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Self-determination involves students to be motivated to work towards achieving their set goals. This aligns with Mia’s SMARTER goal.

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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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To support the progress and achievement outcomes for Mia the following evidence-based strategies will support her in the classroom.

Structured Teaching Strategies – Visual cues and structured adjustments will support Mia in the classroom and learning task. Predictable learning environments support all students to have clear and accessible expectations (Carrington et al, 2021). ‘Students on the spectrum present with strong need for predictability’ therefore it is important that Mia is provided with visual schedules and routines to support her progression and achievement (Carrington et al, 2021, p. 75).
Differentiation – Differentiating learning tasks will support the progression of Mia’s learning as the teacher implements adjustments to challenge success and improve learning outcomes (Victorian Department of Education and Training [VDET], 2020).
Collaborative learning – Engaging in collaborative learning will support Mia to develop her social skills.

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Create a visual schedule of the unpack bag routine starting with 5 simple steps with photos of where things need to go.

1.     Lunch box in lunch container

2.     Drink bottle on desk

3.     Reading folder in reading box

4.     Bag on bag rack

5.     Say good morning to the teacher

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In educational settings, to ensure students with a disability are protected against discrimination, Human Rights Legislations and policies have been developed outlining the legal responsibilities for schools and education systems. The key documents that underpin inclusive education in Australia include, the United Nations Convention on the Rights of Person with Disabilities, the Disability Discrimination Act (DDA) and the Disability Standards for Education (DSE). The obligated policy and legislation documents are important as they promote inclusive education where all students can access, participate and engage in learning and experiences at school on the same basis as their peers (Graham 2020). The documents aim to encourage teachers to create a more inclusive educational environment where inclusive curriculum, learning and pedagogies allow all students to reach their full potential. It is informed that teachers must understand and apply best practice strategies to support and provide reasonable and equitable adjustments where all students can access and participate in learning (Education Service Australia, 2022). The Human Rights Legislations and policy documents are important in educational contexts as they encourage all students regardless of a disability to have equal opportunities to be confident and successful lifelong learners (Graham 2020).

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Foundation Mathematics - AC9MFN06

Represent practical situations that involve equal sharing and grouping with physical and virtual materials and use counting or subitising strategies (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2022)

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The Nationally Consisted Collection of Data (NCCD) ‘enables school, education authorities and government to better understanding the needs of students with disability and how they can be best support at school’ (Education Service Australia, 2022).  The NCCD is important for teachers to understand and work with as it supports teachers to understand the type and level of adjustment needed for a student with a disability in their classroom. Understanding the type and level of adjustment supports the teacher to plan and implement curriculum and learning which the students can assess and participate in (Graham 2020). It is important as a teacher to understand the NCCD because when working in a school environment teachers need to be able to plan, select and document the needs and adjustments for the student to engage, access and progress in learning outcomes at school.

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Mia is a 5-year-old girl in a Reception mainstream classroom. She enjoys drawing and listening to music. She is very energetic and finds it challenging to focus and concentrate during class time and enjoys spending time outdoors. Mia benefits from hands on learning tasks where she can use manipulatives to support her learning and understanding.

Mia is diagnosed is autism spectrum disorder. She currently accesses NDIS support from a speech pathologist and occupational theorist to develop communication, social and self-regulation skills. Mia is sensitive to loud noises and often runs out of the classroom to the playground when the classroom is loud. Mia may require headphones or breaks from loud spaces. Mia is learning to recognise feelings in her body and language to describe these feelings. Her OT has encouraged daily interoception activities and has provided a visual coreboard to help her describe her feelings.

Mia stated school at the beginning of the year and requires scaffolded learning to support her in learning the routines of the classroom. She uses visuals to follow instructions and routines. Mia requires clear, simple instructions, tasks to be broken in to small parts and repetition to learn new tasks. Mia appears to articulate during conversations but has a limited vocabulary. She finds it difficult to retrieve the words she is looking for to explain things. She finds it difficult to communicate her needs with others.

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As a new teacher in the school, in order to benefit Mia, it would be important to build a relationship with Mia’s parents to work in partnership to support Mia’s transition to school and ongoing planning and development. As it is also Mia’s first year at the school, collaborating with leadership to access information regarding any assessment reports, allied health professional I have permission to contact and her prior kindy to assist with planning for success.

