Attention Deficit Hyperactivity Disorder (ADHD)

• A neurodevelopmental disorder characterized by symptoms of inattention, hyperactivity and impulsivity. Using this term is crucial for accurately identifying the primary condition being discussed.

Inattention, Impulsivity and Hyperactivity

• Inattention refers to difficulty to maintain focus, following through ont asks and organizing activities. Hyperactivity refers to excessive movement, fidgeting, difficulties remaining in one place for a prolonged amount of time. Impulsivity refers to following through with actions regardless of the consequences, interrupting others, difficulty waiting for turns. All three of these are common characteristics of students who have ADHD which makes it vital for educators to understand terminology.

Expressive and Receptive Language

• Expressive language is the ability to convey thoughts, ideas, and feelings through speech. By highlighting expressive language difficulties, we as educators can guide interventions aimed at improving communication skills. Receptive language refers to the ability to understand and process spoken language. Addressing receptive language challenges is important for ensuring students can follow instructions and comprehend lessons. This will be important to address for students who struggle with speech and again, is important terminology to understand in order to implement goals and strategies for students.

Individualized Education Program (IEP)

• This is a legally mandated document outlining special education services for students with disabilities. It is important to implement these into the classroom when focusing on ADHD and speech disabilities as it is a tailored educational plan to ensure all students are given an equal opportunity to succeed.

Speech- Language Pathologist (SLP)

• This is a specialist who assesses and treats speech and language disorders. This term emphasizes the role of interdisciplinary collaboration in supporting students with ADHD and speech disabilities. Having a person qualified in this field accessible to the students will also make for a better chance of success for students academically and socially.

Disability Discrimination Act 1992 (DDA)

• The DDA aims to eliminate discrimination against people with disabilities in various areas, including education. It ensures that all students with disabilities are given the same rights and access to education as students who do not have a disability. This Act provides a legal framework to protect students with disabilities from discrimination, ensuring they have equal access to educational opportunities and resources.

The Australian Education Act 2013

• This Act provides the foundation for the funding of schools in Australia. This includes provisions to support students with additional needs and emphasizes equitable access to quality education and inclusion for all students. The importance of this Act to inclusive education is that there is a linking between funding and the support of students with disabilities. This in turn, ensures that schools are given the necessary resources to implement inclusive education practices.

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

• The NCCD is an annual collection of data that allows schools to identify and support those students who may have disabilities. It provides information about the number of students who are receiving adjustments and the level of support that they need. The NCCD is vital as it helps in planning and the funding decisions that were listed in the previous Act. This ensures that resources are not wasted and are allocated to support the inclusion of students with disabilities in mainstream educational settings.

The convention on the Rights of Persons with Disabilities (CRPD)

• This is an international human rights treaty that was adopted by the United Nations, which Australia then ratified in 2008. It aims to promote, protect and ensure the full and equal enjoyment of all human rights by persons with disabilities. The importance of the CRPD is that it obliges Australia to promote inclusive education and to take all appropriate measures to ensure that students with disabilities are not excluded from the education system.

The previously listed documents are important for many similar reasons. To name just a few;

Provide legal protection

• They ensure that students who do have a disability are legally protected against discrimination and have the right to equitable access to education.

Set Standards and Guidelines

• The Acts and documents offer clear standards for educational institutions to follow based on how they should implement inclusive education practices effectively.

Promote Equity and Inclusion

• The documents all emphasize the importance of equitable educational opportunities for all students, this ensures that students with disabilities receive the support they need in order to succeed.

