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PADLET:
https://padlet.com/thoan0021/5fj7no04wkfphkb2

Youtube Video - Personal Statement:
https://www.youtube.com/watch?v=K-q8zgYsj4o

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Inclusive education is an essential approach to teaching and learning that recognises and values diversity. It means that all individuals are welcomed in age-appropriate contexts and are supported to learn and participate in all aspects of the school. Inclusive education is a human right, a legal entitlement to all and also a core component of education policy (AITSL 2021).

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Australia is an incredibly diverse nation with a population that has significantly changed over time. The characteristics of diversity within the Australian society are now reflected in our schooling communities with students entering our classrooms with a range of functional needs. Students with disability represent a significant number of children in the education system and can present both benefits and challenges for schools and also educators.

The concept of inclusion has a historical context, particularly for individuals with disability, with there being many progressive changes over time in our society and education system due to the implementation of different policies and legislations at international, national and state levels. The topic of schooling for children with disabilities is both complex and controversial, with these children being seen to be educated in a variety of contexts to ensure that they can participate in a range of educational opportunities. I recognise that the right to full inclusion of students with disabilities in mainstream schools is legislated in Australia. Therefore, as a future educator it will be my mission to employ an inclusive approach to teaching and learning based on the social model of disability. Using the social model of disability, I can work towards promoting equity over equality and focus on access, participation and opportunities through the functional needs of the individual rather than concentrating on their disability.

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Disability – defined as “an inability to do something, a diminished capacity to perform in a specific way (an impairment)” (Hallahan & Pullen 2019, p.5)

Inclusive Education - An essential approach to teaching and learning that recognises and values diversity. The teaching and learning process is built on students interests, strengths, goals and learning needs with the intention of helping all individuals achieve their potential (ACARA 2021).

Social Model of Disability – A perspective on disability that contrasts what is the medical model of disability. Suggests that what makes someone disabled is the attitudes and structures of society that fail to accomodate persons with impairments (Graham 2020, p.xxii).

Reasonable Adjustments - Also termed as accommodations, is the process or action of minimising or removing barriers that will enable students with disability to access curriculum and learning opportunities on the same basis as their peers (Graham 2020, p.xxii).

Mainstream - “an educational structure that is built for most (but not all) students” (Graham 2020, p.xxii).

UDL - Universal Design for Learning

NCCD - Nationally Consistent Collection on Data on School Students With Disability

NDIS - National Disability Insurance Scheme (Graham 2020, p.xxii).

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I understand that the diversity of students, including students with disability, can both present promise and challenge for educators and schools. In my current employment as an assistant director of an OSHC and also in previous university primary school placements, I have been afforded with many opportunities to work with a range of students including individuals with disability both in and out of the classroom.

For this assessment, I have chosen to focus on the neurodevelopmental disorder of Attention deficit hyperactivity disorder (ADHD). I have chosen this particular disability as I currently feel that I have limited knowledge on ADHD, in relation to what exactly ADHD is, the characteristics that individuals with ADHD exhibit and what educators can do to help individuals with ADHD succeed in and out of their classroom Therefore, it is through this assessment that I hope to deepen my overall understanding of ADHD. I also hope to strengthen my disciplinary knowledge and my pedagogical practice in relation to how as an educator I can become more confident and also support these individuals to reach their full potential, on the same basis as their peers through making reasonable adjustments and different teaching strategies to meet their individual needs.

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Key Information on Attention Deficit Hyperactivity Disorder (ADHD):

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Key Information on Attention Deficit Hyperactivity Disorder (ADHD):

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ADHD is the most common mental disorder in children and adolescents in Australia (Australian Institute of Health and Welfare 2022).

ADHD is a complex neurodevelopmental disorder which affects an individual’s ability to exert age-appropriate self-control. It is characterised by persistent patterns of inattentive, impulsive and also hyperactive behaviours (ADHD Australia 2022).

People with this disorder can display symptoms that are Predominantly Inattentive Presentation, Predominantly Hyperactive-Impulse Presentation or Combined Symptoms (ADHD Australia 2022).

