# data[].attributes.body
Mission / Vision Statement

Through personal experiences working in low socio-economic schools and directly supporting students with disabilities, I have developed a strong belief in the importance of incorporating an inclusive and differentiated educational approach that suits all students. I personally place a strong focus on creating a classroom environment where all students despite their learning needs, cultural backgrounds, and abilities are all included within a learning space where they are respected, welcomed and supported.

Inclusive education allows for all students to gain equitable access to education making it easier to access without external barriers they are faced with (NSW Government, 2021). As educators it is extremely important that a part of our professional and moral responsibility to create an environment in which all students are able to have accessible, responsive and inclusive learning opportunities. My personal vision of a learning environment and pedagogical choices directly correlates with the principles of an inclusive environment. I believe it. Is immensely important that all students are given the opportunity to learn despite challenges they may face. It is my job and our job as educators to not place all learners in one classroom but intentionally making pedagogical choices in which allows for a diverse group of learners to have the same learning opportunities that are differentiated, equitable and student centred

Reference: NSW Department of Education. (n.d.). Home. https://education.nsw.gov.au/

Overview of Disability Area of Interest

The area of disability I have chosen to further research is Attention-Deficit/Hyperactivity Disorder also commonly known as ADHD. I have opted to focus on ADHD for my curriculum-pedagogical assessment because it is recognised as the most common neurobehavioral condition of childhood (Furman, 2005). Due to this statistic, it is extremely likely that through the duration of my career as an educator, I will be educating students who have been formally diagnosed with ADHD and or will be teaching students who may be exhibiting traits of this disorder without a diagnosis.

As I have stated previously my current role as a student support officer has provided me with insight into the limited availability of resources and interventions that effectively support students with ADHD. Due to having to find resources myself to help support the students within my role it has motivated myself to choose with disability and deepen my understanding. ADHD also holds personal significance for myself as several family members have been diagnosed with ADHD. Researching ADHD will enable me to not only positively impact my teaching abilities as an educator but also allow me to have a unique perspective within my research as an individual who has connections with an individual diagnosed with ADHD.

Reference : Furman, L. (2005). ADHD: Topic update. Paediatrics & Child Health, 10(7), 473–477. https://doi.org/10.1093/pch/10.7.473sciencedirect.com

Key terminology:

ADHD: Stands for Attention Deficit Hyperactivity Disorder (Furman, 2005)

Inattention: Individual may have difficulty maintaining attention, forgetfulness, paying attention to details, struggle with executive functioning skills and working memory (Wilcox, n.d.).

Hyperactivity: Individual may move around often even in inappropriate times, feels restless, talks excessively (National Institute of Mental Health, n.d.).

Impulsivity: Individual may interrupt, intrude on others, or have trouble waiting one’s turn (National Institute of Mental Health, n.d.).

Self-regulation: involeves the both the initiation and maintenance of behavioral change in addition to inhibiting undesired behaviors or responding to situational demands (Heatherton, 2011).

Differentiation: Differentiation refers to the responses that teachers make to learners’ needs (NSW Department of Education, n.d.)

Reference: Furman, L. (2005). ADHD: Topic update. Paediatrics & Child Health, 10(7), 473–477. https://doi.org/10.1093/pch/10.7.473sciencedirect.com

Wilcox, K. (n.d.). What is inattentive ADHD? Child Mind Institute. https://childmind.org/article/what-is-inattentive-adhd/

National Institute of Mental Health. (n.d.). Attention-deficit/hyperactivity disorder (ADHD). https://www.nimh.nih.gov/health/topics/attention-deficit-hyperactivity-disorder-adhd

Heatherton, T. F. (2011). Neuroscience of self and self-regulation. Annual Review of Psychology, 62, 363–390. https://doi.org/10.1146/annurev.psych.121208.131616

NSW Department of Education. (n.d.). Differentiating learning. https://education.nsw.gov.au/teaching-and-learning/professional-learning/teacher-quality-and-accreditation/strong-start-great-teachers/refining-practice/differentiating-learning