Importance of the NCCD to a teacher

It is important for a teacher to understand and work with the NCCD for many vital reasons. Teachers are legally obliged to provide reasonable adjustments for students with disabilities based on the Disability Discrimination Act 1992, the NCCD is closely aligned with this. Techers are accountable for adhering to these legal requirements and by understanding the NCCD, teachers can then ensure their compliance. The data that is provided by the NCCD is vital when informing the government of funding decisions. Understanding the NCCD as a teacher allows for them to advocate for the necessary resources they feel they need based on their students individual needs and supported documented needs. The NCCD also promotes the process of regular review and adjustment of teaching practices, promoting continuous improvement in inclusive education. By reviewing these adjustments, teachers can better tailor their teaching to meet the specific needs of each student in turn improving their educational outcomes. The NCCD also of course address equity and inclusion in the school system. It promotes the goal of inclusive education, ensuring that all students, regardless of abilities, have access to high-quality education. Furthermore, this helps identify and address barriers of learning, ensuring that all students with disabilities can participate in the school community to their fullest abilities.

Name: Jack Thompson

Age: 14

Grade: Year 9

Diagnosis: Attention Deficit Hyperactivity Disorder (ADHD) and Expressive Language Disorder.

School: Grenfell High School, a mainstream public school in a suburban area.

Background:

Jack Thompson is a 14-year-old student in Year 9 studying at Grenfell High School. He has been diagnosed with ADHD, characterized by inattentiveness, hyperactivity, and impulsivity, and an Expressive Language Disorder which further affects his ability to organize and express his thoughts verbally. Despite these challenges, Jake demonstrates average to above-average intelligence and a strong interest in HASS, specifically History. Jacks family lives in a suburban area with limited access to specialized private schooling. Both of Jack's parents work full-time jobs, and while they are supportive, their financial situation does not allow for the additional costs associated with private or specialist educational settings. Grenfell High School, the local public school, is the most viable option for Jack due to his families financial situation, proximity, accessibility, and available resources.

Behavior in a Classroom Setting:

Jack often struggles to maintain focus during his class time when being explicitly taught and when doing independent work. He can be easily distracted by external factors such as his friends and peers in the classroom and he therefore requires frequent redirection from the teacher. Jack also tends to fidget, consisting of frequently moving around the classroom, staying seated, moving when moving is not considered a desired behavior. This hyperactivity can sometimes disrupt the learning environments for him and his peers. Jack also struggles with impulsivity, he frequently yells across the classroom, disrupts other students learning, blurts out answers which all in turn lead to misunderstandings and conflicts with his classmates. Jack also struggles with communication. He has difficulty organizing his thoughts and expressing them in a clear way. This further impacts his ability to participate in classroom discussions and in his written/verbal assignments. Jack often struggles to complete his tasks within the allocated time due to his ADHD diagnosis. Due to his hyperactivity and impulsivity in the classroom setting he is currently in, he can disrupt not only his own learning, but his peers learning too. This is a constant struggle to find ways to manage the behaviors without isolating him from the rest of the class.

Community and Accessibility

• Grenfell High School is within walking distance from Jack's home, making it easily accessible .This proximity allows for Jake to participate in after-school programs and receive support without extensive travel. Being as his parents both work full-time jobs, Jack is responsible for getting him and his siblings home after school, by placing him at the most local school to their house, this eliminated the worry of excessive travel and the responsibilities for Jack to manage his siblings.

• By attending this school, Jack is able to remain integrated within his community, fostering a sense of belonging in his social environment.

Inclusive Education Policies

• Under the Disability Discrimination Act 1992 and the Disability Standards for Education 2005, Jack is entitled to reasonable adjustments and support within mainstream educational systems. The Department of Education states that inclusive education means that all students will benefit academically and socially when provided with high quality teaching. Students are obliged to have access to inclusive education in order for them to successfully access and participate in learning along-side their peers, supported by the adjustments made and implemented strategies (Department of Education, 2024) With this in mind, Grenfell High School is closely aligned with the departments policies and legislations and offer Jack the adjustment and support needed within the mainstream education system he is currently in. The school also has a dedicated Special Education Needs Coordinator (SENCO) and a team of support staff trained in inclusive education practices, ensuring Jacks educational needs can be met within mainstream settings.

