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There is a high level of importance to create a world where every child, regardless of ability, thrives in an inclusive educational environment. These environments need to celebrate diversity, foster belonging and empower all learner to reach their full potential (The Department for Education South Australia, 2024).

There needs to be advocacy and awareness for disabilities in school communities and beyond. This is done by promoting understanding and awareness for all children within the school environment. The importance for designing and implementing an inclusive curriculum across the school, accommodates for diverse learning needs and styles. Educators need to have access to professional development, that provides them with training and resources, that can help them be prepared to effectively support all students. Educators also need to collaborate and have partnerships with families, communities and organisations to help build a supportive network for students with disabilities. Through embracing inclusivity, I aim to cultivate a culture of respect, equity and equality that prepares every child to succeed and contribute to society.

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I have chosen to focus on autism as the disability of interest. Autism or Autism Spectrum Disorder (ASD), is a complex neurodevelopmental that becomes apparent in early childhood (Hyde, Doyle. & Tate, 2021). It can affect communication, social interaction, and behaviours of a person. My interest in autism stems from both personal and professional experiences that have highlighted the unique challenges and strengths of these individuals. As I currently work as an SSO it is apparent within many of the classrooms at my school. I am currently working with students that have autism and would like to further develop my knowledge and development to support them in being successful within the classroom environment. I want to further understand effective teaching methods and strategies that can support these students such as curriculum adaptations, assessment techniques and the communication and collaboration with others that’s helps support these students.

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I have chosen to focus on autism as the disability of interest. Autism or Autism Spectrum Disorder (ASD), is a complex neurodevelopmental that becomes apparent in early childhood (Hyde, Doyle. & Tate, 2021). It can affect communication, social interaction, and behaviours of a person. My interest in autism stems from both personal and professional experiences that have highlighted the unique challenges and strengths of these individuals. As I currently work as an SSO it is apparent within many of the classrooms at my school. I am currently working with students that have autism and would like to further develop my knowledge and development to support them in being successful within the classroom environment. I want to further understand effective teaching methods and strategies that can support these students such as curriculum adaptations, assessment techniques and the communication and collaboration with others that’s helps support these students.

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Sensory processing: When sensory signals are not processed in an expected way, leading to unusual reactions to sensory stimuli (Glossary, n.d.).

Stimming: This is a shortened term for self-stimulation behaviour. The person may repeat sounds and movements. This may include repetitive movements such as; flapping, fidgeting and rocking (Glossary, n.d.).

Visual supports: This is where information is presented in a visual manner, which allows people to understand more clearly. Such as a daily schedule (Autism: what next?, n.d.).

Neurodivergent: Refers to individuals whose brains function differently from the typical population. These can be innate, acquired, medical conditions, mental health conditions, learning disabilities or neurodevelopmental conditions

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Disability Discrimination Act 1992 (DDA)

Disability Discrimination Act 1992 Australian Human Rights Commission Act 1986

United Nations Convention on the Rights of Persons with Disabilities

National Disability Strategy 2010-2020

Royal Commission into Violence, Abuse, Neglect and Exploitation of People with Disability; Executive Summary, Our Vision for an inclusive Australia and Recommendations

The Salamanca Statement and Framework for Action on Special Needs Education

These documents are crucial because they establish the legal and policy framework that protects the rights of students with disabilities and promotes inclusive education. They ensure that educational institutions are accountable for providing equal and equitable opportunities and support to all students, fostering an environment where diversity is respected and valued. They mandate for reasonable adjustments to be made and the removal of barriers to help create an inclusive educational system.

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The NCCD is the National Consistent Collection of Data on School Students with Disability. It is an annual collection process that gathers information about students with disabilities across Australian schools. It identifies the number of students receiving adjustments due to disabilities and they type of adjustments they receive so that they are able to participate with their peers. The NCCD bases its definitions and requirements outlined in the Disability Discrimination Act 1992 and Disability Discrimination Act 1992.

Teacher importance:

The NCCD provides teachers with a platform for legal compliance to make sure they are adhering to the Disability Discrimination Act 1992 and Disability Standards for Education 2005 by documenting necessary adjustments for students with disabilities. It helps teachers to make informed teaching choices by helping them understand and meet the needs of their students with disabilities. It guides resource allocation by providing government funding and resources to schools based on accurate data about students needs. Encourages professional development as teachers are provided with continuous learning about inclusive education.

