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As stated by Graham (2019, pg.13), currently what is happening in Australian schools is integration, “business as usual with add-ons”. Therefore, my main mission as a future educator is to create an all-inclusive learning environment, steering away from integration and ensuring all my students feel safe, supported, empowered, valued, and respected throughout their academic journey. I am dedicated to ensuring all my students feel as though they can make mistakes and are not afraid of failure, whilst also having many opportunities to feel academic achievement. I will also undertake to adopt a universal approach to curriculum, pedagogy and assessment, ensuring education is adjusted to fit the students, rather than the students needing to adapt to fit an education system or experience (Graham, 2019, pg.182).  Using the principles of inclusive education as a guide, I aim to be a catalyst for change, especially for children with disabilities by recognising and celebrating all my student's diverse abilities and strengths, and using these to guide my planning, instead of focusing on their weaknesses. Furthermore, I am committed to being open to learning and continuously improving, through collaboration with colleagues, parents/caregivers and professionals about inclusive education, ensuring I foster a culture of acceptance and celebration of differences, and that all students feel as though they have equal opportunities to thrive academically, socially and emotionally. With this I hope to promote the same attitude among my students, fostering them to become compassionate and empathetic future citizens, who to will promote inclusivity in society.

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The disability of interest I chose was Autism. I chose autism as I have been exposed to many children who have been diagnosed with autism and are similar to Sam (case study student). As autism is a wide spectrum of disorders, understanding the autism spectrum and possible strategies to support students on this spectrum will equip me with resourceful information/strategies that can be adapted and implemented to improve the learning experiences and outcomes for all my future students.  As I engage in this assignment, I aim to gain strategies that can be implemented not only for future students with autism spectrum disorder (ASD) but also to benefit students who may have other specific learning needs. I also hope to gain insights into the best practices and collaborative approaches for supporting students with ASD in inclusive education settings. Additionally, I seek to learn effective methods for adapting the curriculum and pedagogical approaches to create all-inclusive and meaningful learning experiences for students with ASD. Lastly, I hope to understand the appropriate language to use when addressing students with special needs and deepen my knowledge of this disability and how to best meet the needs of all students in the classroom. Overall, this assignment will equip me with the tools to foster an inclusive environment that supports the learning and development of not only students with ASD but of every student.

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Autism spectrum disorder (ASD):

Autism spectrum disorder is a is a condition that affects how a person thinks, feels and interacts with others, and experiences their environment (aspect , n.d.). It is a lifelong neurodevelopmental disorder, characterised by symptoms evident from early childhood (Australian Institute of Health and Welfare, 2017). These characteristics can include varied differences and abilities in their strengths and interests, communication, social interaction, leisure and play, sensory, thinking and experiencing, and displaying emotions (aspect, n.d.). In many cases they are not recognised until later in life, when social demands such as experiences related to schooling become greater (Australian Institute of Health and Welfare, 2017). Each person with ASD is unique and has different symptoms, deficits and abilities (Government of Canada, n.d.).  For example, in Sam’s case, he is gifted with his exceptional memory and therefore excels in Mathematics, History and PE. He is sensitive to loud noises and change in his routine. This situation is unique to Sam and not every person diagnosed with ASD will be sensitive to loud noises, for example. Due to the huge range of symptoms and characteristics, this condition is named a “spectrum” disorder, where one’s abilities and needs can fall anywhere along a spectrum (Government of Canada, n.d.). Therefore, their support needs may range from no support to very substantial support (Government of Canada, n.d.). To be diagnosed with Autism, developmental assessments and behavioural observations are conducted by professionals, which will provide the necessary information to get disability support services if needed (Government of Canada, n.d.). In Australia the number of people with autism has increased considerably in recent years with an estimated 164,000 Australians on the autism spectrum (Australian Institute of Health and Welfare, 2017).

Neurodevelopmental:

Neurodevelopmental disorders are characterised by impairments in cognition, communication, behaviour and/or motor skills resulting from abnormal brain development (Mullin et al, 2013). It is the umbrella term used to describe autism spectrum disorder, intellectual disability, communication disorders, attention-deficit/hyperactivity disorder and schizophrenia (Mullin et al, 2013).

Neurotypical, Neurodivergent & Neurodiverse:

Even though everyone is unique including their brains, there are patterns and functioning that are more common than less common, known as neurotypical (Mental Health Academy, 2023). Neurotypical is the non-medical term used to describe people whose brains can process information, experience the world around them and behave in ways that are considered “typical” (Mental Health Academy, 2023). However, individuals whose brains develop and work differently from neurotypical people are considered neurodivergent (Mental Health Academy, 2023). Their brain differences may be minor and undetectable or very obvious causing varied strengths and struggles which are different to neurotypical individuals (Mental Health Academy, 2023). Neurodiverse is the umbrella term used to describe the diversity in everyone’s brains.

