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Inclusive education in Australia is supported by key legislative and policy documents that uphold the rights of all students to access and participate in education without discrimination. These include:

1. Disability Discrimination Act 1992 (DDA) – Prohibits discrimination in education; requires equal participation opportunities (Australian Government, 1992).

2. Disability Standards for Education 2005 (DSE) – Clarifies schools’ obligations to support access and provide reasonable adjustments (Australian Government, 2005).

3. United Nations CRPD – Article 24 affirms the right to inclusive education without discrimination (United Nations, 2006).

These frameworks require educators to ensure equitable access, participation, and achievement for all students, reinforcing the ethical and legal imperative of inclusion.

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As an inclusive educator, my mission is to create a classroom culture grounded in equality, belonging, and participation, where all learners can thrive. Guided by Universal Design for Learning (CAST, 2024), i designed a curriculum and pedagogy that anticipates learner differences. United Nations (2006) emphasises how inclusion is a human right, and in my role it is important i view every student as capable and competent. Through ongoing reflection, collaboration with families and professionals, and evidence-informed practices (Florian & Black-Hawkins, 2011), I aim to remove learning barriers and promote access and engagement.

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The Nationally Consistent Collection of Data on School Students with Disability (NCCD, 2020) provides a framework for identifying students needing adjustments. It informs inclusive practices and policy (Bruin, Graham, & Gallagher, 2020).

For educators, NCCD engagement fulfills legal responsibilities under the DDA and DSE and supports tailored adjustments that promote access and participation. It also fosters professional reflection and collaboration on effective strategies (Department of Education, Skills and Employment, 2023).

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This case study focuses on a Year 2 student with ADHD (Combined type) in a mainstream setting. Despite challenges with attention and behaviour (McGough, 2014), this environment offers age-appropriate curriculum access and peer interactions.

With supports like visual aids, flexible teaching, movement breaks, and PBS strategies, Niall can succeed academically, socially, and emotionally. His inclusion also aligns with the DSE (2005), ensuring education on the same basis as peers.

This placement is consistent with the rights outlined in the Disability Standards for Education (2005), which state that students with disability should be educated on the same basis as their peers, with access to necessary adjustments and supports.

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The following case study was created with the help of AI - (ChatGPT, 2025)

Case Study: Niall

Name: Niall

Age: 7 (Year 2)

Diagnosis: ADHD – Combined type

Family: Lives with both parents and two older sisters. The family is engaged with the school and external supports (paediatrician and OT).

Strengths/Interests: Creative, enjoys Lego, Rubik’s cubes, storytelling, and maths. Strong verbal skills and class participation.

Barriers: Difficulty focusing, especially during independent work. Easily distracted by noise/movement. Struggles with transitions and frustration during challenging tasks.

Supports: Has an One Plan and receives regular check-ins with a learning support officer. Uses visual schedules, movement breaks, and OT-informed strategies.

Assessment: Paediatrician’s report confirms diagnosis. School assessments show above-average achievement; tends to complete tasks at the last minute.

Behaviour/Wellbeing: Generally happy at school but becomes frustrated when tasks are too easy or when misunderstood. Consistent behaviour plan and supportive relationships help maintain wellbeing.

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My chosen focus is Attention-Deficit Hyperactivity Disorder (ADHD), a condition I have personal insight into through my younger brother’s diagnosis. Living with someone with ADHD has shown me how its impact extends beyond inattention, hyperactivity, and impulsivity. McGough (2014) notes that ADHD often causes challenges across life domains. Nilsson Sjöberg (2017) further frames ADHD as a socially situated identity shaped by context and relationships, underscoring the importance of recognising each learner’s unique experience.

This assignment aims to deepen my understanding of inclusive strategies—particularly UDL (CAST, 2018) and differentiation—to support engagement, self-regulation, and participation. I also wish to gain skills to improve early identification of ADHD and strengthen collaboration with families and professionals in relation to students with diverse needs.

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Self-Regulation – Managing emotions, behaviour, and attention. Students with ADHD often face challenges in this area (Barkley, 2014).

Reasonable Adjustments – Supports to ensure equitable learning access, including modified tasks or environmental changes (Australian Government, 2005).

Positive Behaviour Support (PBS) – A proactive, evidence-based approach that addresses behaviour by building skills and understanding causes (Carr et al., 2002).

Sensory Regulation – The ability to process and respond to sensory input. ADHD may involve heightened or reduced sensitivity, affecting engagement (Dunn, 2007).

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(Australian Curriculum, Assessment and Reporting Authority, n.d.).

For Niall, the focus is on developing mathematical understanding and reasoning through active engagement with concrete materials, supported by scaffolding to maintain attention and reduce cognitive overload.

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What is UDL?
Universal Design for Learning (UDL) is a research-based framework that promotes flexible teaching and learning environments to address learner variability and remove barriers to success (CAST, 2024).