Educational Outcomes

• The teaching staff at Grenfell high school are trained in differentiated instruction techniques, enabling them to tailor lessons to meet Jacks unique learning needs while maintaining a high academic standard. There is also a continuous regular assessment review of Jacks progress which closely aligns with the NCCD's regular review of disabilities in schooling.

Social and Emotional Development

• The majority of Jack's friends he made at primary school followed a similar path as him coming to Grenfell High School. This made the change easier for Jack as there were still people of consistence in his life. The peer interactions he has in his mainstream schooling allow him to interact with a diverse group of peers and therefore promoting social skills and friendship. These interactions are crucial for Jack to develop his social-emotional skills and his overall self-esteem. As stated before, due to close proximity, Jack is also able to participate in extra-curricular activities outside of school hours. Jack loves to play soccer and plays for the school team, this gives him the opportunity to engage with peers outside of schooling hours in something they all have a common interest in.

How can teachers use UDL framework?

To apply the UDL into the classroom, it involves a systematic approach to curriculum planning and delivery. In order to integrate UDL framework into an educators teaching, the following steps should be followed:

• Set clear goals

• Analyze learner variability- understand diverse needs, preferences, and abilities of students to inform the design of instructional strategies.

• Select and use flexible methods and materials- choose teaching materials and methods that allow you to provide multiple ways for students to engage, to be represented and to express themselves.

• Monitor and assess progress- Use formative assessment to monitor student progress and provide ongoing feedback. Adapt the teaching methods and materials from the data received via assessment.

• Provide support and resources- Offer scaffolding of tasks, make sure support systems are accessible.

Focus area within UDL based on case study:

In my lesson plan, I have decided to focus on the area of Action and Expression of the UDL framework. The purpose of implementing this area into my lesson plan is to allow for Jack to demonstrate his knowledge and skills in different ways that accommodate his expressive language difficulties and ADHD. The strategies included are as following:

• Alternative modalities for expression- Allowing Jack to complete assignments and demonstrate his understanding through various formats, such as creating models, making videos, or giving oral presentations instead of only written reports.

• Assistive technologies- Provide Jack with tools such as speech-to-text software or graphic organisers.

• Scaffolding and supports- these outlines help Jack to plan and structure his written and spoken work. The scaffolding tool can be used in order to allow him to organise his thoughts into a clear structure therefore further developing his communication.

• Regular check-ins and feedback- Making sure Jack is on task by giving him goals for the lesson based on his assignments or what we as a class are learning. Have accessible drafting for him, frequently monitor his progress and provide feedback in order to make adjustments to cater to his learning strategies and supports. There will also be an SSO in the classroom in order to help maintain Jacks attention on the task.

• Differentiation by Content:

  Video and Visuals- the inclusion of sound effects, short clips and the teachers activity of role playing as a 1914 news reporter all offer a different way of understanding content without reading and writing. This helps introduce the topic of the First World War and caters to Jacks visual and auditory learning abilities.

• Differentiation by Process:

  Students are actively engaged when working through the first section of the timeline model together. This is beneficial for Jack and other students who may need extra guidance before working individually on a task. Giving the option for pair work also allows for peer support in turn, helping Jack with peer assistance and opportunities for him to do some social interaction learning.

• Differentiation by Product:

  Allowing student to present their timeline in various formats (online, in front of the class, peer discussion, oral presentation, physical models) gives them the opportunity to choose the method that is best catered to their needs. In line with Jack, as he has a strong interest in History, being able to craft a timeline together aligns with his learning style and enjoyment of hands-on activities to express his understanding.

• Differentiation by Learning Environment:

  Grouping students for the activity ensures Jack has access to peer assistance which will further facilitate his learning in collaborative learning and is providing an additional support system to keep him on track.

• Universal interventions

• Targeted interventions

• Intensive interventions

Given Jack's ADHD and Expressive Language Disorder, the RTI framework provides a structured approach to support his learning and behavioral needs to an effective standard. By implementing this tiered intervention, monitoring Jack's progress, and making data-based decisions, the RTI approach will ensure that Jack receives the level of support he needs in order to achieve academic and behavioral goals. The RTI system further benefits Jack due to the targeted and individualised strategies that are implemented, as students like Jack who have specific challenges, can find their needs met.