High-Functioning vs Low-Functioning autism:

Children with high-functioning autism generally display incredibly mild, not obvious symptoms and usually have a high IQ, usually excelling academically (Integrity inc, 2021). These children may need support but are generally quite independent (Integrity inc, 2021). Children with high-functioning autism tend to excel in structured, organised and routine-like environments whilst also at times performing repetitive, restrictive tasks (Integrity inc, 2021). Sam is an example of high-functioning autism. He thrives in environments that are structured and predictable, is independent in his learning and displays repetitive behaviour when he is overwhelmed or anxious. On the other hand, children and adults with low functioning autism, display the most drastic symptoms of ASD (Integrity inc, 2021). These individuals need support from a caretaker throughout life and are usually not able to live by themselves (Integrity inc, 2021).

Mainstream Schooling:

Mainstream schools cater to children with special educational needs and who can learn in large group settings (Healis Autism Centre, 2022). In most schools’ teachers are trained in special needs and therefore, have a deeper understanding in differentiating the curriculum to better meet their student's needs (Healis Autism Centre, 2022). Regarding Sam, as his needs are mild and can be catered for in a mainstream classroom, he attends a mainstream school, however, attends additional support with an Occupational Therapist and Speech Pathologist.

Stimming:

Stimming is repetitive movements or noises, that individuals on the autism spectrum will display when trying to regulate or cope when faced with overwhelming situations (raisingchildren.net.au, 2024). Stimming mainly occurs in children and teenagers as a coping mechanism and to manage strong emotions such as anxiety, anger, fear and excitement (raisingchildren.net.au, 2024). In Sam’s case, his stimming occurs when he experiences anxiety, often caused due to a change in his routine. To support him in this, The Zones of Regulation have been implemented, not only for Sam but for the school to be aware of their emotions and strategies to help regulate these big emotions.

The Zones of Regulation:

The Zones of Regulation is a Social Emotional Learning Curriculum and Regulation Program used as a tool in building a safe, supportive environment that foster learning and well-being for all (The Zones of Regulation, 2023). In this program the common language of four different zones known as the blue, green, yellow and red zone are used (The Zones of Regulation, 2023). Each zone represents some emotions that can be felt. For example, in the green zone, you may feel happy, calm, proud and ready to learn etc, however in the red zone you may be overjoyed/elated, panicked, angry or terrified. Schools that implement this program, provide compulsory training sessions that all staff need to attend to then effectively implement in each classroom and teach to students.

Social cues:

Social cues are the non-verbal signals people send through body language and expressions Wright, n.d.). Many people on the autism spectrum usually have trouble picking up social cues and therefore, they can misunderstand people and situations (Wright, n.d.). For Sam, his struggle to understand social cues at times can affect him in sustaining and creating friendships.

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Disability Discrimination Act 1992 (DDA):

The Disability Discrimination Act 1992 is a legal document that makes it unlawful to discriminate against a person, in many areas of public life, including employment, education, getting or using services, renting or buying a house or unit and accessing public places, due to their disability (Australian Human Rights Commission, n.d.). In education this document is important in ensuring that children with disabilities, along with their families and carers, have the same access and opportunities to fully participate in all educational and care services as other children (Australian Children’s Education and Care Quality Authority, 2022).

Disability Standards for Education 2005 (DSE):

The Disability Standards for Education 2005, states and clarifies the obligations of education and training providers under the Disability Discrimination Act 1992 (Australian Government, Department of Education, 2024). This document is essential as it ensures all students with disability can access and participate in education on the same basis as students without disability (Australian Government, Department of Education, 2024). To support education professionals in achieving this, it provides information resources that explain their obligations under the DSE (Australian Government, Department of Education, 2024). Additionally, it provides information resources for students with disability and their caregivers to help them understand their rights under the DSE (Australian Government, Department of Education, 2024).

Both the DDA and DSE provide the regulatory framework that governs the education of students with disability in Australian schools (Poed, 2019, pg.100).

Alice Springs (Mparntwe) Education Declaration:

“The Alice Springs (Mparntwe) Education Declaration sets out a vision for a world class education system that encourages and supports every student to be the very best they can be, no matter where they live or what kind of learning challenges they may face” (Australian Government, Department of Education, 2022). This document is very important in education as it places students at the centre of their education and ensures Australia’s education system continues to provide the best opportunities for young Australians in a rapidly changing world (Australian Government, Department of Education, 2022). Furthermore, it emphasises the importance of meeting each student's individual needs and outlines the education professional’s role in supporting the well-being, mental health and resilience of young people (Australian Government, Department of Education, 2022).

Australia’s Disability Strategy 2021-2031:

This document was created by the National Disability Insurance Scheme (NDIS) to outline a vision for a more inclusive and accessible Australian society where all people with disability can fulfil their potential as equal members of the community (NDIS, 2021). Ultimately this document is important as it ensures the improvement of mainstream services and systems and engages, informs and involves the wider community in achieving a more inclusive society (NDIS, 2021).

