minutes Teacher: Worksheet Teacher: Give out ‘Identifying the theme’ scaffold T/S
scaffold should be worksheet (resource 2). Given that the students have
printed before class. completed reading the story and have critically examined
the core meaning of it, they will be expected to list the
Ensure class noise level
main themes exemplified in the novel.
remains at a minimum.
Walk around the  Keep in mind students may use their novel to
classroom to ensure navigate through their notes and discuss and
students are on task. bounce off ideas from the person sitting next to
them.
 Walk around the classroom discussing the
student’s ideas with them.

Students: Students are to finish the task in 20 minutes

with the partner next to them.
10 minutes Teacher: Similarly to the above, students will use T/S
implement the ‘Think, Pair and share concept, but rather
than pairs, each person from each pair will be given a
number, one or two, and then split the class in to two
groups; Group 1 and Group 2.

Students will use their responses and share them with the
larger group.

Students: Students are to split off into their allocated

group, and share their answers, while simultaneously
jotting down the ideas of their peers.

5 minutes Teacher: will perform a formative assessment by assessing

the students on their personal reflection regarding the
lesson and what they felt they learnt.
Homework Review the notion of ‘themes’ and how they are explored
in the ‘Looking for Alibrandi’ novel.

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Lesson Plan 2:

Time Organisation Teaching/ learning activities T/S

4 Minutes Teacher: Prints Teacher: Greets students and marks the roll T/S
worksheet, ensures
internet is working,
and available Ipads Students: Unpack the essentials, take out their ‘Looking for
or smartphone. Alibrandi’ book whilst waiting for the teacher to organise
Loads YouTube
video.

Student: Students - Teacher to list activities that are planned for the
lesson
walk in, in an
orderly fashion and
sit at their desks.

Resources:
computer, internet
access, smart
board, white/black
board and
whiteboard
markers.
7 minutes Teacher: recaps previous lesson (pre-test) by starting the T/S
class discussing the main themes of the novel and teacher
writes down the three main themes (self-identity, cultural
heritage, and social barriers) on board.

- teacher to remind students of the class rules and

expectations. Pointing to the visual ques around the
room.
5 minutes Teacher: opens up pre-loaded YouTube video telling T/S
students to focus on the themes of the novel. Plays 4-
minute video.

YouTube video on social class:

https://www.youtube.com/watch?v=LrmWNo26CMQ

Students: students are to observe and record important

ideas derived from the clip.
30 Minutes Teacher: whilst Teacher: give students a chance to read the following T/S
video is playing questions which will be up on the board. These include:
teacher should
 List 4 ways that social barriers can challenge an
write the questions
individual
on the board
 What is the difference between the film and novel in
this particular regarding social barriers?
 After reading the novel and watching a snippet of

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the film, do you think themes are more identifiable

in film?
Students are given the opportunity to work in pairs and
roam around the class. They have choice to use their ipads
or workbooks also.

Discuss answers with students making sure to engage all

students.

Provide students the following questions to ponder about:

 Was there a time in your life where you experienced

social barriers and how did that affect you?
Student: students share their personal experience with the
student next to them.

15 minutes Teacher: Put up link of the task ‘Relating themes in Looking T/S
for Alibrandi’ (resource 3) and get students to open it up on
their Ipad or phones.

They must match up the quotes with the related theme

boxes (these being: self-identity, cultural heritage, and social
class).

After 10 minutes, teacher will get used to match the

answers on the smart board, following a class discussion
Homework Find a quote for each of the three themes.

Assessment 1:

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Module 1:

Among many things this unit exposed me to this week, was the different perspectives of

disability. perception can alter an individuals view disability. looking at this from a future

educators perspective, it is imperative that a teacher is able to see all angles when creating

lessons plans and activities. it is significant that the teacher implements these lessons with

inclusion whilst normalising and accepting disability as a diversity. A teacher must not look

at disability from a medical point of view. thinking this way creates a barrier and

separation between the students. 

Module 9:

Children changing from a learning environment into another can be detrimental to the student

as well as the parents and educators involved. For a successful transition, one must first

understand the challenges and obstacles that the student will potentially face, ensuring you

understand the concerns of parents as well as understanding the students; learning capabilities

and needs and transferring this significant information to the next teacher (Conway, 2017).

For some students who may need extra assistance, the educator may need to acquire new

skills in their profession. It is of great importance that educators as well as guardians to create

a plan that best suits the students learning needs (Trelor, 1997).

Reflection:

The most important considerations when planning to teach is to know your students and how

they learn. Is it important to do this as adjustments must be made in order to achieve learning

goals of all students. In saying this, its imperative to understand the learning goals of all

students using a family-centred approach. This will ensure that all stakeholders are on the

same page as you and are all looking to meet the goals of the student. This unit as made me

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aware of the need of an inclusive classroom rather than integration. Through the course of

this unit I have identified gaps in the educations system, most stem from the idea that most

schools simply integrate students with disabilities in to ‘mainstream’ without adjust their

pedagogies and learning environments to create a equal supportive learning environment for

all regardless of difference. Actions I will take to ensure this does not happen in my careers is

working with the school to create inclusive activities in the playground as well as the

classroom. Creating individualised plans for students who need assistance and ensuring that

adjustments are made is a priority.

Teaching children/students with disabilities and difference does not mean that they have to

have a completely different set of work to the rest of their peers. It is about making subtle

adjustments to the task to improve their learning. For example if students are instructed to

read a chapter of a book, but one student finds it hard to pronounce words due to a disability,

then playing an audio book for the entire class and include that student without feeling

marginalised.

 
Conway, R. (2017). Accommodating transitions across the years. In M. Hyde, L. Carpenter &

S. Dole (Eds.), Diversity, inclusion and engagement (3rd ed., pp.410 - 436). Oxford

University Press

R.Treloar. (1997) Recommended practices in family-centred intervention, Sydney: Ageing

and Disability Department.

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