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Reference List - EDUC4100 - Assignment 2 

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Whilst Emily’s parents are both hearing parents and Emily does not know sign language, it is important to recognise and acknowledge the Deaf Culture within the school community and how this can benefit Emily’s emotional well-being. Deaf Culture refers to the process by which individuals who are deaf or experience hard of hearing actively participate in culture aspects of the Deaf community (Leigh, 2022).  It is ultimately underpinned by the transmission of shared values, beliefs, customs, traditions, and language within the Deaf community (Puritanic, 2006). For example, language acquisition, cultural identity, and access to Deaf role models. Such community fosters a sense of belonging and empowerment. Considering Emily attends a regular school and benefits from the social aspect of engaging with her peers, environment, and learning, it will be suggested to Emily’s parents as something to consider to further enhance her sign language skills and develop a sense of pride about her disability (Leigh, 2022).

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In reference to Emily and her case study it is identified that whilst her cognitive capabilities are heavily focussed upon, her mean to develop social and emotional well-being within the school environment are considered as important. In reference to the Wellbeing for Learning and Life Framework, it is identified that all learners within Emily’s space are required to have the emotional capacity to understand and include Emily as an equal (Department of Education, 2022). Through building these connections with peers, it is anticipated learners will gain a deeper understanding of interpersonal relationships and building effective communication skills (Graham et al, 2020). Additionally, through creating meaningful and respectful connections throughout her environment, Emily can feel a sense of belonging ultimately increasing opportunities to verbally communicate and develop language capabilities.

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The importance of establishing a strong relationship with Emily’s parents is crucial in ensuring there is effective communication between Emily’s home and school words. It is identified the following communication processes can be employed:

1.     Initial meeting:
Schedule initial meeting to introduce yourself, gather information about Emily’s disability. Provides an opportunity to establish a rapport and build trust.

2.     Regular Updates: Maintain regular communication. Provide updates on progress, highlight achievements, and discuss concerns or challenges.

3.     Individualised Education Plan (IEP) Meetings:
Include Emily’s parents in IEP meetings where educational goals, accommodations and support interventions are discussed.

4.     Sharing Resources:
Provide parents with relevant resources such as website, articles and workshops which assists in understanding how to support Emily’s academic learning at home.

(Eriks-Brophy & Whittingham, 2013)

It is identified that parents may seek further information from the school regarding academic progress, specific instructional strategies being used, accommodation and modification in place and opportunities for parent involvement(Australian Government, 2005).

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The role of the SSO working with Emily and other students within the classroom is strategically provided instruction to ensure Emily is not isolated in her learning but provided equitable learning opportunities (Conway, 2017). The SSO provides Emily with opportunity re-ask questions if she has missed instructions or content. The SSO will not take Emily out of the learning space but will be present to scaffolding and support the learning alongside Emily’s peers (Davis et al, 2020).

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As a new teacher in a new school, forming partnerships with various individuals will greatly benefit Emily. The following relationships are suggested to be established.

Emily’s Parents or Guardians: These stakeholders in Emily’s life possess a valuable insight into her needs, preferences, and medical history. Regular communication and collaboration with them can ensure a coordinated approach to supporting Emily academically, socially, and emotionally.

School Administrators: Vital is obtaining necessary resources, support, and accommodations for Emily. They have the capacity to provide guidance on school policies, procedures, and access to specialised services.

Special Education Coordinator (if applicable): Facilitating the implementation of appropriate accommodations, modifications, and individualised education plans (IEPs) for Emily. Through offering expertise, guidance, and professional development opportunities to support Emily within the classroom.

Audiologist/Speech and Language Therapist: Through collaborating with relevant medical professionals, they have the capacity to support the educator in understanding Emily’s specific hearing needs and hearing and FM microphone management. Furthermore, speech and language therapists can aid in providing strategies, interventions, and resources to enhance communication and interpretation skills.

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When reading the picture presented in the lesson plan it is suggested that the educator uses visual cues to support and assist Emily in understanding what is being discussed (Cologon & Lassig, 2020). This will additionally assist Emily in following the class conversation. The educator can print these cards off or point to the icon being discussed.