The Salamanca Statement and Framework for Action on Special Needs Education:

The Salamanca Statement and Framework for Action on Special Needs Education recognises the need to work towards “schools for all”, and the need for institutions that include everybody, celebrate differences, support learning, and respond to individual needs (UNESCO, 1994). These documents represent a worldwide agreement on future directions for special education. This statement and framework are essential as they outline the fundamental principles of inclusion at school in which all education sector stakeholders need to be aware of and follow (UNESCO, 1994).

General comment No. 4 (2016), Article 24: Right to inclusive education:

General comment No. 4 (2016), Article 24: Right to inclusive education is a document that focuses on effective participation, accessibility, attendance and achievement of all students, especially those who are at risk of being excluded or marginalised (United Nations, 2016). It ensures inclusion through a set of guidelines and statements that need to be followed to minimise and stop exclusion.

Overall, these are just the key documents that underpin inclusive education in Australia. These documents are followed by individual state and territory policies and legislations together with school policies and individual school frameworks that the different schools have implemented. However, many of these policies are made to align with the above policies and legislations mentioned.

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The NCCD is known as The Nationally Consistent Collection of Data on School Students with Disability (NCCD). “The NCCD collects data about schools students with disability who have received adjustments across Australia in a consistent, reliable and systematic way” (NCCD, n.d.). The purpose of this is to provide schools, education authorities and governments with a better understanding of the needs of students with disability and how they can best be supported at school (NCCD, n.d.). The data that is collected by the NCCD is beneficial for schools as it provides:

Evidence, giving teachers, schools, and sectors information about the student with disability and the level of education adjustment being provided.

Informs policy development and future planning to better equip schools and education authorities to better support students with disability.

Improves understanding of the requirements and responsibilities of school teams and the broader community under the Disability Discrimination Act 1992 (DDA) and the standards.

A capture of the work of schools under the obligations of the DDA and standards

The individual needs of each student with disability by focusing on the level of educational support provided to them at school.

(NCCD, n.d.)

Teachers must understand and work in unison with the NCCD as it ensures they are meeting the roles and responsibilities declared in the DDA. Meeting these requirements is pivotal as it ensures inclusive education practices and principles are being met. Furthermore, this website is a great resource to support teachers in planning, providing an easily understandable snapshot of what their roles and responsibilities are in teaching a student with disability, materials, and tools they can use in the classroom, case studies with what action was taken to help the student and wider support material. Concerning Sam, upon using the NCCD model, he is currently receiving a substantial level of adjustment mostly being provided additional support, personalised and explicit instruction, and one-on-one support from his Service Support Officer, during class and playtime (NCCD, n.d.). Furthermore, as Sam struggles with certain sensory inputs, socialising with his peers and anxiety, he sits in the sensory and social/emotional category.

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Sam attends a mainstream school with specialist facilities and support, including a facility called “The Hub”, teachers who have conducted additional training and SSO support. Sam’s teacher has conducted inclusive education and Autism training, therefore, understands Sam and how to best support him in the classroom. Studies have shown the overwhelming benefits that inclusive education provides not only to neurodivergent students but also to neurotypical children. For neurodivergent children, benefits include social aspects, higher academic standards and the removal of social prejudice that exists for people with special needs (McMillan, 2008, pg.7). The integration of neurodivergent and neurotypical children allows for the development of social skills and behaviour, by having an appropriate example for neurodivergent children and fostering awareness for neurotypical children about special need individuals (McMillan, 2008, pg.7). Studies have supported this showing an improvement in neurodivergent children in their ability to follow directions and initiate contact with others. Regarding Sam, a mainstream setting will be beneficial in his social development as he can learn and practice social cues, improve communication and develop friendships in a natural environment, interacting with his peers. Additionally, Paraskevi (2021, pg.11) states, that children with autism who are in mainstream settings are often set higher educational goals and expectations in contrast to children who attend specialist settings. As children with special needs are integrated into a classroom of neurotypical children, the curriculum is the same, however, teachers need to adapt it so that every student is successful. On the other hand, often children who attend specialist schools are not taught against the curriculum due to fear that the children will not be successful in understanding the concepts (McMillan, 2008, pg.9).  As Sam has strong cognitive abilities, especially in his memory, a mainstream setting ensures that he has access to a challenging and comprehensive curriculum that will develop his cognitive abilities rather than set him back. Lastly, mainstream schooling provides the additional benefits of providing children with autism first-hand experience of acceptable social behaviours through observing their peers (Paraskevi, 2021, pg. 11). Studies have demonstrated that children with autism may not exhibit their characteristic behaviours as significantly compared to specialist settings (Paraskevi, 2021, pg.12).  Through this Sam will be constantly surrounded by appropriate behaviours and social interactions, which he will develop due to constantly being exposed to it. Overall, Sam’s experience in a mainstream school has been positive as his whole schooling experience has been in a mainstream setting, his teachers have all had positive attitudes and behaviours towards Sam and his education and most importantly, they have collaboratively worked with his parents, his Occupational Therapist and Speech pathologist. This has ensured that Sam’s needs have been met whilst also ensuring he has a positive and successful learning experience.