# data[].attributes.custom_properties.QpzE041M
NSW Department of Education. (n.d.). Home. https://education.nsw.gov.au/

# data[].attributes.body
Human Rights Commission

In a constantly changing and progressing world, the need for inclusive education is growing increasingly important. Section 27a of the Australian Human Rights states that 'every child has the right to have access to free, school education appropriate to his or her needs'(Human, 2024).The Australian Human Rights commission depict that promoting and protecting human rights is everybody’s responsibility (Australian Human Rights Commission, n.d.).the Human Rights Commission further defends how inclusive education is beneficial for all students not just those with disabilities but ultimately promotes respect, diversity and understanding.

Resource:

1. Australian Human Rights Commission. (n.d.). Education. Retrieved June 13, 2025, from https://humanrights.gov.au/education

Disability Discrimination Act 1992

Additionally, ‘the Australian Government further supports the rights of students with disabilities through the 1992 Disability Discrimination Act, this ensures students to have the same educational opportunities as students without disabilities and highlights that all students can access and participate in educational opportunities (Department of Education, n.d.). This act also supplemented the Disability standards for education 2005 which outlined specific responsibilities for educational providers to ensure students with disabilities are able to access and participate within educational opportunities like other students without disabilities, this means schools by law will have to provide reasonable adjustments to meet the students’ learning needs.

1. Department of Education. (n.d.). Students with disability. Australian Government. https://www.education.gov.au/swd

2.     Disability Discrimination Act 1992 (Cth). https://www.legislation.gov.au/C2004A04426

NCCD:

The NCCD stands for the Nationally Consistent Collection of Data on school students with disability is an Australian-wide initiative that allows for data collection to be depicted on students receiving differentiation within the classroom due to a disability (Nationally Consistent Collection of Data, n.d.). Teachers need to be aware of and understand this data collection, which occurs annually, as it focuses on the adjustments and differentiation educators provide to students with disabilities to enable them to access the same rich and engaging education as their peers without disabilities. The NCCD is ultimately guided by the Disability Discrimination act of 1992 and the Disability Standards for Education 2005 framework which allows educators to meet legal and ethical obligations of their job as an educator.

Reference: Nationally Consistent Collection of Data. (n.d.). What are my roles and responsibilities? https://www.nccd.edu.au/what-are-my-roles-and-responsibilities

Teachers Responsibility:

-       Providing reasonable adjustments for students who need educational differentiation needs. This may be in the form of extra time on particular tasks, movement breaks, self-regulation tools provided, preferential seating.

-       Differentiation instruction: Explicit teaching, visual and hands on instructions, manageable steps

-       Engaging in professional development learning: understanding the impact external circumstances have on students.

Case study:

The case study that I will be investigating will explore a year 2 student Thomas George who is currently 8 years old and attends a mainstream school in the western suburbs of Adelaide South Australia. Thomas was diagnosed with ADHD when he was in his foundation year at school as he continuously was experiencing challenges within his inattention and impulsivity when facing structured tasks which in communication with his parents he struggles at home with as well. Thomas still struggles with these concepts as he often becomes disengaged and finds it immensely difficult to sustain focus during a structured learning task. Thomas is a happy and bright student who enjoys hands-on activities as and benefits the most from visual learning tasks and visual prompts. Within his classroom learning, Thomas regularly has an SSO to support his learning as he requires regular verbal prompts and visual cues in order for him to stay on task. Thomas has strengths in the subjects of maths and science with a keen interest in space and often speaks of wanting to be an astronaut when he is older. Due to his keen interest in space, Thomas has a strong imagination, which complements his creative side as he enjoys and completes visual art work exceptionally. I have chosen for my case study child to be placed in a mainstream school, as my experience as an SSO at a public school in Adelaide's western suburbs has shown me that students with ADHD can thrive when placed in inclusive mainstream settings.

