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.

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

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.

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.

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.

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.

• 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.

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.

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.

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.

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.

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.

• 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.

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