How a teacher uses UDL:
Teachers implement UDL by providing multiple ways to access content, express understanding, and stay engaged—through choices, visual and auditory supports, movement, and adaptable pacing.

UDL Focus Areas in This Lesson:

Representation: Visual schedules, colour-coded cards, modelling with concrete examples (CAST, 2024).

Action & Expression: Measuring with various tools, recording by drawing, writing, or speaking (CAST, 2024).

Engagement: Short tasks, movement breaks, positive feedback, and task choice (CAST, 2024).

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How the lesson is differentiated for Niall (ADHD):

Element --> Differentiation Strategy

__________________________________________________

Content --> Pre-teaching of measurement terms using visuals and real object

Process --> Task chunked into small, manageable steps with frequent check-ins

Product --> Option to record answers with diagrams, oral explanations, or a simple worksheet

Learning Environment --> Quiet work corner available; use of a timer for focus bursts; visual schedule shown on desk

Tomlinson’s (2017) model allows for varied entry points, tasks, and learning preferences to support diverse learners like Niall.

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What is RTI?
Response to Intervention (RTI) is a multi-tiered system of support that employs evidence-based instruction and ongoing data collection to identify and address students’ academic and behavioural needs (Saeki et al., 2011).

Niall currently receives Tier 2 support, including small-group interventions, scaffolded tasks, and targeted behaviour strategies (Saeki et al., 2011). If Niall was to endure more challenges, Tier 3 support would be considered with the implementation of individualised interventions and specialist referrals. RTI ensures his progress is closely monitored and adjustments are responsive and evidence-based.

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Learning Intention:
- I am learning to measure objects using informal units and compare their lengths.

Success Criteria:

I can choose a measuring tool

I can count the units used

I can compare lengths using “longer” or “shorter”

Steps to Break Down the Task:

1. Show examples of different lengths (e.g., pencil vs. book).

2. Model measuring with informal units.

3. Practice measuring as a class.

4. Niall selects a partner and tool (e.g., Unifix cubes).

5. Niall measures two items using visual prompts.

6. He records results by drawing or explaining orally.

7. Niall compares objects and explains which is longer or shorter.

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As a new teacher, I would begin by reviewing Niall’s existing documentation, such as his One Plan, NCCD evidence, and previous academic reports. I would consult with his past teacher, the school’s Learning Support Coordinator, and his parents/caregivers to understand his strengths, challenges, and the strategies that have been effective. Observing Niall in both classroom and unstructured settings would also help understanding how he manages attention, transitions, and his relationships with his peers.The most difficult information to identify may be the emotional drivers of certain behaviours or moments of disengagement. This would require collaboration with the school wellbeing team or a psychologist to support a deeper understanding of Niall’s social-emotional needs.

The case aligns with the NCCD’s (2020) social-emotional category, with a focus on supplementary adjustments to support Niall’s engagement, regulation, and participation in a mainstream Year 2 classroom.

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For Niall, an Occupational Therapy (OT) report would be the most valuable assessment to inform curriculum, pedagogy, and assessment planning. While a psychological report confirms his ADHD diagnosis, an OT report offers functional insights into how ADHD affects his classroom participation.

Sensory Processing Profile:
The report would likely indicate sensitivity to noise explaining behaviours such as distractibility and constant movement.

Pedagogical Implications:
This validates strategies like noise-cancelling headphones, movement breaks, and flexible seating (e.g., wobble cushions) as targeted, evidence-based responses to Niall’s sensory needs.

Executive Functioning:
The OT report may outline difficulties with task initiation, planning, and sustained attention, despite strong abilities in some subjects.

Curriculum & Assessment Implications:
This validates the use of visual checklists to scaffold multi-step tasks—supporting his access to the measurement curriculum by reducing executive load and ensuring assessment reflects conceptual understanding.

Fine Motor & Endurance:
While his fine motor skills may be adequate, the mental effort to support handwriting could cause fatigue/frustration.

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Self-determination is important in the development of individuals to become more effective and refined in their reflection of ongoing experiences (Ryan & Deci, 2008). In an educational context, this means supporting students like Niall to understand themselves as learners, make choices, set goals, and advocate for their needs. These skills are essential for promoting independence, resilience, and lifelong learning (Strnadová & Wehmeyer, 2021).

To aid in Self-Determination for Niall, i would encourage structure choice-making. through regular meaningful choices to help build his decision-making capacity (Mouratidis & Michou, 2011). As well as involvement in his goal setting to further foster his self-awareness and investment in learning (Mouratidis & Michou, 2011). A very important strategy i believe for niall would be encouraging self-advocacy, explicit phrases such as "i need a movement break" or "it's too loud i need headphones". This will empower Niall to communicate his needs effectively (McGee, 2013).