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This student will be placed in a mainstream school. Mainstream schooling aligns with the principles of inclusive education which advocates for the integration of students with disabilities into regular classrooms. This fosters a sense of belonging and promotes social integration for the student allowing them to interact with peers and develop social skills. Also being in a mainstream classroom allows for the child to learn and observe from other peers. Peer modelling can positively influence the child’s behaviour, communication and social integration which can further contribute to their overall development.

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Name: Alex

Age: 7 years old

Grade: Year 2

Family information: Alex lives at home with his parents Jane and Michael and an older sister Emma who is 10 years old. They live in a supportive and loving family environment and both parents are actively involved in Alex’s education and collaborate closely with the school to ensure he receives the best support possible.

Interests: Dinosaurs and animals, space exploration, bluey, drawing, playing with LEGO and playing educational games on the iPad

Strengths:

Academic abilities: Alex shows strong skills in reading and has an impressive memory for facts and details. He enjoys maths and often excels in tasks that involves patterns and logic.

Creativity: Alex has a vivid imagination and enjoys drawing and building with LEGO. His creative projects often demonstrate advanced planning and attention to detail.

Passion for learning: Alex is curious to explore topics that interest him.

Barriers to Learning:

Social interaction: Alex finds it challenging to engage with peers and may struggle with understanding social cues and norms. He mainly prefers individual activities over group.

Sensory sensitivities: He is sensitive to loud noises, which can cause anxiety and distract him from his learning. On the occasion Alex will also struggle with textures of clothing and food.

Attention to focus: Alex has difficulty maintaining attention during lessons that do not interest him, which leads to challenges in staying on task and following multi-step instructions.

Self-regulation: Alex often has difficulty managing his emotions and behaviour, especially when experiencing sensory overload or frustration. This can result in outburst or withdrawal from activities.

Support networks:

Family support: Alex’s family provide a tremendous amount of support and are very proactive in seeking resources and support for him. They work closely with the school and external therapies.

School support: Alex has a One Plan that outlines specific goals and accommodations. He receives additional support from SSO’s.

Therapies: Alex attends weekly speech and occupational therapies to work on communication skills and sensory integration.

Behaviour and wellbeing:

Behaviour: Alex is generally well-behaved in class but may become anxious or withdrawn in overstimulating environments. Alex benefits from a predictable routine and clear expectations.

Wellbeing: Alex’s overall wellbeing is positive, which is all due to his support network. He is happy and engaged when involved in activities he enjoys.

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Learning area: Mathematics

Specific Topic: Statistics and Probability: Data representation and interpretation

Strand and sub-strand from the Australian Curriculum (AC):

Strand: Statistics and Probability

Sub-strand: Data representation and interpretation

Australian Curriculum content description(s):

Identify a question of interest based on one categorical variable. Gather data relevant to the question. (ACMSP048).

Collect check and classify data. (ACMSP049)

Relevant parts of the achievement standard from the Australian Curriculum:

Students collect, organise and represent data to make simple inferences.

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The UDL is the Universal Design for Learning which is a framework that aims to accommodate the diverse needs of all learners by providing flexible methods of instruction, assessment and engagement (Courey, Tappe, Siker, & LePage, 2013). UDL is grounded in the belief that barriers to learning occur within the curriculum and instructional environment, rather than within the student. The framework is built around these three keys principles;

Representation: Information and content are provided in diverse ways, so that all students can access it.

Action and expression: Offering various ways for students to demonstrate their knowledge and skills.

Engagement: Using different strategies to motivate and engage students.

Application for Alex:

Representation:

Visual aids will be used such as charts, diagrams and videos to introduce the concept of tallying and data collection.

Clear written instructions will be provided on the board so that Alex is aware of each activity and the tasks involved. These

Alex can also wear noise cancelling earphone while the video is being played or have the option to watch it will his SSO outside of the classroom before joining the class again.

Action and expression:

Structured visual and verbal prompts will be provided to Alex in each task, proving clarity and support. Which will help when interacting with peers.

Alex can survey a smaller, pre-selected group that he is more comfortable with to gather his data, or he can use written responses instead of verbal interaction. Alex will also have the support of an SSO to help guide him when interacting with peers.

Engagement:

Alex is highly interested in animals so favourite bugs not only incorporates his interests it’s a highly motivating topic for other students within the class too.

Alex will be provided with scheduled sensory breaks and tools such as his noise cancelling headphones and opportunities to go to a calm space. This is because the classroom will get noisy due to all the students interacting.

