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As an aspiring teacher, I want a classroom that is not filled with integration, segregation, and exclusion. I want a classroom that is filled with positivity, kindness, and connectivity (Graham 2019, p.13). Curriculum links suited to children with disabilities and exposing them to many different opportunities every child should have.

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My disability of interest is attention deficit hyperactivity disorder (ADHD). My interest stems from my own experiences, I have believed since I was young, I have ADHD myself, however, I was neglected most of my adolescence therefore I was never diagnosed. I have also met many children with ADHD, in my workplace (OSHC) and during placements in primary schools. I hope to learn how to cater for diversity and inclusivity throughout teaching lessons.

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Inattention: Trouble or difficulties paying attention for a longer period. This can also connect to difficulties with organisation in the classroom or at home.

Distractibility: Lacking the ability to ‘block’ noises out. Ambient noises or a noisy environment can make a child with ADHD feel overwhelmed.

Impulsivity: Impulsivity can stop the ability to think about the consequences your actions will have. For example, not thinking before you speak and say something that hurts someone without realising.

Hyperactivity: Extremely active, sometimes excessively fidgety, and disruptive at times.

(Graham 2019, p.13)

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The Australian Human Rights Commission (2022) ensures a stable and inclusive education for all children, including students with disabilities.

The convention on the Rights of Persons with Disabilities (CRPD) (2016, p.1), is a historically viewed committee that raises the rights of a person with disabilities. Every person is entitled to an education, recognition of inclusion is CRPD’s key to strengthen the right to an education for students with disabilities.

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The NCCD stands for the Nationally Consistent Collection of Data on school students with disability. A collection of data is achieved annually to support their standard ‘Australian students with disability must be able to access and participate in education on the same basis as their peers’.

(Nationally Consistent Collection of Data, 2021)

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Zach is a 6-year-old boy who lives with his mother. He attends Year 1 in the local primary independent school. He likes playing with trains and Lego. On weekends he especially likes to play in the backyard and on his trampoline.

Zach has been diagnosed with ADHD. His parents say he gets distracted easily and cannot seem to unwind after school.

At school Zach enjoys playing by himself. He is very good at running during PE and lunchtime. You can usually find him on the playground running around and climbing.

In the classroom Zach especially likes to watch Bluey and play with his Legos, he likes to build a garage full of different cars and trucks. However, he does have difficulty when he cannot find the piece he needs in the Lego box, he gives up easily.

At a recent One Plan meeting Zach’s teacher discussed some of the difficulties Zach was having in the classroom, especially in Literacy.

It was decided at that meeting to support Zach improve in his sight words (vocabulary) and his story writing skills. This will be managed by some one-on-one time with an SSO and more support in the classroom.

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The placement of Zach is in a mainstream primary school. I have chosen this particular setting for my case study due to similarities I had during my placement of 2021. The school was category 2 in the Northern Suburbs of Salisbury North.

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The responsibility of a classroom teacher for a child with disability is to organise, manage and engage. A mixture of this and pedagogical approaches to learning will enhance and support a child’s knowledge and experiences. According to the Australian Institute for Teaching and School Leadership (AITSL) (2017) ‘demonstrate knowledge and understanding of research into how students learn and the implications for teaching’. This statement connects to teachers using their guidance and resources to create a classroom fit for every child.

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Culture of collaboration is existentially important to a child’s learning as it will shape your relationship with the child and how he views his schooling. I would collaborate with:

His parents and or guardians- discussing his needs and his behaviours at home.

Leadership team at school- Discussing classroom climate, NCCD adjustments and reactions to behaviour

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Strand: Language
Learning priority - Sub strand: Creating literature
Content description: Recreate texts imaginatively using drawing, writing, performance, and digital forms of communication (ACELT1586).

Strand: Language
Learning priority - Sub strand: Phonics and word knowledge
Content description: Understand that a letter can represent more than one sound and that a syllable must contain a vowel sound (ACELA1459).

Strand: Literacy
Learning priority - Sub strand: Expressing and developing ideas
Content description: Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs) (ACELA1452).

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The Universal Design for Learning (UDL) is a framework specialised for improving and optimising education and learning for all students. The focus areas represented in my lesson plan is self-regulation and comprehension. Zach will be encouraged to find his personal coping skills and strategies and as a teacher, I will supply background knowledge (CAST, 2022).

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I plan to differentiate the learning for Zach by welcoming his thoughts and feelings. The aim to create a differentiated classroom is to further help the student to solve problems in constructive ways, without making the child feel small. A child should feel safe in their surroundings at school. With collaboration, flexibility, respect and persistence, learning will become a child’s interest (Tomlinson 2017, p.57).

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Response to intervention is terminology commonly used when discussing learning for children with disabilities. This means low-inferences and functional assessment procedures are used for an individual’s lesson planning. Responses to intervention often refers to a child’s assessment and education thus far (Fairbanks 2007, p.289).

