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As a pre-service teacher in my final year of University, I can say that my vision about inclusive practice has been shaped by experience, tutors, professionals, literature, research and my own belief and values. I believe inclusive practice should always be reflected on to ensure as an educator, we are working towards adjusting our teaching and pedagogy to see those who need extra support have the same opportunity at success in their education as those who need no support at all. As an educator, I need to be willing to change things up whenever necessary. This may mean differentiating classroom activities, implementing different learning intentions and success criteria for different students, including different resources appropriate for student needs, modifying the classroom environment, implementing different behaviour management strategies, or simply reflecting on my teaching and how it may be impacting my students and organising a plan of improvement. Inclusive practice is very important to me as I want the best for all of my students, no matter their abilities, and I want to create an opportunity at education that is fair, achievable, supported and valued.

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The disability area of interest is Autism Spectrum Disorder (ASD). Over the last three placements for University, I have had the most experience with students with ASD over any other type of disability. I have been so fascinated by how each student with ASD is extremely different from each other and I enjoy learning about how their attributes and characteristics made them their very own individual. For my own curriculum-pedagogical-assessment knowledge, I am hoping this assignment will inform me of inclusive practices, approaches, strategies, and modifications that I can use in my future classroom with my students who have ASD. I am wanting to gain a deeper understanding of the different ways I can assist my students in the classroom to ensure they are succeeding with their learning just like their peers who do not have a disability.

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Inclusive Practices

Inclusive practices refer to the access of and progress in high-quality education without discrimination. Inclusive practices aim to see attendance and achievement of all students, full and effective participation, and accessibility for all learners. Through the implementation of inclusive practices, education becomes inclusive as educational environments are shaped to accommodate the differing needs and identities of the learners (United Nations Human Rights 2016).

Autism Spectrum Disorder

Autism Spectrum Disorder (ASD) is a developmental disability caused by differences in the brain. ASD can impact the way an individual behaves, communicates, interacts, and learns. The abilities of those with ASD vary and the help they require will also vary according to their abilities. Children with ASD may find it challenging when it comes to social communication and interaction and may show repetitive or restricted behaviours or interests (Centers for Disease Control and Prevention 2022; Hallahan, Kuffman & Pullen 2018).

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The Disability Discrimination Act 1992 highlights the unlawfulness to discriminate against an individual with disability in many areas of life, including education. The act aims to encourage equal opportunity and access for individuals with disability (Australian Human Rights Commission 2014).

The Disability Standards for Education 2005 have been formed under the Disability Discrimination Act 1992. The standards state the obligations of those in education and aim to see students with disability involved in and having access to the education as those without disability (Department of Education 2021).

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The Nationally Consistent Collection of Data on School Students with Disability (NCCD) provides Australian schools, education authorities, parents, guardians and carers with information based on the number of students with disability in schools and the different modifications they receive. This data will enable schools, education authorities and other groups of individuals to have a better understanding of the needs of the students with disability and will inform them of the best ways to support these students at school (NCCD 2021; Graham 2020).

The NCCD is important for teachers to understand and work with because the data shapes policy development and future planning to better inform schools on how to support students with disability. The NCCD provides teachers with information that helps improve understanding of the requirements and responsibilities that schools inhabit under The Disability Discrimination Act and the Standards. The NCCD provides teachers with a greater understanding of the functional needs of their students with disability (NCCD 2021; Grahm 2020).

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Lucy is a 9-year-old girl who lives with her mother, father, and 12-year-old sister. She attends Year 3 in the local primary school. She likes playing with dolls and on weekends she especially likes to play with her railway and train set she got for her birthday.

Lucy has been diagnosed with Autism Spectrum Disorder (ASD). Her parents say she sometimes repetitively shakes her foot when she is sitting on a chair. This has seen to be done when she is nervous, unfocussed, confused, or stressed.

At school Lucy enjoys playing with her friends and sometimes she is happy to play by herself. She is very good at art and mostly enjoys painting.

In the classroom Lucy especially likes to participate in Art activities and shows a great understanding of her Math tables. However, she does have difficulty with understanding other people’s feeling and expressing her own feelings. Because of this, her friendships can sometimes struggle to grow.