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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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Based on Niall’s profile as a creative but easily distracted student with ADHD, the following evidence-based strategies guide my planning:

Visual Supports:
Visual schedules, timers, and task checklists reduce cognitive load and support executive functioning by making expectations clear and breaking tasks into manageable steps (McGough, 2014)

Proactive Sensory Regulation:
Planned movement breaks, flexible seating (e.g., wobble cushion or standing), and a quiet "Peace Corner" with sensory tools help Niall self-regulate before becoming overwhelmed (Dunn, 2007).

Positive and Explicit Instruction:
Instructions are given clearly and in small steps (McGough, 2014). Specific, positive praise reinforces skills and boosts self-esteem, e.g., “Niall, I’m impressed with how you lined up the paper clips carefully.”

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As a new teacher, establishing a strong support network for Niall is essential. Key partnerships include:

Parents/Carers: As primary experts on Niall, I would meet them to learn about his history, effective home strategies, medical background (including OT and paediatrician reports), and their goals. This builds trust and ensures consistency between home and school.

Previous Teacher: Their year-long experience with Niall offers valuable insights into successful adjustments, social challenges, and areas of academic and social-emotional growth, preventing a need to start from scratch.

School Leadership / Inclusive Education Coordinator: They provide guidance on school policies, resources, and professional development, and assist in liaising with external specialists.

Student Support Officer (SSO): A collaborative relationship with the SSO is vital for implementing classroom adjustments and interventions effectively.

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Research shows that positive home–school partnerships improve student outcomes and help align support across contexts (Mann et al., 2020).

Communication Approaches:

·       Regular Positive Contact: Sharing small wins—such as a catching up with parents at pick up or email with a success story—builds trust and reinforces a strengths-based view of the child (Mann et al., 2020).

·       AITSL Two-Way communication: A simple tool for daily notes between home and school that promotes two-way communication and consistency (Australian Institute for Teaching and School Leadership, n.d.)

·       Termly Review Meetings: Structured conversations about progress towards One Plan and SMARTAR goals allow for shared decision-making and planning.

What Parents Want to Know:

Based on Niall’s profile as a creative, neurodiverse learner, his parents would likely want information about his emotional wellbeing and how he’s doing socially. As well as how he progressing towards his goals and how he is engagement and focus across all subject areas.

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The effective use of a School Services Officer (SSO) is crucial in promoting Niall’s independence and avoiding learned helplessness (Webster & Blatchford, 2020; Mooij & Smeets, 2009).

During the "Let’s Measure It!" lesson, SSO support would be intentionally targeted:

·       Pre-Teaching Vocabulary: The SSO could lead a short, 5-minute pre-teaching session with Niall and a small group to review key terms such as "measure", "length", and "end-to-end", equipping him with the language needed for the lesson.

·       Encouraging Independence: Rather than constant proximity, the SSO would help Niall begin the task using his visual checklist, then step back, checking in only briefly. This promotes self-regulation and task persistence.

·       Inclusive Support: The SSO might run a measurement game station that all students rotate through. This allows Niall to receive support without being singled out, maintaining classroom inclusivity.

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For Niall, a key area of wellbeing is developing his emotional and sensory regulation. A practical strategy I would implement in the classroom is a "Peace Corner" or "Calm Down Corner." This proactive, inclusive space helps students like Niall regulate their emotions and sensory needs before becoming overwhelmed. It aligns with Grové and Laletas’ (2020) emphasis on creating classroom environments that support students' social and emotional learning and wellbeing.

I chose this strategy because it directly addresses Niall’s challenges, such as sensitivity to noise and difficulty managing frustration during learning. The Peace Corner would be a quiet space in the classroom containing sensory tools (e.g., fidgets, weighted lap pad), visual aids (emotion charts and breathing cards), and a visual timer to guide his use of the space. By teaching Niall when and how to use the space, we foster emotional self-awareness, a key component of self-regulation and long-term wellbeing.

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Link for youtube video of personal statement: https://youtu.be/e1fq7p1uLyw

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If Niall needed to spend time in hospital or at home due to health reasons, my priority would be to support both his continued learning and his social connection with the class. Inclusive education requires ensuring access, participation, and belonging even during extended absences (Children and Young People with Disability Australia, 2020).

Communication and Collaboration: I would begin by contacting his parents to check in and offer support. Together, we would determine what is manageable for Niall emotionally and academically during this time.

Maintaining Social Connection:

The class could create personalised “get well soon” cards or video messages.

A short, scheduled video call (with parental approval) would allow Niall to see his peers and maintain his classroom identity.

I would share photos and updates with his parents so he could feel included in what the class is learning.

Adapting Learning: Rather than sending home worksheets, I would provide low-pressure, interest-based activities to promote engagement:

Project-based learning: “Design a new Lego creation and draw a plan for it.”

Digital learning tools: Access to familiar class iPad games (e.g., measurement apps).

Literacy engagement: Sending a dinosaur-themed book or online access to a platform like Reading Eggs.

This approach ensures Niall’s learning remains meaningful, accessible, and connected to his interests and classroom context.

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