The ADHD symptoms can vary from person to person and for some people is a life long condition (Health Line Media 2022).

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The key documents that underpin inclusive education in Australia:

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The key documents that underpin inclusive education in Australia:

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Human Rights -

United Nations Convention on the Rights of the Child (1989): In 1989, The United Nations composed an international agreement for individuals in the stage of childhood. This agreement requires that education should be accessible and adaptable to all individuals with the interests of the child being acknowledged (United Nations 2006). This document is important to know as it had become the most widely approved human rights treaty in history and has also helped many children around the world.

The Convention on the Rights of Persons with Disabilities (2006): An international human rights agreement that recognises the barriers that individuals with a disability may face such as in their education. This convention states that within education we must continue to acknowledge and respect the rights of individuals with disability, with them being included in the general education system on the same basis of disability (United Nations 2006). This is an important document to know as Australia has agreed to this obligation and therefore is required to protect and promote the human rights of persons with disabilities. All individuals need to view people with disabilities as equal members of society and allow them to participate without discrimination of any kind, regardless of their presumed ability.

Frameworks and Legislation -

Currently in Australia, there are a number of legislations and frameworks that support the notion of inclusion for individuals in all aspects of our society, particularly in education.

Commonwealth Disability Discrimination Act (1992): The parliament of Australia passed an act that upholds and protects the equality of people with disability. This act is important as it introduced new laws that were specifically aimed at ending the discrimination. Therefore it is unlawful to discriminate against an individual with a disability directly and in-directly in all aspects of public life, including education (Australian Human Rights Commission 2014).This act also shows that the Australian Government supports the right of children with disabilities to have the same educational opportunities as other children.

Disability Standards for Education (2005): The purpose of the Standards is to clarify and make more explicit the obligations of education and training providers under the Disability Discrimination Act 1992. These areas include the rights of students with disabilities, standards for enrolment, participation and curriculum and also obligations to make reasonable adjustments for full participation (Australian Government Department of Education and Training (2018). These are important to know as these outline the obligations of each teacher, principal and anyone in a school setting in government and non-government schools. These also ensure that all students with a disability can access, participate and have choices in education, on the same basis as those students without a disability.

Melbourne Declaration on Educational Goals for Young Australians (2008): This document sets out the vision for Australian education agreed by all Australian Education Ministers (Ministerial Council on Education, Employment, Training and Youth Affairs 2008). This is important to know as it outlines the vision for Australian education, being two main goals of equity and excellence and that all young Australians become successful learners that in turn allows them to be active and informed citizens.

The Australian Curriculum (AC): The education of all students in South Australia is based on the Australian Curriculum. This is incredibly important to know as this is the national curriculum that outlines for educators the necessary age equivalent content and key achievement standards that all students should be taught and achieve as they progress throughout their schooling years (ACARA 2021).

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The Nationally Consistent Collection of Data on School Students with Disability (NCCD):

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The Nationally Consistent Collection of Data on School Students with Disability (NCCD):

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Both the Disability Discrimination Act 1992 and Disability Standards for Education explicitly outline that Australian students with a disability must be able to access and participate in education on the same basis as their peers or students without disability. To ensure that this occurs, it is required that schools and educators provide students with disability with reasonable adjustments.

Each year the Nationally Consistent Collection of Data (NCCD) requires schools to provide data on the number of students with disability that are receiving adjustments to access and participate in their education. During this time, school teams (principals and educators) make evidence-based decisions based on their professional judgment about eligible students with disability who have levels of adjustments provided, along with evidence to support this. The NCCD then collects the data in a consistent, reliable and systematic way that is accessible to Australian schools, educators, communities, parents and carers. This data enables governments, education authorities and schools to understand the needs of the students with disability and will inform policy development and future planning of how these individuals can best be supported at school (Education Services Australia Ltd 2021).