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Background information:

Sam is a 7-year-old boy who was recently diagnosed with a neurodevelopmental disorder known as autism (ASD) and is high-functioning. His interests include Minecraft, Sports and the outdoors and will often talk to you about these three things. Additionally, Sam has an exceptional memory and therefore retains a lot of information, especially information of interest. His struggles and sensitivities include change, anxiety and loud noise, causing him to become physically restless, engage in stimming behaviours, have difficulty sitting still and sometimes leaving the classroom without communicating this to the teacher. However, the teacher has provided the support of noise-cancelling headphones, alternative seating, fidgets, Zone of regulation Check-ins, and movement/brain breaks. Furthermore, to assist Sam with his anxiety, the teacher has provided him with a visual timetable on his desk whilst also communicating any changes that may occur in the future, working through this with him using social stories.

Family information:

Sam lives with his mum, dad, and younger sister, Ava aged 6. Both parents are supportive and actively involved in Sam’s education. They also continuously work with the school to support Sam in any way they can, attending school meetings, and therapy sessions. To support Sam with familiarity, they also commit to implementing the strategies used at school, at home.

Strengths:

Sam has an exceptional memory, which is reflected in his ability to recall details about past events and experiences. His interests in Minecraft, Sports and the outdoors have helped him develop his verbal communication, problem-solving and creativity skills. Sam excels in Maths, Science, History and Physical Education due to his logical thinking, memory and recall abilities.

Interests:

As stated before, Sam’s interests include Minecraft, sports and the outdoors which assist him in engaging in activities during school. He plays footy and soccer out of school and therefore, has sound coordination and physical fitness abilities. Sam’s teacher tries to incorporate these interests as much as she can to support him in his engagement in his learning.

Barriers to learning:

Sam is highly sensitive to loud noises and can find other sensory inputs such as many questions at once, overwhelming. This then leads him to feel anxious which is often displayed through an inability to sit still, distraction and sometimes misbehaviour. Sam also struggles with changes to his routines which can cause stress and resistance to participate. Furthermore, he struggles with social cues and making friends, often choosing to do things independently rather than as a group.

Support networks:

Sam has a wide range of support networks mainly his lovely parents who support him with reinforcing strategies and ensuring a consistent routine at home. He also attends a mainstream, category 6 school, with an Individualised Learning Program (ILP), and includes resources such as a calm space called “The Hub” and a school counsellor.

Assessment Reports:

Sam has an ILP, created by his teacher and approved by his parents. This document assists in monitoring his academic progress and is updated or adjusted accordingly.  A physiological assessment was conducted last year, highlighting his exceptional memory and strengths, whilst also noting challenges with anxiety and change. Furthermore, Sam also works with an Occupational Therapist and a Speech Pathologist who report seeing improvements in his sensory sensitivities with the tools used in class, however, needs more focus on his language and social skills.

Behaviour/Wellbeing:

With techniques such as The Zone of Regulation check-ins, Sam is progressing in emotional regulation and communication with the teacher which assists in managing his anxiety and adaptability to change. Together with this, Sam is actively engaged and shows enthusiasm in his learning when activities align with his interests, especially in structured and predictable environments. Additionally, at times, Sam still struggles with his restlessness, despite having alternative seating and fidgets.

Overall, Sam is a bright and gifted child who has unique strengths and challenges. He thrives in structured environments that set out clear routines and visual schedules. His exceptional memory, communication about his interests and competency in subjects like Maths, Science, History and Physical Education are significant strengths. However, his barriers to learning such as, sensory sensitivities, anxiety and difficulty with change can provide him with challenges to success.

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The specific curriculum area is on Space, in particular “recognise, compare and classify shapes, referencing the number of sides and using spatial terms such as “opposite”, “parallel”, “curved” and “straight”-AC9M2SP01.

To best support Sam’s learning needs the integration of ABLES by focusing on his personal and social capabilities will be done.

Self-awareness: Recognising and using Sam’s strengths and interests in incorporating them into the lesson. Providing him the option to discuss shapes that he sees in Minecraft at the beginning of the lesson.

Self-management: Implementing strategies to help Sam manage his sensory needs and emotional regulation. In the lesson plan, this is through providing Zone check-ins, providing him seating options, fidgets and access to the calming corner as well as providing him with the option of regular breaks if he needs them.

Social awareness: Supporting Sam in understanding and respecting social cues and interactions during collaborative activities. This is evident in the lesson plan, through encouraging collaboration in each activity and supporting Sam in his interactions. For example, Sam’s SSO may assist or bring about a discussion about the different shapes. If the SSO is absent, the teacher may support him, or Sam will be paired with a more knowledgeable other. Furthermore, Sam will have the option of spending his reward with another peer who worked well during the lesson.

Social Management: Develop and encourage Sam’s communication abilities by supporting Sam to present his findings at the end of the lesson. The adaptation will also be made that Sam only needs to share what shape he created if he is too uncomfortable, aiming to give it a go.