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Systematic instruction is a detailed and planned categorisation. For example, Zach finds it difficult to read stories during silent reading in the mornings. He is often distracted and chooses not to read. We would use systematic instruction using our class SSO, she will sit with Zach and listen to him read. Finding a harder book as he goes along.

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A short-term learning intention for Zach is to complete the level of reader he is on. Every day during silent reading, our SSO or myself works through a minimum of 2 books. By the end of the term, we want to see him finish a minimum of 4.

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As a new teacher, the first thing I would do is to collect some prior information from the child’s past teacher. Discuss behaviour issues, distractions, interests, and obstacles. Secondly, I would contact the parents to discuss what Zach is like at home and his hobbies and interests. It is important for a teacher and parents to be on the same page, answer any questions they may have so that they feel comfortable to come to you.

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According to Zach’s psychiatric report, he has been diagnosed with ADHD only recently. Within the past 4 months. He is not medicated; however, his parents are wanting to trial Ritalin over the next few months. Working and communicating with his parents will help me design lessons for him that he will find interesting and fun as he finds holding his attention very hard.

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A student-centred approach gives students the opportunity to have more choice in what they learn and how the teacher teaches the topics. Student centred approaches will improve Zach’s learning, more specifically during his literacy. I would incorporate Zach’s interests and hobbies into his learning and include more fine motor skill activities (Sadler, 2012 p.571).

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Self-determination is the ability to make correct choices in life. Zach does struggle with this; he tends to get distracted easily and gets upset when children are ahead of him during class. As a teacher, I want to support Zach as much as I can and push him to the finish line. I colour coordinate sentences on the board if we are writing them, so he does not get overwhelmed or lost. I ask what colour Zach is up to. He will tell me, red, orange, or yellow. This way, we are on the same page, and I know when to jump in and help him.

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STRATEGIES THAT WORK ALIGNED TO CASE STUDY

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STRATEGIES THAT WORK ALIGNED TO CASE STUDY

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Zach has trouble with instructions, therefore as his teacher, I speak with clear and concise language I know he will understand. According to Eiraldi et al. (2012, p.1), ‘children with ADHD frequently experience impairment related to academic performance and social interactions, including strained relationships with parents, siblings, teachers, and peers’.

A second evidence-based strategy used in our classroom is to incorporate IT as much as we can. Whether that be smart boards, iPads, or computers. I provide choices for all the children, including demonstrations before they start their activity, so they see a visual representation.

Lastly, I always offer extra help. I sit with Zach and always come to ask if he needs help. I can tell when he is lost or struggling, as he starts to have a puzzled look on his face and a blank page. Sometimes I will start an equation or sentence for him and let him keep going.

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Zach can dissociate during English and Maths. This desk plate helps him start and finish.

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Previous teacher- for behaviour problems, positive outcomes, and family information.

Parents or guardians of Zach- For updates on medication and diagnosis, his hobbies and interests, his needs, and goals

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At our school we use SeeSaw, I can take pictures of Zach’s learning and what we are doing in class this day. I would communicate with them over email, phone or in face meetings if anything worries me.

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Our SSO is very close with all our students. She helps them all read, write, and learn with us. Zach and our SSO have a great relationship. He trusts her enough to tell her what he needs help with and what he struggles to learn.

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If my student needed time in the hospital, I would send home a package of work for his parents. In here would be sheets of paper, some reading books and sight words. Minimum work for the child’s parents, depending on the severity of the hospitalisation.

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VIDEO ATTATCHED TO LEARNONLINE

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Australian Human Rights Commission 2022, DDA conciliation: education, Australian Human Rights Commission, viewed 2 June 2022, < https://humanrights.gov.au/our-work/disability-rights/dda-conciliation-education>.

Australian Institute for teaching and school leadership 2017, Australian professional standards for teachers’ standards at the graduate teacher level, Australian professional standards for teachers,<https://www.aitsl.edu.au/standards>.

Committee on the rights of persons with disabilities 2016, right to inclusive education, p.1.

CAST 2022, the UDL guidelines, CAST, viewed 20 May 2022, <https://udlguidelines.cast.org>.

Fairbanks, S 2007, ‘response to intervention: examining classroom behavior support in second grade’, Exceptional Children, no.73, vol.3, p.289.

Graham, L 2019, Inclusive Education for the 21st Century, Taylor & Francis Group, Sydney, p.13.

Sadler, I 2012, the challenges for new academics in adopting student-centred approaches to teaching, Studies in higher education, no.37, vol.6, p.571.

Tomlinson, CA 2017, how to differentiate instruction in academically diverse classrooms, Association for Supervision & Curriculum Development, p.57.

Nationally Consistent Collection of Data 2021, what is the NCCD?, NCCD, viewed 4 June 2022, <https://www.nccd.edu.au/wider-support-materials/what-nccd?parent=%2Funderstanding&activity=%2Fwider-support-materials%2Fintroduction>.

Eiraldi, R, Mautone, J, & Power, J 2012, strategies for implementing evidence-based psychosocial interventions for children with attention-deficit/hyperactivity disorder, Child and adolescent psychiatric clinics of North America, no. 21, vo.1.