At a recent One Plan meeting Lucy’s teacher discussed some of the difficulties Lucy was having in the classroom, especially in Literacy. Lucy has trouble with remembering the structure of a narrative and the elements a narrative includes. It was decided at that meeting to support Lucy improve in her story writing development.

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The case study child, Lucy, is attending school in a mainstream primary school setting. I have chosen a mainstream setting for two main reasons. Firstly, because when I enter my career as a primary school teacher I will be working in a mainstream setting with children of all different needs and abilities, and ASD is one need that is extremely common in most mainstream schools. Secondly, I believe all children, no matter their needs or abilities, should have an opportunity to complete their education in a mainstream school if the school and teachers are making appropriate adjustments to ensure that child is successful in their learning.

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The importance of inclusion for all children is stated explicitly in the Australian Professional Standards for Teachers within multiple focus areas. Particularly stated in: 1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities; 1.6 Strategies to support full participation of students with disability; and 4.1 Support student participation (AITSL 2011).

The Australian Curriculum is known as an inclusive curriculum for all students as it states, “Students with disability are entitled to rigorous, relevant and engaging learning opportunities drawn from age equivalent Australian Curriculum content on the same basis as students without disability” (ACARA 2016).

Teachers have many roles in inclusive education within their schools. They must work hard to ensue all students are welcomed in their school setting, supported to learn, and progress well, and have an opportunity to actively contribute and participate in every aspect of their schooling. Teachers must create and design an environment that is safe and suitable for the appropriate programs and activities that students will participate in, and these activities and programs need to be appropriate for the students’ needs and abilities (AITSL 2020; DET 2015).

Teachers of a student with disability can follow a four-step process that guides their development of personalised learning and support for those students. The personalised learning and support for these students are at the heart of inclusion to ensure these students are able to actively participate and be engaged with their learning and schooling in the same way as their peers without disability (NCCD 2020; AITSL 2020). The four-step process is as follows:

1.     Meet and begin collaborating with the student and parent/carer

2.     Assess and highlight the needs of the student

3.     Develop reasonable modifications to support the highlighted needs of the student

4.     Observe, monitor and review how the adjustments are impacting the students learning and schooling

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“High-quality professional collaboration is fundamental to all students having access to high-quality learning, social and wellbeing experiences at school” (Graham 2020). Collaboration allows for educators to come together with two minds and collaborate through information that is aiming to benefit a student’s education. Plenty of research has stated the importance of collaboration when teaching students with disability. Collaboration supports teachers in designing inclusive learning environments, inclusive programs, and approaches that are going to have a positive impact on the student’s education (Graham 2020). Collaboration is important between teachers, but it is also important to collaborate with parents and the student themselves. There is beneficial information you can gain from each of these individuals that you might not gain from only collaborating with colleagues.

Parents/Carers

I would collaborate with the students’ parents/carers because they are the people who know the child best. I would like to hear their concerns, advice, story, experiences, challenges, findings, goals, and understanding when it comes to their child and their child’s success in their schooling. I also want these people to hear from me and know that I would like to work and collaborate with them to plan for their child’s success in all areas of their learning.

The Student

I would like to collaborate with the student in focus because my goal is to plan for their success in their schooling. I would like to understand them more as a person, develop next steps for their achievement, know what they personally find challenging, know their strengths and interests, plan appropriate goals for their learning, and hear from them and what they have to say about themselves and their schooling. I really want them to know that I’m here for them and that I will be working hard to shape my teaching so that they have an equal opportunity at success just like their peers who may be different to them.

Colleagues

I would like to collaborate with my own colleagues to hear their experiences with their own students who share the same learning needs as my focus student. I would like to understand their journey and know what works well in their classroom and what they find challenging. I find it beneficial to speak with those who are in the same position as me or those who have been in my position and hear their experiences and journeys because I may learn a lot from this information.

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The year level of the Australian Curriculum is Year 3

Strand: Literacy

Sub-strand: Creating Texts

Content Descriptor: Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682)

Achievement Standard: ‘By the end of Year 3, students understand how content can be organised using different text structures depending on the purpose of the text.’