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The UDL framework offers an overarching approach to designing meaningful learning opportunities that address learner diversity and provide purposeful attention in designing goals, assessments, methods and materials (The Centre for Applied Special Technology (CAST), 2018). When the framework was designed its primary purpose was to provide inclusive learning opportunities for students with disabilities. However, as it has been implemented, it has been found that it can also be implemented with students from various cultures, experiences and backgrounds (Unluol Unal et al, pg. 1443). The UDL framework overcomes the barriers that often occur in the classroom by providing flexibility in presenting information, increasing students' voice in their learning and enhancing engagement with instructional activities (Unluol Unal et al, pg.1443). It comprises three principles, representation, action and expression and engagement. Within these principles are UDL guidelines in which suggestions are given in providing options on how to achieve these principles. These guidelines assist educators in their planning ensuring they are effectively meeting every student’s individual needs and creating an all-inclusive learning environment.

Within the case study lesson plan the UDL framework has been implemented through:

Engagement:

-          Checkpoint 7.1 (Optimise individual choice and autonomy)

-          Providing Sam with different choices such as where he sits

-          Providing students with the choice of what shapes to use and create in both “guess my shape” and in the shape creation and manipulation task.

-          Checkpoint 7.3 (Minimise threats and distractions)

-          Providing visuals (timetable, timers, “first this then that” chart

-          Checkpoint 8.3 (Foster collaboration and community)

-          Think, pair, share time, class discussions, pairing Sam with an MKO, create your own shape city task.

-          Checkpoint 8.4 (Increase mastery-orientated feedback)

-          Providing positive and constructive feedback throughout the tasks and guiding discussion.

-          Checkpoint 9.2 (facilitate personal coping skills and strategies)

-         The Zone of Regulation check-ins, personalised goal

-          Checkpoint 9.3 (Develop self-assessment and reflection)

-          Providing positive and creative feedback whilst also providing students with manipulatives, templates and the two star and a-wish exit slip.

Representation:

-          Checkpoint 1.1 (Offer ways of customising the display of information)

-          Providing verbal instructions and explanation, whilst supporting this with written instructions on the board.

-           Checkpoint 3.1 (Activate or supply background knowledge)

-          Providing manipulatives as a form of visual imagery

-          Pre-teaching the terms and their meanings, whilst also demonstrating this.

-          Checkpoint 3.2 (Highlight patterns, critical features, big ideas, and relationships)

-          Highlighting the key terms, explaining them to the class, followed by writing them on the board.

-          Providing reminders of the terms.

Action and Expression:

-          Checkpoint 4.1 (Vary the methods for response and navigation)

-          Providing alternatives ways in demonstrating the knowledge, for example, verbally describing the shapes (what shape am i), sorting the shapes then to creating the shapes.

-          Checkpoint 5.2 (Use multiple tools for construction and composition)

-      Providing shape manipulatives as well as clay/playdough for creation

-          Checkpoint 5.3 (Build fluencies with graduated levels of support for practice and performance)

-          Scaffolding tasks, possible SSO support

-          Checkpoint 6.4 (Enhance capacity for monitoring progress)

-          Formative assessments in their books to refer to at the end of the unit- assess students progress.

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Differentiation provides students with multiple options for taking in information, making sense of ideas and expressing what they learn. Tomlinson (2017, pg.122) proposes, that to differentiate learning adaptations need to be made to content, process and product, whilst also putting our students’ interests, readiness and learning profiles at the forefront of our planning. Differentiating content involves what we teach and what we want the students to learn (Tomlinson, 2017, pg.122). In the case study, content has been differentiated by adapting how students access the content knowledge. This is through providing students with coloured shape manipulatives to support Sam in the “guess the shape” task, reducing the cognitive load of coming up with shapes himself. Together with this, providing the shape manipulatives as support for Sam’s peers in increasing the number of sensory inputs used in learning the shape properties, e.g. touch and sight. Furthermore, content has been differentiated by incorporating Sam and his peer’s interest in Minecraft, by allowing them to build a Minecraft city using their shape knowledge. Differentiating process involves the sense-making or processing of new ideas, information or skills (Tomlinson, 2017, pg.133). This can be through a “sense-making activity” designed to help students progress from a current point of understanding to a more complex level of understanding (Tomlinson, 2017, pg.134). In the case study, differentiating the process is achieved through encouraging collaboration in class discussion (think, pair, share) and activities, providing Sam with sensory regulation tools (Wobble stool, Movement/brain breaks, Fidgets), providing shape manipulatives and models for Sam to refer to, Seating Sam next to a more knowledgeable other (supporting him in his learning and social interaction) and Interest-based learning through incorporating Sam’s interest in Minecraft and the outdoors into his learning. Lastly, differentiating the product involves adapting the way students present their findings at the end of a significant span of learning (Tomlinson, 2017, pg.142). As this case study only depicts a lesson, differentiation will occur in the sense-making activities. This means that students will provide evidence of what they have learnt in a relatively brief segment of work (Tomlinson, 2017, pg.142). Differentiating sense-making activities has been achieved in Sam’s learning using personal goals and his “first this, then that” chart, giving him something to work towards. Together with this, providing prompting questions, writing student’s responses as a visual for students to refer to and verbal reminders, assisting in guiding the students in being successful in the learning activities.