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Communication approaches that can be used to facilitate partnership with Mia’s parents can include meeting with the family to find out about Mia’s interest and strengths and to allow the family to share information about previous assessments and adjustment that support her learning. through planning meetings with families, teacher and parents are about to co-construct goals and write the one plan in collaboration. Engaging in meeting to monitor and review adjustments and progress in learning and development. Organising a meeting with Mia’s family and allied support team will provide the opportunity to build partnership and collaborative approach in supporting Mia. Communicating regularly to share about Mia’s successes, learning progress, social and communication skills at school. Through communicating strengths regularly, it will be easier to collaborate and discuss challenges and revaluate adjustment required throughout the year. It is important to communicate and develop collaborative partnerships with families regarding children learning in order to assess, provide feedback and report on students learning (Education Service Australia, 2022).

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The role of the SSO working in the classroom is to support students alongside their teacher in the classroom (Graham, 2020). Through this the SSO is able to support, monitor and evaluate students behavioural, emotional and social development as well as academic learning.

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The UDL is a strength-based approach to teaching used by teachers to plan and delivering programs while considering the needs of all learners (Graham, 2020). It provides flexibility for student to engage in and demonstrate their knowledge and understating. It reduces barriers and helps maintains high expectations for all learners. The framework designs learning to ensure learning is accessible to all students while considering content, process and product. The planning framework focuses on making the curriculum accessible and flexible so all learners including those with a disability have the opportunity to access and participate in learning through curriculum assessment and pedagogy.

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‘All children have a right to a quality education, and children with disability … have the right to an inclusive education’ (Graham, 2020). It is important as a teacher I ensure each individual child has equal access and opportunities to participate and grow to reach their full potential. I believe as a teacher we need to provide inclusive classroom environments and learning where children with disabilities can participate on the same bases as their peers and receive the education they need and deserve. All humans have the right to education, no child should be excluded or discriminated against based on their disability (Graham, 2020). It is important that all mainstream educational settings provide safe, accessible, and adaptable learning environments and experiences where all students can engage to be successful lifelong learners. I believe learning environments which are inclusive to all students’ backgrounds, identities and abilities strongly benefit all learners in the classroom. Respect, acknowledgment and a building a sense of belonging is important in an inclusive school community.

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Autism Spectrum Disorder (ASD), ‘is a complex neurodevelopmental disorder’ that affects the development of social, cognitive and communication of a person’s life (Hyde, Dole & Tait, 2022, p. 377). I have selected this disability has I have worked alongside children who have ASD in the early years of schooling. I hope to learn more about ADS and how I can support students in my classroom in the future. In particular I have heard that girls with autism present differently to boy therefore would like to investigate this further.

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Differentiation involves teachers planning various approaches to how and what they teach to provide opportunities for students to learn (Tomlinson, 2017).

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The Response to Intervention (RTI) is a multi-tiered approach that increases in intensity, depending on a student’s needs (Hallahan et al, 2018). The multi-tiered approach supports teachers to implement effective and quality education to support students with disabilities. Mia’s RTI may include:
Tier 1 – movement breaks connected to interoception within the classroom
Tier 2 – visuals to support learning language around interoception (cold, hot, sticky)
Tier 3 – A social story about what Mia can do for self-regulation

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Inclusion - Inclusion is welcoming everyone as equal members and creating a sense of belonging that embracing each individual’s unique qualities and values each person (Hyde, Dole & Tait, 2022)

Inclusive education – All children have a right to access and participate in ‘quality education, and children with disability … have the right to an inclusive education’ (Graham, 2020)

Differentiation – Differentiation involves teachers planning various approaches to how and what they teach to provide opportunities for students to learn (Tomlinson, 2017).