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It is identified the through utilising assistive technology, developing inclusive classroom practices and providing opportunity for peer scaffolding Emily is provided equitable learning opportunities (Cologon & Lassig, 2020; Thibodeau, 2020)

1.     Utilising assistive technology: Through using Emily’s FM microphone to enhance auditory input, Emily is predicted to improve her speech perception and language development (Thibodeau, 2020).

2.     Inclusive classroom practices: Implementing inclusive teaching strategies such as visual aids and cues, closed captioning videos and adapting environment and classroom layout to ensure classroom noise is kept to a minimum will maximise learning opportunities for Emily (Foreman, 2011).

3.     Peer scaffolding: Through employing Vygotsky’s Zone of Proximal Development approach Emily is provided an emotionally safe way of collaborating with peers and engaging in tasks that are modelled (Bruner, 1984).

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It is identified that self-determination refers to a learner independent ability to make choices, set goals and take relevant action which ultimately results in personal benefit and fulfilment (Graham et al, 2020). In relation to a child with a hearing impairment, promoting self-determination will involve supporting self-advocacy skills, enhancing communication and problem-solving abilities, encouraging personal reflection, independent goal setting and providing opportunity for learners to self-direct their learning (Bruin, 2020).

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Systematic instruction is an evidence-based pedagogical approach that aims to facilitate skill acquisition by breaking down complex tasks into manageable steps through providing explicit, structured instruction. It is considered that when supporting a child with a hearing aid and FM microphone, utilising systematic instruction involves a series of interrelated steps (Hallahan et al, 2018). This will involve assessing student’s established skill set, setting clear objectives, heavily scaffolding and breaking down tasks, provide explicit instructions using visual cues and monitoring progress (Swancutt et al, 2020). It is considered that this approach ensures sequential and structured learning, ultimately facilitating the student’s development in using their assistive devices effectively to improve auditory access and participation withing the educational setting (Luckner 1991).

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As a new teacher in a classroom seeking to find information about a student such as Emily, several sources can be approached to gather comprehensive information. The learners’ parents or guardians are the initial source as they provide valuable insight into the student’s medical history, diagnosed disability and specific needs. Additionally, school counsellors, special education teachers and educational psychologists can provide valuable input regarding the student’s individualised Education Program (IEP). The most challenging information to acquire is the student’s emotional and social well-being, as it often requires building trust and open communication channels.

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Response to Intervention (RTI) is an educational framework which aims to the support and identify students who are challenged academically and behaviourally. RTI is a multi-tiered system of interventions and data-based decision making to ultimately indicate targeted support to students at different levels of needs (Hallahan et al, 2018). In relation to case study student Emily, the RTI model can be implemented to identify how the FM microphone can be effectively used throughout the space and how Emily’s peers can use the FM microphone allowing her to gain maximum auditory access throughout the classroom (Thibodeau, 2010). Moreover, based on the collected data specific strategies and approaches can be further implemented and the RTI model would facilitate ongoing monitoring and adjustment of supports to ensure Emily has access to all educational opportunities and her overall academic success and well-being is supported (Luckner, 1991).

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In relation to the Tomlinson model, differentiation is adopted to support Emily’s learning needs. The educator will make relevant adjustments to the process in which learners have access to the content (Tomlinson & Imbeau 2010, p. 74). For example, this is demonstrated throughout the lesson plan when the teacher asks questions about the story at the end of the book, rather than consistently throughout. Providing Emily with the opportunity to process the book and differentiate between the teacher reading the book and asking questions about the book.  Furthermore, additional differentiation opportunities to the environment learning environment will be implemented. This will consist of ensuring Emily is poisoned near the person with the FM microphone and visual cues are constantly referred to for additional support (Tomlinson & Imbeau 2010, p. 74). It is important to highlight that in relation to the physical environment carpets, soft displays and pillows are used throughout the space to prevent noise reverberations. Ultimately, providing a more comfortable and inclusive environment for Emily to reach her maximum academic and social potential (Luckner, 1990).