• Jack will understand the key events that led to the outbreak of WW1 and be able to explain their significance.

Success Criteria:

• I know that I can explain the key events leading to WW1 when I have:

• Identified main events.

• Created a multimedia presentation that accurately depicts these events in chronological order.

• Written a brief description for each event explaining its significance.

Steps to break down learning sequence:

• Step 1- introduction to key events:

  • Watch short video clip or presentation about the events leading up to WW1.

  • Provide Jack with a handout summarising the key events with visual aids.

• Step 2- Interactive storytelling and role-playing:

  • Role-play events leading to WW1. Assign each student a group and event to act out.

  • Pair Jack with a peer who can help him follow script and stay focused during the activity.

• Step 3- Research and gather information:

  • Students research key events using handouts and reliable online sources provided by the teacher.

  • Demonstrate how to find and note down important information

  • Provide structured research templates to help Jack organise his information.

• Step 4- Create multimedia presentation:

  • Create a presentation on PowerPoint, Google Slides, etc.

  • Break down steps needed to create presentation.

  • Allow Jack to use speech-to-text software to help with writing descriptions.

• Step 5- Writing descriptions:

  • Write brief descriptions of events.

  • Give Jack sentence starters in order to help him begin his descriptions.

  • Offer Jack one-on-one assistance.

  • Use scaffold to check in with Jack.

• Step 6- Present and feedback:

  • Teach students how to give constructive feedback, helping Jack with his ability to communicate effectively with classmates.

  • Allow Jack to present in a small group if presenting to the whole class proves too challenging.

• Special Education Needs Coordinator (SENCO)

  • Typically responsible for coordination of support for students with special educational needs.

• Previous Teachers

  • Previous teachers have firsthand experiences teaching Jack and can offer practical advice and tips based on their time in the classroom with him previously.

• School Counselor or Psychologist

  • These people work closely with students who have behavioral and emotional needs and can provide strategies for supporting Jack's overall well-being.

• Speech-Language Pathologist (SLP)

  • SLP works directly with Jack on his language skills and can further provide strategies in order to help him with his language.

• Parents/ Guardians

  • Provide an understanding of Jack's home life, needs and strengths and value of education.

I believe the information that may be the hardest to find would be regarding his social interactions and peer relations due to frequent dynamic changes which may not be continuously documented. Behavioral triggers and responses due to the fact that these triggers may vary depending on Jacks initial moods, it requires constant observation and detailed records.

• Enhanced Social-Emotional Development:

  • Jack becomes more resilient, better able to cope with stress and more confident in social situations.

  • Positive emotional health is foundational for effective learning and overall well-being.

• Improved Classroom Behavior:

  • Jack's improved ability to manage frustration and stay focused positively impacts the classroom environment, making it a more valuable learning space for himself and his peers.

  • The less time the teacher can spend on classroom management of behavior, the more time the teacher can spend on instruction, explicit teaching and deeper engagement with curriculum.

• Enhanced Academic Performance:

  • With fewer disruptions and better self-regulation, Jack will be able to concentrate more effectively on academic tasks, further leading to better comprehension skills and retention of material.

  • The constant participation in group activities will also enhance Jack's ability to learn collaboratively and therefore develop his critical thinking skills and his social abilities.

• Positive Peer Relations:

  • Positive social reactions foster the supportive learning community. As we found that Jacks motivator was positive reinforcement, by enhancing his ability to work and peer learning opportunities.

  • Stronger peer relationships also contribute to his sense of belonging further motivating him to do well in school activity.

Importance for Jack:

• Gain confidence in his abilities.

• Improve ability to manage behavior and learning.

• Develop resilience and motivation through his own means.

• Enhance his academic outcomes.

• Enhance his social outcomes with peers.

• Goal setting:

  • Teach Jack to set SMARTAR goals.