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Response to intervention is a preventative school-wide framework used to address the needs of all learners (Literacy Impact, 2024). This framework consists of a three-tiered teaching instruction approach, supporting student learning by breaking instruction down into three tiers. Tier 1 involves high-quality evidence-based instruction and differentiation, this usually consists of about 80% of students (Literacy Impact, 2024). Tier 2 involves small group intervention to get students up to the level of the rest of the class (catching them up), usually 15% of the students (Literacy Impact, 2024). Lastly, Tier 3 involves targeted instruction, and individualised support, with increased intensity, which often includes the identification of learning disabilities, usually 5% of students (Literacy Impact, 2024).

For Sam the Response to Intervention model looks like:

Tier 1:

Teachers working with Sam have attended comprehensive Autism training on personal development days.

Explicit direct instruction when explaining tasks.

Individual learning plan tailored to Sam and his needs.

Teaching strategies to assist him in emotional-social regulation in the classroom.

Interest-based learning/teaching style.

Planning using the Universal Design for Learning framework/guidelines.

School-wide training on The Zones of Regulation and Inclusion legislation and policies.

Tier 2:

Language and literacy small group work.

Social skill groups (What’s the Buzz)

Specific strategies tailored to Sam’s needs, e.g. movement breaks, visual tools and sensory tools (wobble stool and fidgets).

Tier 3:

Service Support Officer- in-class- one-on-one support.

Occupational Therapist

Speech Pathologist

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Shape manipulation task:

Learning intention: Sam will learn to identify and describe basic geometric shapes (square, rectangle, triangle and circle) using the terms “opposite, parallel, curved and straight”.

Success Criteria:

Sam correctly identifies the shapes he created in the task.

He can correctly use the terms “corners and sides” when describing the shape, with attempting and correctly using the terms “opposite, parallel, curved and straight”.

Sam will share his shape creation with the class, having a go at classifying the shape and describing it.

Steps used:

First:

I will begin by explaining the task and my expectations, including the terms I expect to hear from the students. I will then check for understanding and model the task to the class, by giving the class an example such as I made a square, how would I describe this shape? Furthermore, the terms needed will be written on the board together with my expectations for Sam and his peers to refer to.

Next:

I will go to Sam once he has made a few different shapes and get him to classify and describe the shapes. If he needs, I will remind him that the terms are on the board to assist him in describing the shapes. I will then write his descriptions on an individual whiteboard so he can copy his response into his book.

Last:

I will get Sam to have a go at presenting his creations, even if it means he only classifies the shapes or classifies and describes one shape. However, the support of his whiteboard will be provided for him to read off of together with his SSO or the teacher.

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According to the Department of Education and Child Development (n.d., pg.2), the development of planning and supporting effective engagement of children on the autism spectrum in their education should be sourced from a variety of key stakeholders and sources. This includes parents and carers, the child, prior records and staff and support staff. Regarding Sam, interacting with his parents and previous teachers or Support Staff through a collaborative meeting is the first thing I would do. This will support me in attaining information about Sam’s characteristics, dislikes/fears, passions, and interests, ultimately drawing a picture of Sam and creating a relationship with his parents. Furthermore, the “collaboration of gathering information is best practice for comprehensive and effective planning” (Department for Education and Child Development, n.d., pg. 2). With this information I would talk to Sam and get to know him better in terms of his skills, interests, and difficulties he finds at school (Department for Education and Child Development, n.d., pg. 3). This would be attained through verbal communication but also ‘get to know you’ activities conducted in the first week such as draw or write “what I wish my teacher knew…” (Department for Education and Child Development, n.d., pg. 3). Furthermore, information would be attained through reviewing and reflecting on his previous psychologist and speech pathologist assessments together with any other assessments that may have been conducted (Department for Education and Child Development, n.d., pg.3). This would provide me with the necessary information to understand the progress Sam has already made and strategies that have been known to support or impede his learning. Additional information can be provided from previous educators, and specific questions can be asked regarding his specific triggers and successful strategies in previous years. Additionally, to further support me in interpreting the results I can collaborate and work with a psychologist from the department (Department for Education and Child Development, n.d., pg. 3). Correlating with what is said by the Department for Education and Child Development (n.d. pg. 3), once enough information is attained, I will collaboratively develop an overview of Sam including support strategies and curriculum modifications that will ensure effective and engaging learning will take place. Lastly, professional development is another way effective way to gain useful information on autism spectrum disorder and ensure my skills and understanding are up to date. Together with this, The Special Education Resource Unit (SERU), Positive Partnerships and articles written by professionals or individuals who are on the autism spectrum are great websites that provide online training and information to support you in planning and catering to the needs of children on the autism spectrum (Department for Education and Child Development, n.d., pg.3). Information that may be difficult to attain is his specific triggers and sensory sensitivities, behavioural triggers and internal emotional states that Sam experiences as they are highly individualised and may not be fully documented. However, Sam’s parents and therapists will be able to provide me with more information on this. Furthermore, his social abilities will be difficult to understand as I cannot directly observe him until he begins in my class, however, his parents and previous teachers can provide insights into this.