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The Universal Design for Learning is an educational framework that promotes inclusive teaching and learning by providing multiple means of representation, action and expression and engagement (Developing Accessible Lesson Plans with Universal Design for Learning, 2020). Teachers will use UDL by incorporating diverse instructional strategies, materials and assessments that address differentiated learning styles and abilities. Ultimately ensuring equitable educational access and maximising learning outcomes for all students (Courey et al, 2012). Several areas of the UDL guidelines have been focused upon throughout the lesson plan to ensure Emily is supported and has equal access to the learning. For example, in relation to providing multiple means of representation of the learning, the introductory video is muted for the whole class and focus is drawn to the visually aspect of the video (Courey et al, 2012). Allowing an equitable learning opportunity for all. Additionally, there is several opportunities throughout the lesson for the educator to provide visual cues using cards and mini whiteboards (Swancutt et al, 2020).

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The case study student Emily has been placed in a regular school. It is identified that with the implication of policy and inclusive teacher pedagogy, empirical research recommends regular schools as the optimal choice for learners with disabilities (Shin & Suh, 2018). Research suggests that through shifting pedagogical practice, creating a physically inclusive learning environment and implementing policy effectively, learners such as Emily are provided high quality education in correlation with being exposed to the emotional and social value of mainstream education (Dowse & Frohmader, 2018; Poed, 2020). Pedagogical practices throughout regular education such as adapting teaching methods, materials and assessments can be developed and implemented throughout regular classrooms to meet the individual needs of each student (Cologon & Lassig, 2020). Furthermore, approaches such as Vygotsky’s Zone of Proximal Development theory can be employed, providing opportunity for the educator can assign group projects or tasks which are guided by a ‘more knowledgeable other’, encouraging peer collaboration and support within the classroom (Bruner 1984).

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The NCCD (National Consistent Collection of Data) is an Australian initiative aiming to collect and report data on learners with disabilities within regular schools. It is identified that teachers must understand the NCCD as it provides a national standardised framework for identifying, assessing, and supporting learners with disabilities (Bruin, Graham & Gallagher 2020). Additionally, through understanding the NCCD teachers are provided opportunity to develop inclusive practices that promote equity and equal opportunity for all learners. It enables educations to identify and accommodate the specific needs of the students with disabilities. Tailoring their teaching strategies and resources accordingly. Furthermore, NCCD supports educators in implementing appropriate interventions and adjustments to classroom, ultimately facilitating the academic social and emotional development of learners with disabilities (Bruin, Graham & Gallagher 2020).

Moreover, the NCCD provides a common language and framework for discussing students’ needs, progress and supports. This collaboration is considered to foster a coordinated approach to education, allowing the stakeholders of a child to work together in providing the best possible outcome for students with disabilities (Bruin, Graham & Gallagher 2020). Ultimately, through employing the NCCD, educators contribute to a more inclusive education system which values diversity and promotes the rights of all learners to a high-quality education. In relation to the case study student Emily, her NCCD assessment has identified her need for additional cognitive support, specifically with language development and text comprehension.

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Policy is relevant to children with disabilities in regular schools in Australia is established to ensure learners have equitable education (Conway, 2017; Davis et al, 2020; O’Brien & Lachapelle, 2016). It is intended that policy such as The Disability Standards for Education 2005, provides the appropriate support and accommodations for students with disabilities (Australian Government, 2005). These standards are important as guide schools and educators on how to ensure students with disabilities can access and participate in education in conjunction with their peers. Furthermore, Article 24 of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) corroborates the importance of inclusive education, reasonable accommodations within the education setting, support, and non-discrimination in education (Davis et al, 2020; United Nations, 2006, Article 24). Thus providing an equitable educational framework for regular schools.