# data[].attributes.body
UDL:

The universal design for learning is a ‘planning framework that can be used for inclusive curriculum design (CAST, 2018).’ This design for learning further supports principals, planning and programming for inclusive instructional designs (CAST, 2018).  The use of universal design Is included within multiple means of engagement, representation and action and expression.

Within the lesson plan depicted the UDL framework is clearly embedded throughout.  The first component, multiple means of engagement, is seen through opportunities of student choice specifically through allowing students to select a magical element within their narrative. This allows for an increase in personal relevance, motivation and engagement within their story. Multiple means of representation different visual supports were offered such as word walls, scaffolds and visual aids are promoted around the classroom to ensure accessibility for all students. The educator models the narrative writing process to provide a clear explicit instruction example of the task expectation. The third category of multiple means of action and expression was achieved through provided sentence starters and writing scaffolds as well as a self-editing checklist supporting students self-monitoring skills.

Reference: CAST. (2018). Universal Design for Learning guidelines version 2.2. https://udlguidelines.cast.org/more/downloads

Whole Class Differentiation:

Although all humans share the same basic biology children the same age can differ in regards to their learning styles, preferences, cultural backgrounds, personality and more. These individual differences are what makes us unique as learners (Tomlinson, p.1, 2017).  A whole class differentiation allows for embracing diversity which opens ‘multiple avenues to learning’ and advocates attending to students as individuals however it does not assume separate learning for each learning but focuses on tailoring an instruction to meet learning needs of all students whilst still maintaining a structured teaching expectation. A Differentiated classroom recognises that students learn in different ways and have differing needs and proactively plans to engage and challenge the full range of all learners within the classroom (Tomlinson, p.6, 2017).

In regards to the case study cantered around Thomas the student experiences challenges within inattention and impulsivity which will create pressure on his own learning needs, behaviour regulation and engagement levels. Using flexible teaching methods such as visual aids, movement breaks and various scaffolds it will allow for differentiation to be created without isolating Thomas or separating him from his peers.

Reference:

Saeki, E., Jimerson, S. R., Earhart, J., Hart, S. R., Renshaw, T. L., Singh, R. D., & Stewart, K. (2011). Response to intervention (RtI) in the social, emotional, and behavioral domains: Current challenges and emerging possibilities. In M. R. Shinn & H. M. Walker (Eds.), Interventions for achievement and behavior problems in a three-tier model including RTI (pp. 121–139). National Association of School Psychologists.

Response to intervention:

The response to Intervention in the social, emotional and behavioural domains follows a three-tiered model that targets interventions provided to all students to promote positive SEB development (social, emotional, behavioural), targeted interventions for students at risk of SEB difficulties and intensive individualised interventions for students with significant SEB challenges (Saeki et al., 2011). It further supports the role of school psychologists as it utilises their expertise in their assessment to monitor student progress by making data decision making process. This may be through the incorporation of qualitative data from teacher observation of student self-reflection to understand what the student particularly means (Saeki et al., 2011).

In terms of the case study, Thomas would benefit from:

Tier 1:

-       Explicit teaching

-       Consistent routines and expectations

-       Visual aids

Tier 2:

-       Brain / movement breaks

-       Preferential seating

Tier 3:

-       One plan

-       Smarter goals

-       Regular behaviour and engagement monitoring by SSO and educator

Task Analysis:

One of the depicted SMARTAR goals that has been developed for Thomas focuses on improving his attention span on structured, independent writing tasks. By the end of the term, it is aimed that Thomas is able to independently remain focused for 10 minutes during a writing task.

The explicit learning intention for this lesson is for Thomas to be able to independently use and apply different self regulation strategies to help him remain on task for his writing.

The success criteria Thomas will use to complete this learning goal is to effectively use visual aids and a timer to remind and help him succeed in classroom expectations.

In order to understand the support Thomas will recieve the learning task has been broken down into simpler steps.

1. Thomas will begin the task by organising and gathering the materials he will need for his writing task. These may include:

writing book

pencil

timer

visual aid.