Alex will be provided with positive reinforcement strategies such as verbal praise and a rewards system to encourage his participation and effort.

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The Tomlinson’s model emphasises key areas for differentiation; content, process, product that connects to students’. It further looks into the student’s readiness, their interests and learning profile (Differentiation for High-Ability, n.d). This approach ensures that Alex has access to the curriculum in a way that maximizes his learning potential and supports his overall development. Through differentiated content, process, product, and learning environment, Alex will be provided with a supportive and effective educational experience.

Differentiating the content for Alex:

Language and instructions will be simplified for Alex. It will be made sure that language is clear and concise. Visual aids will also be used to help him grasp concepts.

Visual supports will be used to help Alex see how the data should be represented.

Information will be broken down into smaller manageable parts to prevent Alex from getting overwhelmed.

Differentiating the process for Alex:

During the group activities Alex will work with a peer of choice or SSO who can provide support and encouragement.

Alex will have the option to use tactile manipulatives such as physical objects to create the tallies before applying them to paper. So that he is kept engaged and focused while collecting the data.

Differentiating the product for Alex:

Alex will be offered to present his findings using creative methods such as drawing pictures.

Alex will have personalised goals and expectations set focussing on progress and effort rather than comparing him to his peers.

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Response to Intervention (RTI) is a multi-tiered approach to the early identification and support of students with learning and behaviour needs (Morin, 2014). For Alex, a Year 2 student with autism, RTI provides a structured framework to address his unique challenges through systematic support and monitoring. In Tier 1, Alex receives high-quality, inclusive classroom instruction with regular assessments to ensure he is progressing. If additional support is needed, Tier 2 involves targeted small group interventions and individualised learning plans tailored to his specific areas of difficulty, such as social skills or particular academic concepts. If Alex continues to struggle, Tier 3 offers intensive one-on-one instruction and comprehensive evaluations, often involving collaboration with specialists like speech therapists. This tiered support ensures that Alex receives timely and appropriate interventions, fostering his academic and social development in a supportive and structured environment.

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Review existing documentations: Looking into and reviewing a student’s cumulative file which includes their academic history, previous assessment reports and one plans. Looking into the students one plan will allow a teacher to know any existing accommodations, modifications and specific goals. A new teacher also needs to look into the student’s medical history; especially those related to the student’s disability and any other relevant conditions.

Engaging with key stakeholders: This includes scheduling a meeting with the students’ parents or guardians to gather insights about their strengths, interests, routines and any behavioural strategies they’re doing at home. A new teacher should also speak with the students’ previous educators to understand what strategies and accommodations they used that were successful. The teacher should also meet with the head of inclusive education at the school to get an insight and understand the support services that that student is entitled too.

Collaborate with support staff: As a new teacher it is crucial that they engage with the support staff to find out the student’s specific needs. Staff such as psychologists, speech and occupational therapists will provide the teacher with valuable information about their communication skills and needs and insights into any sensory or fine motor challenges they might face.

Information that might be hard to find:

Detailed behavioural patterns at home: It might sometimes be hard to find out what a child’s home life is like and how much their caregivers are actually supporting them. It is important to have regular communication with their caregivers to make sure there is no gap in this component of understanding the student.

Sensory and environmental triggers: Understanding the students triggers might be hard to identify. This might require time and detailed observations and collaboration with school leadership and support staff will be required to get greater detail on the students’ triggers.

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Self-Determination is the process by which individuals control their own lives, make choices, and set goals. For Alex, a Year 2 student with autism, fostering self-determination involves empowering him to take charge of his learning and social interactions.

Strategies:

Goal Setting: Involve Alex in setting and tracking his goals with visual aids, such as initiating conversations with peers.

Choice-Making: Offer choices in activities and tasks, allowing Alex to make decisions and increase engagement.

Self-Monitoring: Teach Alex to use checklists to track his behaviour and progress, promoting self-awareness.

Self-Advocacy: Role-play scenarios to help Alex express his needs and preferences, building his communication skills.

Positive Reinforcement: Celebrate Alex’s successes with positive feedback to build confidence and independence.

These strategies help Alex develop autonomy, confidence, and the ability to advocate for himself.

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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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Visual Supports: Use visual schedules and picture cards to help Alex understand tasks and social interactions.

Structured Routines: Maintain consistent routines and use visual cues for transitions to reduce anxiety.