As an educator it is imperative that I understand my legal obligations in relation to current legislation. It is important to recognise that a part of my professional teaching practice, is that I must support students with disabilities to achieve education outcomes, by providing adjustments for the student to enable them to access education on the same basis as those students without disability. It is also important that I recognise my role in the NCCD. This includes collecting evidence of the adjustments that are made during the teaching and learning process and then undertaking and participating in moderation with a school team (principal etc.) to discuss and moderate the collected data and see if the student is eligible. Additionally, once the NCCD provides data to schools, I can use the data to reflect on the application of the NCCD model and reflect on if practices and processes could be improved or changed for the next year (Education Services Australia Ltd 2021).

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Ashley is an 8-year-old female is who lives in metropolitan Adelaide with her mother, father and younger sister. She attends year 3 at her local government primary school. Ashley enjoys engaging in arts and crafts and particularly likes drawing and painting and also making different creations in junk modelling activities. On weekends, Ashley especially enjoys spending time keeping active, participating in physical activities such as little athletics, Australian Rules Football and swimming. She also enjoys play dates and socialising on weekends with her friends.

Ashley has been diagnosed with attention deficit hyperactivity disorder (ADHD). She has specifically been identified as having combined hyperactive-impulse presentation and also inattentive presentation, however, exhibits more inattentive type symptoms. Her parents say that while sometimes she experiences hyperactivity such as constantly talking and feeling restless, she mainly exhibits symptoms of getting distracted easily, getting bored quickly, having trouble following directions and also difficulty following routines.

In the classroom, Ashley likes to show creativity and often comes up with imaginative ideas, thinking outside of the box. She also has great conversational skills and is often seen contributing to group discussions. However, it has been recognised that she misses details and gets distracted easily, has trouble focusing on a single task, doesn’t seem to listen and processes information more slowly and less accurately than her peers. Ashley’s strengths are that she is creative and inventive. Her educator has observed that she is motivated by arts and craft activities. She is also motivated by the opportunity to stand up and move around the classroom.

At a recent One Plan meeting, Ashley’s teacher discussed some of the difficulties Ashley was having in the classroom, especially in relation to her literacy development. In particular, Ashley has difficulty with reading and reading comprehension. This is evident as she struggles with focusing, retaining interest, managing distractions such as stimuli in the environment and also processing the information. This relates to Ashley often missing phrases in the text, skipping over words or sentences, losing track of where she is on the page and missing details and connections. It was decided at that meeting to support Ashley improve in her reading comprehension, the educator should plan reading experiences that involve taking breaks, active reading opportunities and also try to reduce distractions.

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OLT ADHD for Parents - short course completed. Find attached completed course screenshot. Certificate required $50.00 payment.

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By including the case study child in the mainstream classroom, means that an inclusive education is achieved. This is because all individuals, including the child with disability is given the opportunity to belong, access and fully participate in learning of the mainstream education system regardless of their ability (Graham 2020, p.xxii). This placement is also supported by Disability Discrimination Act 1992 (Australian Human Rights Commission 2014) and the Disability Standards for Education 2005 (Australian Government Department of Education and Training 2018), that outlines how education providers and educators are obliged to ensure that individuals with disability are able to access and participate on the same basis of other students without disability.

Based on the information provided in the case study, the identified child has been placed in a mainstream educational setting. This decision is based upon the notion that children with disability such as ADHD, can be successfully supported in a mainstream setting when generalist educators make reasonable personalised adjustments and accommodations in the classroom to the teaching and learning process.

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It is the responsibility of the teacher understand the relevant rights, legislations and policy’s that outline what it means to have an inclusive approach to the education of all students, especially those with disability. Educators need to employ an inclusive approach that provides engaging learning experiences for all students and also incorporates reasonable adjustments for students with disability. This priority of inclusion and responsibility of including students with disability, is clearly evident in the Australian Professional Standards for Teachers (APST).

The APST is framework that explains what knowledge, practice and engagement is required for educators to teach all students. This is particularly seen in focus areas:

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 (AITSL 2022).

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Collaboration is a process that sees different individuals to work together to achieve a collective goal. Within an education site, a culture of collaboration is important as it provides an environment in when all members of the school community such as leadership team, educators and parents take on the responsibility and work together to design, implement and evaluate approaches to teaching and learning to support and benefit the students (Education Services Australia Ltd 2021).