He can be supported to do this by his SSO.

2. Next Thomas will need to focus on the teachers instructions to confirm his understanding of the depicred task. These instructions will then be rewritten on his supported visual aid by the SSO so he can be assisted through his writing task.

3. Thomas will then set his timer for 10 minuets as well as refer back to his visual aid to ensure he is prepared and comprehends his writing task.

4. Thomas will then start his independent writing, supported by the SSO with encouraging words and prompts.

5. Thomas will remain seated in his chosen writing space with limited distractions. He will be accompanied by visual aids and his timer to help monitor his progress.

6. Once Thomas's timer signals the end of his session, Thomas is able to stop writing and have a movement break of his choice. He will receive positive feedback on the writing he has been able to complete as well as a reflection conducted between himself and the SSO for a new goal for his next writing session.

Adjustments made for Thomas:

Thomas will be able to have his SSO near him offering encouraging prompts and feedback whilst he completes his assignment.

Thomas will be able to use self-regulation tools such as noise-cancelling headphones as well as sit in a quiet area of the classroom he feels most comfortable in.

The use of a timer will help support Thomas build up his stamina in his writing tasks.

Reference:  Lane, K. L., Menzies, H. M., Oakes, W. P., & Kalberg, J. R. (2011). Response to intervention (RtI) in the social, emotional, and behavioral domains: Current challenges and emerging possibilities. Psychology in the Schools, 48(5), 512–527. https://doi.org/10.1002/pits.20520

# data[].attributes.body
SMARTAR AND ONE PLAN:

The use of personalised learning is a strategy in which supports an individual’s learning needs in order to create successful outcomes in which suit each individuals’ strengths, needs, interests and learning styles. Personalised learning plans such as smart goals which are ‘specific measurable, attainable, realistic and timely goals which improve students learning outcomes through targeted support strategies (Lawlor & Hornyak, n.d.). It allows for time frames to be set in order to see and track students’ improvement in their learning. Students one plans are also beneficial as they are tailored to each students specific learning needs which is created specifically under the Disability standards for education (2005) guidelines. The one plan allows for differentiated instruction to be documented alongside clear learning goals, strategies and other support services the student is receiving which enables ongoing monitoring and reviews.

Reference:

Lawlor, K. B., & Hornyak, M. J. (n.d.). SMART goals: How the application of SMART goals can contribute to achievement of student learning outcomes. University of West Florida. https://uwf.edu/media/university-of-west-florida/academic-affairs/departments/teach-uwf/SMART-Goals.pdf

Self Determination:

The Self Determination theory states that it is 'inherent in human nature is the propensity to be curious about one's environment and interested in learning and developing one's knowledge (Niemiec & Ryan, 2009). In simplistic terms, this means that it is in our human biology that we as individuals are born curious, and we are born wanting to learn and grow. In terms of an education setting, educators often introduce external factors such a grades and classroom rules that create some control over the students' learning, which can sometimes hinder the students' desire to achieve and learn well if they are constantly receiving negative feedback and grades. In regards to school context self self-determination can refer to the ability for a student to actively participate in their learning. Historically, evidence has shown that individuals diagnosed with ADHD tend to have low self-esteem and a negative self-concept (Champ, Adamou, & Tolchard, 2023). In regards to the case study student Thomas, it is extremely that he develops his own self-determination in order to create a positive wellbeing, but also being in control of his learning. Thomas can do this by.

Creating realistic goals

self monitoring by use of visual aids and timers

positive reinforcement by educator, sso and self

enhance student voice - ensure Thomas feels seen and heard within his learning

Structured and repetitive routines and organisation.

