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

Neurodevelopmental:

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

Neurotypical, Neurodivergent & Neurodiverse:

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

High-Functioning vs Low-Functioning autism:

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

Mainstream Schooling:

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

Stimming:

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

The Zones of Regulation:

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

Social cues:

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

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

Disability Standards for Education 2005 (DSE):

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

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

Alice Springs (Mparntwe) Education Declaration:

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

Australia’s Disability Strategy 2021-2031:

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

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

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

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

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

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

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

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

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

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

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

(NCCD, n.d.)

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

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

Family information:

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

Strengths:

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

Interests:

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

Barriers to learning:

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

Support networks:

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

Assessment Reports:

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

Behaviour/Wellbeing:

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

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

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

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

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

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

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

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

Engagement:

-          Checkpoint 7.1 (Optimise individual choice and autonomy)

-          Providing Sam with different choices such as where he sits

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

-          Checkpoint 7.3 (Minimise threats and distractions)

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

-          Checkpoint 8.3 (Foster collaboration and community)

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

-          Checkpoint 8.4 (Increase mastery-orientated feedback)

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

-          Checkpoint 9.2 (facilitate personal coping skills and strategies)

-         The Zone of Regulation check-ins, personalised goal

-          Checkpoint 9.3 (Develop self-assessment and reflection)

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

Representation:

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

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

-           Checkpoint 3.1 (Activate or supply background knowledge)

-          Providing manipulatives as a form of visual imagery

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

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

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

-          Providing reminders of the terms.

Action and Expression:

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

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

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

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

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

-          Scaffolding tasks, possible SSO support

-          Checkpoint 6.4 (Enhance capacity for monitoring progress)

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

For Sam the Response to Intervention model looks like:

Tier 1:

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

• Explicit direct instruction when explaining tasks.

• Individual learning plan tailored to Sam and his needs.

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

• Interest-based learning/teaching style.

• Planning using the Universal Design for Learning framework/guidelines.

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

Tier 2:

• Language and literacy small group work.

• Social skill groups (What’s the Buzz)

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

Tier 3:

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

• Occupational Therapist

• Speech Pathologist

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

Success Criteria:

• Sam correctly identifies the shapes he created in the task.

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

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

Steps used:

First:

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

Next:

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

Last:

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

Who: Sam

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

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

How many times: at least once a day

By when: by the end of the term

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

• The Zone of Regulation check-ins

• Movement/Brain breaks

• Fidgets

• Wobble stool

• Noise-cancelling headphones

• SSO

• Seated next to an MKO

• Seated near the board

• Visual timetable which is ticked off throughout the day

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

• Personal goals

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

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

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

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

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

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

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

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

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

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

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

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

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

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

2. Australian Children’s Education and Care Quality Authority. (2022). The Disability Discrimination Act: What do children’s education and care services need to know?. https://www.acecqa.gov.au/sites/default/files/2023-12/IS1DDA_InfoSheet_ProvidersStaff.pdf

3. Australian Disability Clearinghouse on Education and Training. (n.d.). Health conditions. University of Tasmania. https://www.adcet.edu.au/inclusive-teaching/specific-disabilities/health-conditions

4. Australian Government, Department of Education. (2022, August 17). The Alice Springs (Mparntwe) Education Declaration. https://www.education.gov.au/alice-springs-mparntwe-education-declaration

5. Australian Government, Department of Education. (2024). Disability Standards for Education 2005. https://www.education.gov.au/disability-standards-education-2005

6. Australian Human Rights Commission. (n.d.). Disability discrimination. https://humanrights.gov.au/our-work/disability-rights/disability-discrimination#:~:text=The%20Disability%20Discrimination%20Act%201992,places%2C%20because%20of%20their%20disability.

7. Australian Institute of Health and Welfare. (2017, April 5). Autism in Australia. https://www.aihw.gov.au/reports/disability/autism-in-australia/contents/autism

8. CAST. (2018). Universal Design for Learning Guidelines version 2.2. http://udlguidelines.cast.org

9. Department for Education and Child Development. (n.d). Understanding the autism spectrum. Government of South Australia. https://lo.unisa.edu.au/pluginfile.php/4482090/mod_resource/content/1/Understanding-the-autism-spectrum%20%281%29.pdf

11. Graham, L. J. (Linda J. (Ed.). (2020). Inclusive education for the 21st century: theory, policy and practice. Routledge, Taylor & Francis Group.