For this case study child, I specifically would collaborate with people who know the student well, such as the school’s leadership team, other educators at the school site and also the parents, guardians or carers to support the student with disability. I can specifically work with the school leadership team to analyse and justify NCCD adjustments for the particular student, going through all available data and evidence that I have identified and collected. I can work and engage with other educators at the school site to share knowledge and experiences in hope to improve instruction and also improve student achievement. I would also choose to collaborate with my students’ parent/caregivers or carer through regular communication about the students’ goals, achievements and monitoring of adjustments made.

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The education of all students in South Australia is based on the Australian Curriculum (AC) designed by the Australian Curriculum Assessment and Reporting Authority (ACARA). By effectively using the AC, educators can use the general capabilities and cross-curriculum priorities to support their teaching and learning programs for their students. When teaching children with disability, such as ADHD, educators can use a three-step process. This includes:

1. Refer to the AC learning area content that aligns with their student’s chronological age

2. Seek and use knowledge of the students’ individual needs, strengths and interests to personalise learning through adjusting the teaching and learning program.

3. Educator assesses and reports on the students’ progress in relation to the AC’s achievement standards and in some instances in relation to their individual learning goals (Price & Slee p.218).

For this case study, I recognise that the child is 8 years old and therefore will align the planning against the year 3 in the Australian Curriculum. In particular this case study focuses on the curriculum area of English – Literacy. Therefore, when referring to the AC I have looked at the year 3 level description in curriculum area of English, literature (ACARA 2021).

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A universal approach to accessibility in education is made up of three key universal approaches. One of these approaches is a Universal Design for Learning (UDL) (Cologon & Lassig 2020, p.179).

The UDL is a framework that can be used to support educators when designing a curriculum, instructional goals, methods, materials and assessments that are specific and adjusted to meet the individual needs of their students (CAST Inc. 2022). An educator can use the UDL when planning for an inclusive environment where all students, such as students with disabilities, have their individual needs recognised, met and having opportunities to succeed. The UDL guidelines are a tool that are used when implementing the UDL The guidelines are based on upon the three main principles of engagement, representation and action to specifically address the ‘why’, ‘what’ and ‘how’ of the learning experiences. They offer concrete suggestions that educators can in any learning area to ensure that all students have equal access and also participate in meaningful and challenging learning opportunities (Cologon & Lassig 2020, p.183). By using the UDL in lesson planning ensures that the learning outcomes, resources and assessment pieces are well designed (CAST Inc. 2022). and suit the needs of the case study student.

Focus areas represented within the UDL framework for your case study lesson plan:

Engagement:

Examples of this in the lesson plan:

1. Recruiting Interest

2. Sustaining Effort and Persistence

3. Self Regulation

Representation:
Examples of this in the lesson plan:

1. Digital format

2. Activate or supply background knowledge

Action and Expression:

1. Navigation

2. Expression

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Educators can use the approach of differentiation to attempt to respond to the diversity of the students in their classrooms. Effective differentiation or differentiated instruction does not ‘water down the curriculum’ (Graham et. al 2020) for students, however, is based on the premise that educators understand that each student can succeed in the classroom with the appropriate accommodations and support given. Tomlinson’s Model of differentiation has been used to differentiate the learning for my case study child. This model provided me with the opportunity to be flexible and to make curriculum, pedagogy, assessment modifications and adjustments in relation to this students’ identified needs of readiness, interest and learning profiles (Cologon & Lassig 2020, p.185). It also how I could differentiate through the four main concepts of content (what), process (how), product (show) and environment (climate)

Differentiation examples for this student include:

Incorporate children’s interests into lesson content materials (what)

Give simple instructions one at a time and repeat (how)

Use visual aids such as pictures (how)

Decrease the length of the tasks (how)

Extra time to complete the tasks (how)

Break larger tasks into smaller segments (how)

Create worksheet or task with fewer items on them (show)

Allow the student to work independently or with a peer who is on task (climate)

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Within everyday practices, educators must consider how well a child responds to intervention that are provided to them. Response to intervention (RTI) is a multi-tiered approach that identifies and supports students with a learning and behaviour disbeliefs. By using the three-tiered model, will allow educators to identify the students who are at risk of poor learning outcomes, monitory their students’ progress, devise and provide evidence-based interventions and adjust the interventions based on the student’s responsiveness. The educator and school both works together through these three tiers of intervention and if the student is not seen to benefit will be referred for a special unit evaluation.