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Universal Design for Learning (UDL) is a framework that guides teachers in designing teaching and learning that will support every student in the classroom. There are legal obligations under the Disability Standards for Education 2005 that teachers must meet and the UDL framework can show teachers how to design, navigate and modify resources that are inclusive while meeting those obligations. When using the UDL framework for planning, it will provide an inclusive learning environment that sees diversity valued and all students receiving an equal opportunity to succeed in their learning. As students collaborate with their teacher in the planning, they have choices in methods, goals, assessment, and materials, and each choice is engaging, appropriate and accessible (NSW Government 2021).

There are three principles of the UDL framework that provides a set of suggestions that can be used to ensure all students are able to actively participate in and access meaningful, achievable, challenging, and appropriate learning experiences.

The first principle is engagement. This principle ensures students are engaged in appropriate, and realistic learning experiences that include personalised goals. The main guiding question for engagement that teachers can ask when planning using the UDL framework is “How can I engage and motivate every student to learn?” (NSW Government 2021).

The second principle is representation. This principle involves reflecting on the content and skills and ensuring they have been presented in various ways. It also ensures the students get to choose the methods and materials they use in order to meet the goal. The main guiding question for representation that teachers can ask when planning using the UDL framework is “How does every student learn best?” and a following question could be “Am I providing options to allow every student to access and understand the content?” (NSW Government 2021).

The third principle is expression. This principle aims to ensure all students are given a choice and/or scaffolding when they are expressing their knowledge during formative and summative assessments. The main guiding question for expression that teachers can ask when planning using the UDL framework is “How can every student show what they have learnt?” (NSW Government 2021).

In relation to my case study child and the lesson I have designed around narrative writing, the focus area represented in the UDL framework that is in focus during this lesson is ‘engagement’.  I have designed learning intentions and goals of the lesson, implemented modifications, and resources which aim for my case study child to remain engaged with their learning.

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I have not differentiated the lesson very much, if at all, for Lucy’s success. However, I have adapted, modified and differentiated different areas of the lesson so that Lucy has an equal opportunity at progressing with this task and showing me her understanding of a narrative structure. I believe Lucy is an extremely capable student who just needs some adaptions made within the lesson and classroom to see her shine through this learning task. Below are some adaptions I have made for Lucy’s success in this lesson:

-       Creating separate learning intentions and success criteria for Lucy

-       Allowing Lucy to use sensory tools, noise cancelling headphones and a weighted blanket as she works on the task

-       Providing Lucy with a step-by-step copy of the lessons instructions so she can refer to them as she is completing the work

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When a child is diagnosed with a learning disability, the way they respond to intervention needs to be considered. The Response to Intervention (RTI) model suggests a process that identifies a student’s ability to respond to modifications in instruction within the classroom. Through this model, students’ progress is monitored individually, and the findings are used to determine further instruction and intervention. The RTI process can be used within schools to help students who may be challenged academically or behaviourally, and to identify students who could have learning disabilities (AUSPELD 2022).

There are three tiers of the RTI process that provide for the needs off every student in the class. There are differing levels of support provided in each tier and the support should aim to focus on ways to make the student more successful rather than highlighting the student’s lack of success (AUSPELD 2022).

Tier one refers to the whole class. This tier ensures high quality curriculum and evidence-based strategies, and programs are being constantly provided to every student in the classroom (AUSPELD 2022).

Tier two refers to small group intervention. This is relevant to students who need further support than they are already receiving from the general curriculum. The school will provide the small group interventions. Students must receive explicit intervention that is more intensive, for example small groups, and more precise, for example step-by-step instruction for a particular area of need. It is important for students to still be involved in whole class instructions, still receiving small group intervention at the same time (AUSPELD 2022).

Trier three refers to intensive interventions. This tier highlights students who continue to struggle to make progress even with high quality instruction and evidence-based intervention. From these findings, individual assessment may begin to determine if a child meets particular criteria for a certain learning disorder diagnosis (AUSPELD 2022).