Reference: Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7(2), 133–144. https://doi.org/10.1177/1477878509104318

hamp, R. E., Adamou, M., & Tolchard, B. (2023). Seeking connection, autonomy, and emotional feedback: A self-determination theory of self-regulation in attention-deficit hyperactivity disorder. Psychological Review, 130(3), 569–603. https://doi.org/10.1037/rev0000398

Strategies for Classroom

Strategically review classroom rules:

Thomas works best in a classroom when he is greeted with explicit instruction and language. Research has displayed that when educators are setting classroom rules and expectations to only have 'a few in number and to be phrased in a positive manner in which explicitly tell the students what to do not just what not to do (DuPaul et al, 2011).' Thomas also will need to be prasied more then others when following the classroom expectations to ensure he is comprehending and understanding his positive actions have an effect on his peers and the classroom, thomas will also benefit from these rules being in a closer proximity to him for an example a smaller version printed on his desk in which is a visual aid he can refer to (DuPaul et al, 2011).

Due to Thomas having trouble with inattention as seen in his one plan and SMARTR goal, an antecedent-based strategy that would be recommended for Thomas is to reduce his task demand, in which, in Thomas' case, his writing time expectation has been reduced from a lesson to 10 minutes. Reducing time on structured tasks enables a reduction in off-task or disruptive behaviour from Thomas (DuPaul et al, 2011).

The use of giving Thomas choice within his learning will also be benefical for Thomas in order to allow him to create positive engagement within his work, Having a choice intervention strategy allows students to choose two or more concurrent presented options which all lead to a similar outcome of a completion of a depicted task or activity (DuPaul et al, 2011). Choice allow Thomas to feel seen, heard and in control of his learning whilst still enabling him to practice the specific academic skill but at his pace.

DuPaul, G. J., Weyandt, L. L., & Janusis, G. M. (2011). ADHD in the classroom: Effective intervention strategies. Theory Into Practice, 50(1), 35–42. https://doi.org/10.1080/00405841.2011.534935

# data[].attributes.attachment_link.title
smartar goals case study thomas - emily haller

# data[].attributes.body
Relationships:

if i were a new teacher at the school there are many different people i would form partnerships with in order to ensure there is a smooth transition for Thomas's education as well as being able to create a positive relationship and enviornment for Thomas.

At the beginning of the school year, I would talk to Thomas' parents, which would enable me to share and communicate different variables of Thomas's ADHD as well as be able to understand his likes, dislikes, strengths and needs. This will not only benefit Thomas' learning but also create a relationship of trust between me as the educator and Thomas' parents.

I would also take the time to communicate with Thomas' past and current SSO's as they provide individual adjustments for Thomas and have a close relationship with Thomas. I would want to reinforce the idea that we are a team working together to best support Thomas. Being an SSO myself, I find that this is the most beneficial when helping support a student to ensure goals are being met by the student.

Finally, I would take the time to converse with Thomas's past teachers as well as other classroom teachers and mentors. This will allow me to share and implement different effective strategies that have worked for Thomas in the past as well as offer professional support for me as a new teacher in a new learning environment.

Role of SSO:

Within supporting Thomas, it is important that the role of the SSO is supported and equipped with resources that will help him engage with class activities. The Positive Partnership Module that focuses on teacher and teacher assistants highlighted the importance surrounding the relationship between the SSO and the educator to help support the depicted student. SSO’S help educator provide curriculum support by:

contributing to the planning and delivery of curriculum with participating teachers

delivering curriculum to children in small groups or to individuals under the direction of the teacher or director

performing administrative duties and records management

organising and preparing materials and resources for activities, and organising activities within the safety guidelines under the direction of the teacher

discussing program implementation and evaluation with the teacher

helping organise special events and children's work displays (Department for Education, 2025).

The role of a SSO with Thomas can help support him by providing and implementing behaviour support strategies which will help his learning struggles in regards to impulsivity and inattention. The SSO can reminder Thomas of his goals and help develop positive interactions with Thomas’s peers and his learning.