1ST Tier: The whole class – the educator monitors all of the students weekly in relation to their progress in the curriculum and also socially, providing differentiation when required.

2nd Tier – Small group interventions – the school provides additional small group support interventions at times to children who need more assistance than they are currently receiving from their general education classroom setting. If the students’ performance is monitored for 6 to 8 weeks where they are engaged in small group instruction 3-4 times per week. If they do not improve, they move to the next tier.

3rd Tier – Intensive interventions: A multidisciplinary team then convenes and evaluates their eligibility for intense intervention by a special educational professional (Hallahan & Pullen 2019, p.42).

It is through this model that I would identify my case study child to be involved in intervention strategies consistent with tier 1: the whole class. In the case that this child requires more support with their engagement or understanding of particular content that is not developed in the general classroom practices, there may be a time where she is integrated into tier 2: small group intervention where she provides additional group support in a specific area of need by an additional educator.

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Systematic instruction can involves an educator to compose a target behaviour, put forward instructional practices that are consistent such as sequencing or cueing, teaching basic skills before teaching more advanced behaviours, having a plan for how to assist the student and monitoring the students’ performance, using the information to change instruction (Hallahan & Pullen 2019, p.94).

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In order to find out all the information about the case study student, the new teacher in the classroom can:

Discuss with other members of the school community such as leadership and previous/other teachers about the child (who)

Discuss with the parents about the child (who)

Discuss with the child medical practitioner if applicable and discuss medication if applicable (who)

Research ADHD and considerations (what)

Use teacher and parent rating scales (how)

Use others and your own direct observations (what)

Use others and your own rating scales (what)

Understand different accommodations such as extended time (what) (Hallahan & Pullen 2019, p.159)

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Assessment of ADHD is often completed by a range of medical professionals who have training and experience relating to ADHD. These professionals include a:

Paediatrician

Psychologist

Allied health professionals such as a speech pathologist

These professionals assess if the child has ongoing signs of inattention, hyperactivity or impulsivity; do the symptoms significantly and negatively impacts the child’s day to day learning and functioning; do the symptoms occur in different settings. During these assessments, the child’s parents and educators may be asked to complete questionaries and also checklists (Better Health Victoria 2019).

The information from these reports such as behavioural observations and rating scales can be used by educators to inform and support the delivery of curriculum, pedagogy and assessment and also configuring outcomes and goals.

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Student-centred approaches to teaching and learning make a positive difference to the outcomes of all the students (AITSL 2022). A student-centred approach is one that focuses on what the student needs to do in order to learn rather than on the course content and how the educator delivers their information (UNSW Sydney 2019). As an educator I can implement student-centred learning for my case study child by understanding who they are, the learning outcomes of the curriculum and also how they will learn best.

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Hallahan & Pullen (2019, p.103) state that self-determination relates to the ability of an individual to act independently and be self-regulated. When an individual is self-determined they are able to engage in goal-directed, self-regulated and autonomous behaviour. As my case study child has many symptoms of inattentive ADHD, specifically distractibility and limited attention span, it is essential that I promote and teach knowledge, skills and strategies that they can use to develop aspects of self-determination.

Strategies that I would want to use so my case study child can achieve self-determination includes:

Define success

Set goals

Understand your abilities

Work hard

Use technology as an empowering tool (University of Washington 2022).

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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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Using timers; Asking the children to set a timer to indicate how much time remains in the lesson or the work. This will allow the students to monitor their progress and check the remaining time.