This model can be used with my case study child to identify if they are at jeopardy for poor learning outcomes, to monitor their progress, provide evidence-based interventions for their success, and to modify the intensity of each intervention depending on the students responsiveness (AUSPELD 2022).

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Systematic instruction can be related to a builder’s blueprint for a home. This is because systematic instruction is a planned sequence for instruction that has been carefully and specifically planned. Systematic instruction has a goal of enhancing the possibility of students already having the appropriate prior knowledge and understanding to learn something new efficiently. Systematic instruction has been known as a vital strategy to help explicitly teach the intricacies of written language. When planning for instruction that is systematic, it all begins before the lesson and activities are organised, it is well thought out, builds on prior knowledge, and is strategic building from simple to complex (Colorado Department of Education 2019).

Systematic instruction will not be something new in my classroom when working with my case study student. I will be implementing systematic instruction from the very first day of teaching lessons around written language. For my case study student in particular, systematic instruction will be used when differentiating the lessons for their needs. I will aim to systematically plan according to their prior knowledge, abilities, strengths, and particular areas that need further development. I will plan the sequence of instruction for this child before selecting resource and activities and will then choose resources appropriate to the child’s needs and abilities.

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Learning Intention:

·      Lucy should be able to read a narrative and identify each section of the structure

Success Criteria:

·      ‘I know I can do this when I have read a narrative and correctly identified each section of the structure’

Steps to break down the learning sequence of the task:

·      I will ask questions to determine where the students are at with narratives

·      I will encourage students to participate in a whole class game (refer to lesson plan)

·      I will go through the narrative poster that shows the structure and explain each section

·      I will read out what the learning intentions are for this lesson

·      I will state and explain the structure of a narrative (use narrative poster)

·      I will read out the narrative to the whole class

·      I will read and explain the instructions for the worksheet

·      I will revisit the learning intentions

·      Before students leave the mat, I will check if they have any questions and if they need any further clarification with the activity

·      This will be an independent task which they will complete at their desks

·      I will walk around the class observing all learners and checking in with those who are in need

·      I will provide verbal feedback as I go around the class

·      I will mark finished work to determine success and understanding

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As a new teacher in the classroom teaching Lucy, I think it would be beneficial for me to gather information about Lucy from all her previous teachers, parents/caregivers, Lucy, and any colleagues in the school who have worked closely with Lucy or who know her well. I could organise a meeting, online video call, emails, or a phone call with each person to gather the information I am looking for. When communicating with Lucy, I would prefer to have a conversation with her or with her parents present or have the conversation and encourage her to fill out various engaging and fun worksheets that will tell me more about her.

I believe the most difficult information to find about Lucy could be her personal thoughts about herself and her learning. Lucy may have walls that may take time for me to break down before I can gather any information that will help me work with Lucy and provide her with appropriate education. I will need to build a relationship with Lucy before I can try to gather information.

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By the end of this Literacy Lesson, Lucy will be able to accurately and automatically state each section of a narrative structure and explain in her own words what needs to be included in each section.

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For the purpose of this assignment, the sample speech report attached has been used to show how I would complete the Individual Child's Storyboard for the same student from the speech report. Because there is no speech report for my case study child, I have used the sample speech report to show how I would use the information on the students communication to organise strategies and next step approaches for this students success in schooling (if they were in my class). I have only focused on communication in the Individual Child's Storyboard as this is the focus of the speech report.

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Student-centred approaches focus on what a student needs to do in order for them to learn. Student-centred learning encourages the students to decide on what material they need to learn and how they are going to learn this material. These approaches see the students’ interests driving their education and because of this, their success with their learning will be heightened because what they are learning is what matters to the student. Students take on the role of the leader and decision-maker in their learning. Students will be making decisions on what, when, and how they are going to learn. It is the teacher’s role to encourage the students to be motivated and independent with their learning and they will guide the process of student-centred learning (RMIT University 2018; UNSW Sydney 2016; Sudderth 2022).