Resource: Department for Education. (n.d.). School services officers (SSOs) – About the role. Government of South Australia. https://www.education.sa.gov.au/working-us/careers-education/support-roles-schools-and-preschools-ancillary/types-roles/school-services-officers-ssos-about-role

Working with Parents:

It is vital that parents / guardians are included within their children’s learning. Research has shown that parents have a strong influence on their children’s learning and development within their fundamental years at school (Department for Education, 2024). Studies have shown that when a parent is engaged within their children’s learning there are significant benefits such as having greater confidence, increased well-being and less likely to miss days at school.  Having a relationship with Thomas’s parents will allow for a consistency to be provided that is met with understanding and a collaborative support met by both the educator and Thomas’s parents. Students like Thomas who have implemented smarter goals will succeed from consistent strategies that accommodate his learning style in which he can implement both in the classroom and out the classroom. An example of this is within his smarter goals Thomas uses visual aids such as a schedule as well as a timer to help support his learning needs. These both can be implemented at home in order to generalise completion of activities across different settings.

1.     Positive Partnerships. (2025, June 12). Certificate of completion: [Teacher & Teaacher’s Assistants]. Unpublished certificate.- Attained by Emily Haller

2.     Department for Education. (2025, March 24). School Services Officers (SSOs) – about the role. South Australian Government. https://www.education.sa.gov.au/working-us/careers-education/support-roles-schools-and-preschools-ancillary/types-roles/school-services-officers-ssos-about-role

3.     Department for Education. (2024, March 8). Parent engagement in children’s learning. South Australian Government. https://www.education.sa.gov.au/parents-and-families/parent-engagement/parent-engagement-childrens-learning

Wellbeing:

Ensuring and supporting student wellbeing is immensely important within inclusive education. It is known that educators and school communities play a significant role in supporting and developing learner wellbeing (Australian Institute for Teaching and School Leadership, 2021). Wellbeing in a school context can be defined as a ‘suitable state of positive mood and attitude, resilience and satisfaction with self, relationships and experiences at school (Australian Institute for Teaching and School Leadership, 2021).’ Within the Australian curriculum wellbeing can be found in the general capabilities of both personal and social which has strands in four areas such as self-awareness, self-management, social awareness and social management (Australian Institute for Teaching and School Leadership, 2021). In order to support this in primary schools a popular wellbeing curriculum followed is the ‘zones of regulation.’ The zones of regulation are a social emotional learning curriculum and regulation program in which increases students self-awareness and social emotional skills (Kuypers, n.d.).  The zones of regulation provides an easy way to think and talk about how we eel on the inside and sorts emotions into four coloured zones blue green yellow and red which are all expected in life  (Kuypers, n.d.).

My case study student Thomas would benefit from the zones of regulation framework as it is an accessible way for him to develop emotional control especially when he is facing difficulties with attention or impulsivity. By Thomas learning the different coloured zones he will be able to understand and recognise his dysregulation and know what wellbeing strategies will help him feel better.

Reference:

1.     Australian Institute for Teaching and School Leadership. (2021). Wellbeing in Australian schools. https://www.aitsl.edu.au/research/spotlights/wellbeing-in-australian-schools

2.     Kuypers, L. M. (n.d.). The Zones of Regulation. Social Thinking. https://zonesofregulation.com/

Supporting Case study in hospital

It is unlikely that Thomas's condition would require hospital treatment unless he became sick for other external reasons. If Thomas needed to complete his learning in a hospital, I would provide Thomas with a new visual daily schedule that is equipped with different variables and procedures he may have to take into account throughout his learning day. I would also introduce shorter timed tasks, for example, his writing goals would change from 10 minutes to 5 minutes as he would be facing external factors, and this would now be a more attainable goal for his medical situation.

# data[].attributes.body
Video Link:

https://youtu.be/fUPxX6-rx4c

# data[].attributes.body
The resource strategy that I have completed is a checklist that Thomas is able to move a thumbs up thumbs down picture and stick them to different classroom tools so he is aware of the different materials he will be using to complete the task.

# data[].attributes.attachment_link.title
Visual Scheduling Afternoon Checklist Poster in Coloured Clean Style