Positive reinforcement: Give praise through a reward system. The case study student can be provided with tokens e.g. stickers or counters for exhibiting certain behaviours. This type of strategy can be used for increasing on-task behaviour with the token being given to the student immediately after the desired behaviour is carried out. Once a certain number of tokens are collected, the student is eligible for a reward such as free time.

Daily Report Card (DRC): The educator and child together identify some target behaviours for the classroom (such as completes work in the allocated time) and records a tally of the amount of times that they complete this behaviour. This is shared with the parents. There are opportunities for rewards based upon indented behaviours (Eiraldi, Mautone & Power 2013).

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A formative assessment is used as a checkpoint for determining the students understanding and inform future instruction. An exit ticket will help the students reflect on what they have learned and also review their performance in that lesson.

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As a new teacher to a school, it is important to form a partnership with the following people for the benefit of the case child:

The student (case study child): The educator needs to place great emphasis on building and developing the teacher and student relationship. The educator should work to ensure that the child feels supported, valued and apart of the classroom community

Leadership team such as the principal/deputy principal: The educator should make a great effort to communicate with the leadership team about the child, discussing how they can best support the child and what their history is.

Previous classroom teachers: These teachers will be able to pass on critical information relating to particular pedagogical information and interventions that were put in place. They would also be able to communicate particular familiar information that will guide future parent-teacher relationships.

Other teachers in the school: These teachers may also work with the child in other disciplinary areas and be able to discuss current strategies, considerations and also their progress. Additionally, other teachers in the school will provide opportunities for collaboration, sharing their ideas and strategies for working with the children.

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It is important that educators understand the significance and also dynamics of their student’s family, particular for persons with disabilities (Hallahan & Pullen 2019, p.68). Hallahan & Pullen (2019, p.67) states that teachers and families have a “symbiotic relationship” and both of the groups can be seen to greatly benefit from each other. It is therefore recommended that educators have a positive attitude towards their students’ parents and employ a family-centred model where the parents are able to input on decision making and professionals provide supports to provide the best possible outcomes (Hallahan & Pullen 2019, p.77).

Communication Approaches: Parents can be communicated with either face to face or digitally.

Communication Strategies:It is important to foster productive communication with parents. This would include timeliness, frequency of feedback and being approachable.

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In South Australia, School Services Officers (SSO’s) work in schools to provide administration or classroom support. The SSO role is broadly defined as someone who provides support for different areas of the schools functioning, such as administration, curriculum delivery, finance and special education. As a result of recent growth in inclusive practices, SSO’s are primarily now seen to support the education of students with disabilities in mainstream settings in relation to their developmental, social, behaviour and physical needs (Government of South Australia 2022)

I understand that the role of the SSO is incredibly important in being able to support the educator in helping students with disability to fully participate in school practices. As SSO’s are primarily employed to work with individual children that have particular funding allocated to them, it can be concluded that I would not receive any SSO support for my case study child. ADHD is not usually covered by the NDIS if the individual does not meet the eligibility and disability requirements (Care About 2021).

In the case that I did have an SSO in the classroom, I would have an inclusive approach where I would foster a culture of collaboration with them This would see the SSO and educator to work closely together, determining and implementing the best strategies that they can use to engage them in their learning and support them to reach their goals.

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It has been found that learning and wellbeing are closely linked and that young people with good wellbeing are more engaged and successful learners (Department of Education). It is because of this that I would like to know more about the area of wellbeing, especially how I can support the wellbeing of the case study child.  For my future pedagogy, I will explore the Department of Education South Australia’s Wellbeing for learning and life framework and hope to implement this to students such as case study.

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Graham, LJ 2020, in LJ Graham (ed.), Inclusive education in the 21 st century; theory, policy and practice, 1 st edn, Routledge, London, pp. 1-408.

Hallahan, D Kauffman, J & Pullen, P 2012, Exceptional learners , 14th edn, Pearson, Sydney, NSW.

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ADHD Australia 2022, What is ADHD?, ADHD Australia, viewed 1 June 2022, <https://www.adhdaustralia.org.au/wp-content/uploads/2019/09/What-is-ADHD-201909-v1.4-web.pdf>.