Positive Reinforcement: Reward Alex with praise, stickers, or a token system for achievements and efforts.

Peer Support: Pair Alex with supportive peers and conduct social skills activities.

Sensory Supports: Schedule sensory breaks and provide a calm corner with sensory tools.

Individualised Instruction: Offer one-on-one support and tailor tasks to Alex’s interests, such as using topics like dinosaurs and space.

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Previous Classroom Teachers

Why: Gain insights into Alex’s past academic performance, successful strategies, and behaviour patterns.

Inclusive Education leader

Why: Understand Alex’s ONE PLAN, required accommodations, and available resources.

Support Therapy

Why: Obtain information on Alex’s communication needs and strategies to support his language development. Learn about Alex’s sensory needs and fine motor skills and implement appropriate sensory supports.

Parents/Guardians

Why: Gather information on Alex’s interests, routines, and effective behaviour management strategies used at home.

SSO

Why: Ensure consistent support and implementation of individualised strategies throughout the school day.

Principal

Why: Ensure school-wide support and access to necessary resources for Alex’s success.

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Approaches:

Regular Meetings: Schedule bi-weekly or monthly face-to-face or virtual meetings.

Daily or Weekly Reports: Send home brief reports highlighting Alex’s progress, behaviour, and any concerns.

Email Updates: Provide frequent email updates with specific observations and feedback.

Communication App: Use apps like ClassDojo or Seesaw for real-time updates and easy communication.

Information Parents Want:

Academic Progress: Updates on Alex’s achievements and challenges.

Social Interactions: Insights into his social skills and peer relationships.

Behaviour: Information on behaviour, including any incidents and strategies used.

Support Strategies: Details on the accommodations and interventions in place.

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The SSO provides individualised support to Alex, ensuring he receives personalised assistance for academic and social tasks. They will facilitate social interactions during group activities, implement accommodations from Alex’s ONE PLAN, and monitor his progress, providing feedback to the teacher and parents. The SSO encourages Alex’s independence by gradually reducing support as he becomes more confident, fostering autonomy. Additionally, they assist with differentiated instruction, working with small groups or individual students, allowing the teacher to address diverse needs effectively. This approach promotes inclusion and helps Alex thrive in a supportive classroom environment.

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The Berry Street Wellbeing Program focuses on trauma-informed education to support students' emotional and psychological health. I chose this topic to understand how trauma impacts learning and behaviour, and to learn strategies for creating a safe, supportive classroom environment. Berry Street’s approach includes practical techniques for building resilience, fostering positive relationships, and promoting self-regulation. Understanding these strategies is crucial for effectively supporting students like Alex, who may have unique emotional needs due to autism. Implementing Berry Street principles can enhance overall student wellbeing and academic success in a trauma-sensitive learning environment.

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Digital Learning Platform:

Use online learning platforms (e.g., Google Classroom, Seesaw) to provide access to class materials, assignments, and interactive activities. This will allow Alex to stay connected with the class and try and do his studies while being away.

Collaboration with Medical Staff:

Work with hospital educators or medical staff to integrate educational activities into Alex’s daily routine. This collaboration ensures that learning continues in a way that respects Alex’s medical needs and recovery process.

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Autism: what next? (n.d.). Glossary of autism. https://www.autismwhatnext.com.au/glossary

Courey, S. J., Tappe, P., Siker, J., & LePage, P. (2013). Improved Lesson Planning With Universal Design for Learning (UDL). Teacher Education and Special Education, 36(1), 7-27.

https://doi.org/10.1177/0888406412446178

Differentiation for high-ability. (n.d.). https://www.education.vic.gov.au/school/teachers/teachingresources/high-ability-toolkit/Pages/differentiating-high-ability.aspx#link1

Glossary. (n.d.). Reframing Autism. https://reframingautism.org.au/service/glossary-terms/

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Hyde, M., Doyle, S. & Tate, k. (2021). Diversity, Inclusion and Engagement (4th ed.). Oxford University Press Australia & New Zealand. https://bookshelf.vitalsource.com/books/9780190329495

Morin, A. (2014). What Is Responsive to Intervention (RTI)? Understood. https://www.understood.org/en/articles/understanding-response-to-intervention

The Department for Education South Australia. (2023, January). Children and students with disability policy. Government of South Australia. https://www.education.sa.gov.au/policies/pdf/children-and-students-with-disability-policy.pdf