  • Work with him to identify short and long term goals.

  • Break down larger goals into manageable steps.

  • Regularly check-in and collaborate on ways in which student and teacher can achieve these goals.

• Self-Monitoring:

  • Use checklists, journals, digital apps to track progress.

  • Encourage Jack to reflect on performances.

  • Provide regular feedback in check-in times.

  • This will increase his level of accountability for his actions and work.

• Decision making:

  • Allow Jack to choose projects he would like to do based on the topic.

  • Offer him multiple options as to how he can complete his assessments.

  • Encourage Jack to take part in making self-regulation strategies and learning strategies

• Self-advocacy:

  • Teach Jack how to communicate his needs and preferences assertively.

  • Support Jack in understanding his rights and the resources that are available at the school for him.

  • This will in turn develop Jacks confidence to advocate for himself.

• Principle/ Vice-Principle:

  • Provide guidance on school policies, procedures, professional development opportunities and address any major concerns you might have.

• Special Education Needs Coordinator (SENCO) or Learning Support Coordinator:

  • Collaborate on individual needs of students, social-emotional developments, create supportive learning environments.

• School Counselor/ Psychologist:

  • Consult on behavioral and emotional issues of students present within my classes, conduct assessment and help develop intervention strategies if need be.

• Other Teachers:

  • Work together to implement lesson plans that are effective for all students and provide additional support to students. Can also gather information on students in my classes based on other teachers experiences with them.

• Initial meeting:

  • Scheduled face-to-face or virtual meeting early in school year.

  • Discuss Jack's strengths, challenges, and goals. Share my teaching approach and how I plan to support Jack.

• Regular Updates:

  • Keep parents informed on progress, successes, and areas for improvement. Two-way-street, ask Jack's parents to update you on any large changes in Jack's life or behaviors that may affecting his schooling.

• Use of Technology:

  • Facilitate convenient and effective communication due to his parents being in full-time work. Share updates, resources, documents, assessment tasks so they are readily and easily accessible to parents.

• Involve parents in goal setting:

  • Collaborate on SMARTAR goals for Jack. Discuss how these goals can be implemented in schooling and in home life to create consistency for Jack.

• The SSO will provide one-on-one support to Jack during critical learning times, such as independent work periods, group activities, and transitions between tasks.

• The SSO will help Jack implement self-regulation strategies and stay focused on his work.

• The SSO will also assist Jack with his expressive language tasks, such as organizing and utilizing speech-to-text technology.

• The SSO will help monitor and implement Jack's behavior intervention plan, including using visual aids, timers, and positive reinforcement techniques.

• Justification:

• Personalised Attention: Jack's ADHD and Expressive Language Disorder require personalised strategies that an SSO can consistently implement, ensuring he stays on task and manages his behavior effectively.

• Consistency: Having a dedicated SSO ensures that the strategies and supports for Jack are applied consistently, which is crucial for his progress and stability.

• Behavior Management: Consistent monitoring and reinforcement of Jack's behavior plan help in reducing disruptive behaviors and promoting positive actions.

• Data Collection: The SSO can collect data on Jack's behavior, providing valuable insights into what strategies are working and where adjustments are needed.

• Establish Communication Channels:

  • Continuous regular updates with parents and hospital staff to ensure teacher is kept up with his condition and parents and Jack are kept up with learning needs.

  • This could be done via virtual meetings such as zoom or teams.

• Use of Technology:

  • Utilise the school's learning management system, (teams/DayMap) to post assignments, resources and videos in order to keep Jack up to date.

  • Ensure Jack has access to these in the hospital.

  • Record Audio from explicit teaching to ensure Jack is given the same tools every other student is given in the class.

• Flexible assignments:

  • Modify assignments to Jacks capacity, consider health, discuss with parents to create shorter, simplified and easier tasks to complete.

  • Offer the similar option given to him in school that is allowing him to choose how he presents his information as a summative piece.

  • Allow for extra time considerations.