The student-centred approaches I think would work well in the classroom with my case study child would firstly be ensuring the learning that is meant to take place, inhabits the child’s interests and hobbies. I would like to encourage my case study child to collaborate with other peers who have similar interests or other peers who could be a more knowledgeable other to help them with their learning. Another student-centred learning strategy that would work well with my case study child is changing the desk arrangements from rows to clusters where students will be facing each other rather than facing me and this way they are leading their learning rather than their eyes being on me the whole lesson. I think this adjustment would benefit my case study child as it may ease their anxiousness with beginning tasks and if need be, they can ask their peers around them for some guidance. The seating arrangements of clusters however would be organised to see my case study child get along well with their peers and to be surrounded by peers that are friendly, understanding, and willing to help. Another strategy would be to involve more inquiry based or problem-based learning as this encourages my case study child to be at the centre of their learning and invites them to take on various roles that perhaps a teacher-centred activity may not. I would encourage these activities in mainly Math lessons and Art lessons as both areas are a strength and interest of my case study child.

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Self-determination can be defined as having the skills and drive to guide one’s life into a path that is personally successful and satisfying. There are attitudes and abilities combined within self-determination that will encourage individuals to set goals for themselves and have the motivation to reach these goals. It is about being in charge and control of your choices, understanding how to solve problems, and take responsibility for your actions and success. There are seven component skills associated with self-determination and they are, choice making, decision making, problem solving, goal setting and attainment, self-advocacy and leadership, self-management and self-regulation, and self-awareness and self-knowledge (Cabez et al. 2013).

I would like my case study child to achieve the strategy of choice-making skills. I want my case study child to learn how to choose and decide themselves on their instructional activities they would like to do and partners they would like to work with according to their interest and what will be best for their learning. Overall, I would like my case study child to become more proficient with making choices.

I believe my case study child should also achieve the goal setting skill. I would like them to state something they would like to work towards, be a part of setting their educational goals and learning intentions, and I would like them to develop a plan to reach these goals. I would work with the child during this but overall, I would like for them to take control of these goals and I will be there for encouragement, guidance, and input.

I would also like my case study child to achieve the self-awareness and self-knowledge skills. I believe they should possess these skills as it will help them in recognising and understanding their emotions, limitations, strengths, and abilities. I would like them to understand how they learn best, what works for them, and what does not benefit them and their learning. Overall, I would like them to draw on these skills to help them in future situations that may be difficult, whether in school, with family, or with friends.

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Evidence-Based Strategies for Case Study Child

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Evidence-Based Strategies for Case Study Child

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Modelling is an evidence-based strategy that will be used with my case study child when I am teaching a desired behaviour or skill. I will be accurately demonstrating and imitating the target skill and behaviour so the child can see exactly what it looks like, and they will have a clear picture of what is required of them (Autism Society of NC 2022).

Visual supports are another evidence-based strategy that will benefit my case study child. This strategy will support their task engagement, independent performance, transitions from one activity to another, and benefit their working memory load (Autism Society of NC 2022).

Cognitive behavioural intervention is an evidence-based strategy that will help my case study child examine their thoughts, emotions, recognise when their feelings and thoughts are escalating, and then apply strategies to change their thinking and behaviours. My case study child has trouble with recognising their own feelings and also other people’s feelings so I think this strategy will benefit them now and in the long run (Autism Society of NC 2022).

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This recourse is going to support my case study child’s learning with remembering the structure of a narrative and various elements within a narrative. This will benefit their narrative writing. The overall aim is for the child to cut out the coloured labels and glue them in the boxes they think match to the description.

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As a new teacher working with my case study child, I believe I would need to build a partnership with the child’s previous classroom teachers and their parents/caregivers. There is certain information I would need to gather for the benefit of my case study child and to ensure I am doing all that I can to ensure their success in my classroom. The information I aim to collected is listed below.

Previous Classroom Teachers:

-       Current subject levels

-       Previous reports

-       Previous academic results and data

-       Pedagogical approaches that did and did not work

-       Academic strengths and limitations

-       Areas of interests

-       Behaviour management that did and did not work

-       What distracts the child

-       What helps the child stay focussed

-       Classroom environment factors that benefitted the child and restricted them

-       Who does the child get along with and who do they clash with?