Australian Curriculum, Assessment and Reporting Authority (ACARA) 2021, Structure, ACARA, viewed 2 June 2022, <https://australiancurriculum.edu.au/f-10-curriculum/structure/>

Australian Government Department of Education and Training (2018) Disability Standards Education 2005 Accessed on 1 June 2022 https://www.education.gov.au/disability-standards-education-2005

Australian Institute of Health and Welfare 2022, Australia’s Children, Children with mental illness, Australian Institute of Health and Welfare, viewed 1 June 2022, <https://www.aihw.gov.au/reports/children-youth/australias-children/contents/health/children-with-mental-illness>.

Australian Human Rights Commission (2014) Disability Discrimination Act 1992 Accessed on 1 June 2022 https://www.humanrights.gov.au/sites/default/files/GPGB_disability_discrimination.pdf

Australian Institute for Teaching and School Leadership Limited (AITSL) 2021, Spotlight Inclusive education: Teaching students with disability, AITSL, viewed 27 May 2022, <https://www.aitsl.edu.au/research/spotlights/inclusive-education-teaching-students-with-disability>.

CAST Inc. 2022, About Universal Design for Learning, CAST, viewed 1 June 2022, <https://www.cast.org/impact/universal-design-for-learning-udl>.

Department of Education, Wellbeing for learning and life, Government of South Australia, 3 June 2022, <https://www.education.sa.gov.au/sites/default/files/wellbeing-for-learning-and-life-framework.pdf?v=1475123999>.

Education Services Australia 2021, Understanding the NCCD, Australian Government, viewed 27 May 2022, < https://www.nccd.edu.au/wider-support-materials/what-nccd?parent=/understanding-nccd&activity=/wider-support-materials/what-nccd&step=-1>.

Education Services Australia Ltd 2021, Collaboration, NCCD, viewed 27 May 2022, < https://www.nccd.edu.au/wider-support-materials/collaboration>

Eiraldi, RB, Mautone, JA & Power, TJ 2013, ‘Strategies for Implementing Evidence-Based Psychosocial Interventions for Children with Attention-Deficit/Hyperactivity Disorder’, Child Adolesc Psychiatr Clin N Am, vol.21, no.1,pp.145-159, <https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3233687/>.

Government of South Australia 2022, School Services Officers (SSOs) – about the role, Department for Education, viewed 3 June 2022, <https://www.education.sa.gov.au/working-us/careers-education/support-roles-schools-and-preschools-ancillary/types-roles/school-services-officers-ssos-about role>.

Health Line Media 2022, What are the 3 Types of ADHD?, Health Line Media, viewed 1 June 2022, <https://www.healthline.com/health/adhd/three-types-adhd#types>.

K Cologon, & C Lassig 2020 Policy And Practice Inclusive Education In The 21st Century : Theory, and assessment, in LJ Graham (1 Ed.), , ‘Chapter 8: Universal Approaches to Curriculum, pedagogy , Routledge, London, p.179 - 185, University Of South Australia Library.

Ministerial Council on Education, Employment, Training and Youth Affairs 2008, Melbourne Declaration on Educational Goals for Young Australians, viewed 1 June 2022, < http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf>.

Price, D & Slee, R 2018, ‘An Australian Curriculum that includes diverse learners: the case of students with disability’, in A Reid & D Price (eds), promises, problems and possibilities West, ACT, pp. 211–226.

United Nations (2006) Convention on the Rights of Persons with Disabilities Accessed on 1 June 2022, <https://www.un.org/development/desa/disabilities/convention-on-the-rights- of-persons-with-disabilities.html>.

University of Washington 2022, Self-Determination, DO.IT, viewed 2 June 2022, < https://www.washington.edu/doit/self-determination>.

UNSW Sydney 2016, Student-Centred Teaching, Guide to Teaching at UNSW, Pro Vice-Chancellor Education, viewed 1 June 2022, <https://www.teaching.unsw.edu.au/student-centred-teaching>.