Adjustments – ‘Actions taken to enable a student with disability to access and participate in education on the same basis as other students’ (Education Service Australia, 2022)

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‘Interoception is an internal sensory system in which the internal physical and emotional state of the body are noticed, recognised and responded to’ (Goodall, 2016). Incorporating interoception experiences in the classroom will support students like Mia to understand and feel what is going in her body.
Link to support introception:
https://studentwellbeinghub.edu.au/educators/topics/interoception-and-self-regulation/#

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Mia is placed in a reception classroom in a mainstream school. An inclusive mainstream classroom will support Mia to participate, learn, engage, and achieve alongside her peers. Carrington et al (2021), discusses that students with a disability who are educated in a mainstream setting alongside same-age peers demonstrate more positive academic and social outcomes. A mainstream setting will support Mia to engage in curriculum and learning experiences in language-rich environments, collaborative activities, and building relationships with peers (Foreman & Arthur-Kelly, 2017).

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In the classroom it is the teacher’s role and responsibility to build a sense of belonging and strong relationships with all students in the classroom, especially students with a disability. The Australian Institute for Teaching and School Leadership (AITSL), underpin several professional knowledge, practice and engagement skills for effective teachers to uphold and achieve. It is important to know the student and how they learn in order to apply effective and appropriate strategies to support and meet the level of needs the individual requires (Carrington et al, 2021). Teachers need to plan and implement effective teaching and learning while providing high quality education where all students can access the curriculum and participate in the learning experiences (Graham, 2020 & Education Service Australia, 2022).  It is important teachers create and implement reasonable and accessible adjustments and differentiation to learning to ensure all students with a disability are educated and barriers to learning are removed so students can successfully demonstrate understanding connecting to standards 1.5 differentiate teaching to meet the specific learning needs of students across the full range of abilities and 1.6 strategies to support full participation of students with disability (Education Service Australia, 2022). Proving a safe, supportive and caring learning environment can support the wellbeing of all students within the classroom.

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A culture of collaboration benefits student and staff as the team work together with other professionals to problem solve and plan adjustments and pedagogical approaches to ensure learning is accessible (Graham, 2020). This can benefit Mia through team meetings where her family, school leadership team, the inclusive educational coordinator and allied health professionals who are currently supporting her (speech pathologist, occupational therapist, developmental educator, psychologist) meet together to share their current knowledge and understanding of Mia and to plan personal goals that she can work on across different settings.

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Systematic instruction involves teaching and scaffolding skills into smaller components so that the student can learn the whole skills. Through implementing systematic instructions and cues it provides the opportunity for the student to learn the foundation of the skills or targeted goal (Hallahan et al, 2018). During these stages the teacher can support the student through using verbal and non-verbal cues, visual cues and modelling and demonstrating the process. For example, Mia may need support in the classroom for these skills:

Class routine – providing a visual schedule of the day for Mia to follow
Verbal and visual support for unpacking bag when at school (lunch box, hat).

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The culture of socialisation is important as it supports students to build friendships and connection with their peers. During play-based situations it is important for students to develop social, communication and behaviour skills that teach them how to share and engage in play. Hyde, Dole and Tait, 2022), state that students with ASD most often prefer to play alone or have difficulty playing with their same-age peers. Therefore, Mia’s teacher will support her in this development through modelling and imitating play alongside Mia and her peers to support her with her social skills.

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A task which Mia needs to develop is her skills in is unpacking her bag independently when arriving at school.
Learning intention: To be able to unpack my back when arriving at my classroom
Success Criteria:  I am look for you to follow your visual schedule and tick when you have completed the steps
Scaffolding this task will support Mia to achieve independence when unpacking her bag before school. This process will involve:
1.     Lunch box in lunch container

2.     Drink bottle on desk

3.     Reading folder in reading box

4.     Bag on bag rack

5.     Say good morning to the teacher

Curriculum Connection: Personal and social capability

Self-Management

Develop self-discipline and set goals

1a make a choice to participate in a class activity

1b Follow class routines to assist in learning

Early Years literacy continuum

Level 1c - use conventional behaviours and/or concrete symbols consistently in an increasing range of environments and with familiar and unfamiliar people to:

• respond to a sequence of gestures, objects, photographs and/or pictographs, for example, follow a visual schedule to complete a task

• respond to requests

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To support case study children in hospital these approaches could be considered:
Support the hospital by providing the visuals to help have familiar routines in an unfamiliar environment.
Communicate to show care and compassion to the family.