Parents/Caregivers:

-       Personal strengths and limitations

-       Personal goals

-       Parents carer and values

-       Sibling information

-       Interests and hobbies

-       How well the child goes with completing homework

-       What do the parents want to see happen in the classroom for their child success?

-       What do the parents expect of the teachers and school to see their child benefit from their education/

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The following section will outline particular communication approaches that could be used to facilitate my partnership with my case study child’s families. I believe as the teacher I should be communicating with the family respectfully, openly, honestly, caringly, and with an open ear to what they have to say. The family is going to want to know as much information about their child’s schooling as they can possible be informed about. I believe the family will want to be informed on the child’s grades, success, abilities, achievements, personal growth, ways they are being supported, what I am doing that is benefiting their education, friendship challenges, educational challenges, and the next steps for their education. Below is more information on what communication approaches would be used with the families and why that would be used.

Communication Approach #1: School and classroom newsletters

This approach is an effective way to keep families up to date with events, important news, curriculum matters, and sharing students’ achievement. The newsletter will help inform families about important events that may be coming up that their child is involved in or that the parents themselves might like to be a part of. It can share information about what each year level is focussing on in the term and can inform parents about what areas each class is working towards or have already achieved.

Communication Approach #2: Continuous feedback and reporting

This approach is one that many families would appreciate and desire to be informed about. This approach can be initiated through, one-on-one meetings, emails, letters, and phone calls. It can be as simple as reporting to families via a note home or a quick email that their child received 100% in their spelling test. It can report on larger grades such as a final grade on a problem-solving activity or research task.

Communication Approach #3: Parent and teacher interviews

This approach is an effective and well-known approach that families benefit on as they will receive various pieces of important and encouraging information about their child’s school. Teachers can inform families on their child’s success and next steps for their learning, areas of the curriculum the child has been focussing on, projects and assignments they have completed, behavioural success, friendship, and personal growth, and any other important and informing information the families should or will want to be made aware of.

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I believe the role of the SSO would be very minimal in my classroom with my case study child. My case study child is very capable and independent and therefore will only need to be supported and guided by the SSO rather than having the SSO at the centre of the child’s learning. For example, I could have the SSO facilitating the activity listed in the resource strategy section of this paper. By this I aim for the SSO to be observing and encouraging the child to stay on task and complete the activity while I am working with another child who needs greater support or while I am working with the whole class on a different activity. Overall, I want my case study child to learn to take control of their learning and to become a young independent individual. I believe they are more than capable to be only guided by the SSO if needed rather than having the SSO step in like a second teacher to the child.

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I have completed three out of four placements at University so far and in each placement, I have seen mindfulness activities being implemented into the classroom. I do believe mindfulness activities are a fantastic way to settle students, transition from one’s lesson to the next, and to help reset the learning environment to ensure students are ready to learn. However, I would like to learn more about what mindfulness activities are out there they support a number of different disabilities represented in the classroom. I would like to dive into research about mindfulness activities and learn about the positive and negative effects they may have on students. I would like to be knowledgeable within this topic to be able to share information with other people about mindfulness activities.

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My case study child has difficulty in understanding other people’s feelings and recognising when they are feeling a particular way. They do enjoy spending time on their own more than spending time with others. They do get along well with other students but if they could choose to play by themselves or with their peers, they would choose to play by themselves. I believe that a culture of socialisation is extremely important for the case study child. This is because the more they are socialising with other people their age, the more they are learning from others and gaining experience. If they socialise, get to know, play, and interact with their peers they are very likely to understand their peers better and recognise different feelings they may display because they are spending more time with those children.

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If my case study child needed to spend time in hospital or was away from school as a result of sickness, I would need to be willing to prepare strategies and methods to support continuation of learning for this child. I believe I could record a video of myself explaining the steps and instructions for a learning task that the rest of the class is working on. I can provide a scaffold for the parents/caregivers to read over which will guide them into helping the student complete the task.

I would be willing to meet with the student over zoom if they were feeling up to it so that we can do work on a particular activity that they may need further support on.

I can also send home worksheets or activities I know the student would be able to complete on their own. These worksheets or activities will be a way that I can assess their knowledge of a task or topic we are learning as a class.

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