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My personal educational philosophy and pedagogical approach of inclusion emphasises the belief that all learners, regardless of age, gender, ethnicity, socioeconomic status, and disability, should be provided with an equitable learning environment and differentiated learning pathways to reach their full emotional and academic potential (Emanuele, 2022). I believe inclusion requires the active participation of students throughout the decision-making process and responsibility for their own learning outcomes. By providing learners with opportunity to contribute their own perspectives and ideas, enhances a sense of belonging and promotes a collaborative and inclusive classroom culture (Hyde et al 2021a). It is also identified that the educator must provide an environment where learners are ‘seen’ throughout the physical environment. Additionally, I recognise the importance of adapting teaching methods and materials to accommodate diverse learning styles and abilities (Foreman, 2011). Moreover, inclusive education extends beyond the classroom, thus the importance of a strong partnerships with families, community members and professionals are considered central to my personal pedagogy. Collaboration among stakeholders allows for a holistic approach to education, ultimately addressing unique needs for each learner and adopting a lifelong learner approach. Finally, my pedagogical approach of inclusive education is centered on fostering a nurturing and inclusive environment that values diversity, promotes empathy and equips students with the skills and knowledge required to thrive in an increasingly interconnected and diverse society.

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Overview of Disability & Case Study Student 

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Overview of Disability & Case Study Student 

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Year 3 student Emily has been diagnosed with sensorineural hearing loss in her right ear. It is identified that sensorineural hearing loss occurs when there is damage to the inner ear or the auditory nerve pathways, making it challenging for learners like Emily to process and perceive sounds accurately. Emily wears a hearing aid in her right ear to enhance her hearing ability. Furthermore, Emily’s teacher is provided a portable FM microphone device, which can be passed to teachers within the space and peers. It is considered that due to Emily’s hearing diagnoses her academic abilities have been directly impacted. In relation to language development, it has been identified that Emily experiences difficulties processing speech sounds and language cues. In result, Emily’s vocabulary development, sentence structure and language expressions are challenged. Furthermore, Emily encounters listening and auditory processes as she is unable to accurately hear and distinguish sounds, especially in a noisy environment. Ultimately impacting her ability to follow along during class, engage in group discussions and participate in activities that require such skills. Furthermore, Emily’s phonological awareness development such as recognising and manipulating sounds in spoken word is affected by her hearing loss. This has directly impacted her ability to decode and read words, spell accurately and ultimately develop a strong reading and writing ability. Additionally, it is important to consider Emily’s emotional abilities. It is identified that Emily is challenged socially, particularly in group setting. Ultimately, impacting her ability to make friends and fully participate in group activities. Furthermore, Emily has strong self-advocacy skills, as she often seeks assistance when required. Emily’s parents are both hearing parents, however, are extremely supportive and involved with her and the school community.

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It is considered the responsibility of a teacher for a child with a disability is to provide an inclusive and supportive learning environment that meets the needs of the individual learners and applicable government policy. In relation to the Australian Institute for Teaching and School Leadership (AITSL) standards, it is considered that the following standards are particularly relevant to teaching learners with a disability (Australian Institute for Teaching and School Leadership, 2022).

Standard 1: Know Students and how they learn: Teachers are required to have a deep understanding of students with a disability’s strengths, interests and learning needs. They should gather and analyse relevant data, collaborate with other professionals, and ultimately harness this knowledge to design and implement personalised learning plans.

Standard 4: Create and maintain supportive and safe learning environment: Educators must create an environment where learners feel safe, valued, and respected. This should be achieved by adapting teaching strategies, resources, assessments and accommodating diverse needs, ultimately providing appropriate support to foster engagement and participation.

Standard 5: Assess, provide feedback, and report on student learning: Teachers need to use a variety of assessment strategies to monitor the progress of learners with a disability. Furthermore, they should provide timely feedback and communicate effectively with carers to ensure they are informed of child’s achievements, areas of improvements and any areas that require necessary adjustments.

Standard 6: Engage in professional learning: Educators are responsible for engaging in continuous professional learning development, to enhance knowledge and skills in supporting students with disabilities. It is important educators stay updated with research, best practices, and new technologies to improve their teaching approaches and better meet the diverse needs of learners.

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A culture of collaboration is important as it promotes effective teamwork, shared expertise, and a holistic approach to supporting learners with disabilities (Eriks-Brophy & Whittingham, 2013). As a teacher for a child with a disability, collaboration would typically involve working with

Students

Parents or Carers

Special Education Coordinators

Support Staff (SSO)

Speech Therapists