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As Sam’s sensory needs are managed through in-class intervention and one-on-one support at playtime, the category chosen is Sam’s social/emotional needs. One goal for Sam is “Sam will improve his social skills by initiating and participating in structured peer activities with two or more of his peers at least once a day, during class by the end of the term”.

Who: Sam

What: will improve his social skills by initiating and participating in

Under what conditions: structured peer activity with two or more of his peers during class

How many times: at least once a day

By when: by the end of the term

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According to Sam’s psychologist report and his WISC-1V test results, he scored an average result on the Verbal Comprehension Index (VCI) as he has a strong vocabulary and factual knowledge on topics of interest, however, lacks expressive language and social aspects of language use. His Perceptual Reasoning Index (PRI) indicated an above-average result, especially in focusing on visual details and in visual-spatial tasks. Sam’s Working Memory Index (WMI) indicated an above-average score due to his exceptional memory and ability to remember details and facts about his interests. Lastly, his Processing Speed Index (PSI) was below average indicating that he processes information more slowly. In the summary section, it was recommended that Sam receive Speech Pathologist and Occupational Therapist support to work on his PSI and develop strategies to work on his sensory sensitivities, motor skills and communication skills when interacting with his peers. Furthermore, the psychologist explained that Sam needs support in strengthening these skills by using other areas than his interests. Considerations were suggested stating to provide Sam with encouragement and positive reinforcement to develop his confidence and provide opportunities for him to engage in social interactions with his peers to develop and strengthen his communication skills in areas other than his interests. Additionally, to assist in Sam’s retention and comprehension, provide a structured learning environment by, for example, presenting verbal information visually too.

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Self-determination is defined as having abilities and opportunities to assist in contributing to a satisfying life (Tennessee Department of Education, n.d., pg.1). As an educator, it involves developing students with the skills, attitudes, and opportunities necessary to play an active role in their learning (Tennessee Department of Education, n.d., pg.1). According to Shogren and Wehmeyer (2015, pg.196), Self-determination theory encompasses people’s basic needs for competence, autonomy and relatedness driving them toward action, and overall well-being in safe and supportive environments. Furthermore, research suggests that children with and without a disability may be more academically successful and engaged in learning, contribute actively to their educational and transition planning, and experience a higher quality of life and more positive experiences in early childhood (Tennessee Department of Education, n.d., pg.1). Concerning Sam, the self-determination strategies I would be wanting him to achieve is goal setting, self-regulation, decision making, problem-solving and self-advocacy. I would want to see Sam setting personal goals related to his social interactions such as “I will ask to play with one of my peers during recess or lunch”, and improve his decision-making by making choices about what structured peer activities he would like to engage in. I want to see Sam improve his self-regulation by identifying and using pre-taught strategies when he feels overwhelmed or anxious and better communicating his needs or asking for help (self-advocacy). Lastly, I want to see Sam using problem-solving skills when faced with social challenges, such as, not knowing how to join a group activity.

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The individual strategies that were implemented to support Sam in this lesson were:

Provide coloured shape manipulatives for Sam to use reducing the cognitive load in trying to come up with his own shapes.

The Zone of Regulation check-ins

Movement/Brain breaks

Fidgets

Wobble stool

Noise-cancelling headphones

SSO

Seated next to an MKO

Seated near the board

Visual timetable which is ticked off throughout the day

“First this, then that” chart updated for each lesson

Personal goals

Interest-based learning incorporated in Sam’s interest of the outdoors in the ‘shape hunt’ activity.

These strategies are effective in assisting Sam in his emotional regulation and engagement in class. Furthermore, Interest-based learning has been implemented through incorporating Sam’s interests of the outdoors and Minecraft into the learning to further assist his engagement in the task. Sam’s SSO is an additional support in supporting Sam both in his learning and in his social interaction with his peers.

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Formative assessment template: Minecraft Shape city reflection:

1.      Shape that you used: draw or list the different shapes you used to build your city.

2.      Describe the shapes you used: (corners, straight, sides, curved).

3.      What challenges did you face? Did shapes fit easily together?

4.      Did you enjoy creating your city? What was your favourite part?

5.      What would you like to learn more about? Or what confuses you still?

This template would be created with optimal space in between each question for Sam to draw or write his responses. If an SSO is available they will support him in his responses otherwise as he is seated near the teacher, I will support him through the task.

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Parents/caregivers: Provide the necessary background information I need to know about Sam. Assist in supporting and ensuring my decisions regarding Sam are beneficial for Sam’s well-being.

Previous teachers: Pedagogical and family information I need to know.

Professionals (psychologist and speech pathologists): Information to assist in sensory integration and communication/social skills- (strategies and activities that can be done at school).