12. Healis Autism Centre. (2022, July 26). Is a Special Needs School or Mainstream School More Suitable for My Child with Autism? https://www.healisautism.com/post/special-needs-school-mainstream-school-more-suitable-child-autism-1

13. Integrity inc. (2021, May 3). High-Functioning Autism vs. Low-Functioning Autism. https://www.integrityinc.org/high-functioning-autism-vs-low-functioning-autism/

14. Mann, G., Hodge, N., Runswich-Cole, K., Gilmore, L., Mavropoulou, S., & Fleming, K. (2020). Developing productive partnerships with parents and carers. L.J. Graham (Ed.), Inclusive education in the 21^st century: theory, policy and practice (1^st ed., pp.336-357). Routledge, Taylor & Francis Group.

15. McMillan, N. M. (2008). Inclusive Education: The Benefits and Obstacles [Doctoral dissertation, SUNY College at Brockport]. The College at Brockport: State University of New York. https://core.ac.uk/download/pdf/233571891.pdf

16. Mental Health Academy. (2023, May 29). Neurodiversity, Neurodivergence and being Neurotypical. https://www.mentalhealthacademy.com.au/blog/post/neurodiversity-neurodivergence-and-being-neurotypical#Neurodiverse-strengths,-talents-and-specialist-skill

17. Mullin, A. P., Gokhale, A., Moreno-De-Luca, A., Sanyal, S., Waddington, J. L., & Faundez, V. (2013). Neurodevelopmental disorders: mechanisms and boundary definitions from genomes, interactomes and proteomes. Translational psychiatry, 3(12), e329. https://doi.org/10.1038/tp.2013.108.

18. NCCD. (n.d.). “What is the NCCD?”. NCCD, Australian Government, Education Services Australia.  https://www.nccd.edu.au/wider-support-materials/what-nccd#:~:text=Data%20from%20the%20NCCD%20is,of%20educational%20adjustment%20being%20provided

19. NDIS. (2021, December 3). Australia’s Disability Strategy 2021-2031. https://www.ndis.gov.au/understanding/australias-disability-strategy-2021-2031#:~:text=Australia's%20Disability%20Strategy%202021%2D2031%20outlines%20a%20vision%20for%20a,inclusion%20of%20people%20with%20disability

20. Paraskevi, G. (2021 September). The Inclusion of Children with Autismin the Mainstream School Classroom. Knowledge and Perceptions of Teachers and Special Education Teachers. Open Access Library Journal, 8(9), 1-33. https://doi.org/10.4236/oalib.1107855

21. Raisingchildren.net.au. (2024, May 14). Stimming: autistic children and teenagers. https://raisingchildren.net.au/autism/behaviour/common-concerns/stimming-asd#:~:text=Stimming%20is%20repetitive%20movements%20or,replacing%20it%20with%20safer%20behaviour.

22. Shogren, K. A., & Wehmeyer, M. L. (2015). Self-determination and inclusive education for students with intellectual disability. Inclusive education for students with intellectual disabilities, 189-210.

23. Tennessee Department of Education. (n.d.). Promoting Self-Determination Among Students With Disabilities: A Guide for Tennessee Educations. https://vkc.vumc.org/assets/files/resources/psiSelfdetermination.pdf

24. The Zones of Regulation. (2023). A Simple Approach to Developing Self-Regulation. https://zonesofregulation.com/

25. Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms. Association for Supervision & Curriculum Development.

26. UNESCO. (1994, June 7). The Salamanca Statement and the framework for action on special needs education. The Salamanca Statement and the framework for action on special needs education.; UNESCO. https://www.right-to-education.org/sites/right-to-education.org/files/resource-attachments/Salamanca_Statement_1994.pdf

27. United Nations. (2016, September 2). United Nations Committee on the Rights of Persons with Disabilities, General comment No. 4 (2016), Article 24: Right to inclusive education. United Nations Committee on the Rights of Persons with Disabilities, General comment No. 4 (2016), Article 24: Right to inclusive education; United Nations. https://www.refworld.org/docid/57c977e34.html

28. Unluol Unal, N., Karal, M. A., & Tan, S. (2022). Developing Accessible Lesson Plans with Universal Design for Learning (UDL). International Journal of Disability, Development and Education, 69(4), 1442–1456. https://doi.org/10.1080/1034912X.2020.1812539

29. Webster & Blatchford. (2020). Rethinking the use of teacher aides. L.J. Graham (Ed.), Inclusive education in the 21^st century: theory, policy and practice (1^st ed., pp.382-400).

30. Wright, L. (n.d). 4 types of social cues. Understood. https://www.understood.org/en/articles/4-types-of-social-cues