SSO: Information about Sam’s progress in social interactions (e.g. issues or strengths that may have occurred during recess/lunch etc), well-being and learning. Strategies they may have found successful during 1 on 1 time.

Wellbeing or special education teacher: Information necessary regarding Sam’s emotional well-being, social skills and behaviour management. Furthermore, supporting and providing information regarding planning, ILP creation and any additional resources that may need to be implemented.

Principal or assistant Principal: Information in assisting the implementation of accommodations, ensuring the necessary resources are available and effective in developing an all-inclusive school environment.

School councillor: Any information that may be important for me to know regarding his anxiety and emotional and mental health. Possible implications for teaching and or considerations that I need to make for him.

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According to Mann et al (2020, pg.338)“ as part of the process for planning and providing reasonable adjustments to students with disability”, consultation with students and/or their parents/carers needs to be done. This ensures that students with disability are educated on the same basis as students without disability and the appropriate adjustments are being made (Mann et al, 2020, pg.338). Furthermore, inclusive education literature explains the importance of collaboration in creating an all-inclusive environment and therefore I will aim to practise the terms identified in the Hornby ‘Partnership Model’ (Mann et al, 2020, pg.348). This model explains that successful teacher-parent partnerships involve collaborative problem-solving, shared responsibility and mutually developed and agreed goals (Mann et al, 2020, pg.348). To align with this model, I would ensure to involve Sam’s parents in all decisions made regarding Sam and his learning. I would do this through, most importantly, keeping communication lines open and constant between both myself and his parents. Together with this, scheduling necessary meetings (involving other professionals if needed) for collaboration, and utilising digital platforms such as Seesaw or Google Classroom, so that his parents can remain up to date with his progress. I believe his parents would want to know information regarding his academic progress, any issues that have arisen during the day, information regarding his social interactions, any additional needs that I may have identified, successes of the week and ILP goals and progress.

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Using the Wider Pedagogical Role (WPR) model, I would see the role of the SSO working in my class in three areas, deployment, practice and preparedness (Webster & Blatchford, 2020, pg.390). Regarding deployment, I would ensure that the SSO does not replace me, the teacher, but rather is a support in my classroom (Webster & Blatchford, 2020, pg.390). I would do this by planning for the SSO not to be there and having other options available to support Sam regardless. This is evident in my lesson plan through providing alternatives, if the SSO is absent. Practice through scaffolding for independence would be done by explaining my expectations of the SSO’s responsibilities, ensuring Sam is still independent in his learning and the SSO is there to provide assistance where needed (Webster & Blatchford, 2020, pg.391). Paula Bosanquet and Julie Radford’s model to improve TA’s interactions is something I would follow and use to guide the jobs I would set for the SSO (Webster & Blatchford, 2020, pg.391). Furthermore, Sam’s SSO would ultimately be there for support and encouragement during tasks not only building his confidence but also his independence. Preparedness involves being prepared for the SSO before they enter the classroom. As stated by Webster & Blatchford (2020, pg.392), having effective communication, collaboration, and planning time with your TA are critical factors contributing to their efficacy. In my classroom, this would be discussing the lesson or day with the SSO before I begin explaining what the students are going to do. Therefore, they understand the task and how to break it down for Sam and what I expect Sam to do before he gets a break. It also ensures effective communication and partnership are met, resulting in a more effective learning experience for Sam.

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Something I would like to know more about is the Berry Street Educational model. This model caught my interest when I was working at a Category 2 school as an SSO. Even though I completed some Personal Development in this program, I believe there is still much more for me to learn about. The Berry Street Model is designed to help educators gain new perspectives, strategies and skills to build safer, healthier and more engaging classrooms for all students (Berry Street, n.d.). This model provides educators with practical classroom-based strategies to increase the engagement of all students, including those with complex, unmet learning needs (Berry Street, n.d). Furthermore, it supports students’ self-regulation, relationships, and well-being to increase student engagement and significantly improve academic achievement (Berry Street, n.d.). I chose this topic as I believe the knowledge and skills, I would gain from attending training or additional personal development days on this model would equip me with strategies to improve my inclusive education practices. With this, I would have the skills necessary to better support my students' needs, in particular those who may have significant challenges such as; trauma backgrounds.

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If Sam needed to spend extended time away from school due to sickness, I would ensure communication lines are open with the parents. I would also provide him with extended time to complete tasks and reduce his workload to reduce his anxiety and stress (Australian Disability Clearinghouse on Education and Training, n.d.). Together with this, I would provide him with personal goals and expectations, keeping in mind that he is unwell and recovering. I would also be flexible in how I deliver my teaching material, for example electronically delivering information or my explanations, so that it is easily accessible to Sam (Australian Disability Clearinghouse on Education and Training, n.d.). Lastly, I would keep him up to date by setting him small amounts of tasks and the topics that we are or will be covering while he is away (Australian Disability Clearinghouse on Education and Training, n.d.). Therefore, when/if he returns he will be aware of the content that is being covered.

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