Inclusive education – All children have a right to access and participate in ‘quality education, and children with disability … have the right to an inclusive education’ (Graham, 2020)

Differentiation – Differentiation involves teachers planning various approaches to how and what they teach to provide opportunities for students to learn (Tomlinson, 2017). 

Adjustments – ‘Actions taken to enable a student with disability to access and participate in education on the same basis as other students’ (Education Service Australia, 2022)

2.     Drink bottle on desk

3.     Reading folder in reading box

4.     Bag on bag rack

5.     Say good morning to the teacher

Curriculum Connection: Personal and social capability

Self-Management  

Develop self-discipline and set goals

1a make a choice to participate in a class activity

1b Follow class routines to assist in learning

 Early Years literacy continuum 

Level 1c - use conventional behaviours and/or concrete symbols consistently in an increasing range of environments and with familiar and unfamiliar people to:

• respond to a sequence of gestures, objects, photographs and/or pictographs, for example, follow a visual schedule to complete a task

• respond to requests

 

Mia is diagnosed is autism spectrum disorder. She currently accesses NDIS support from a speech pathologist and occupational theorist to develop communication, social and self-regulation skills. Mia is sensitive to loud noises and often runs out of the classroom to the playground when the classroom is loud. Mia may require headphones or breaks from loud spaces. Mia is learning to recognise feelings in her body and language to describe these feelings. Her OT has encouraged daily interoception activities and has provided a visual coreboard to help her describe her feelings. 

 

Mia stated school at the beginning of the year and requires scaffolded learning to support her in learning the routines of the classroom. She uses visuals to follow instructions and routines. Mia requires clear, simple instructions, tasks to be broken in to small parts and repetition to learn new tasks. Mia appears to articulate during conversations but has a limited vocabulary. She finds it difficult to retrieve the words she is looking for to explain things. She finds it difficult to communicate her needs with others.

 

Represent practical situations that involve equal sharing and grouping with physical and virtual materials and use counting or subitising strategies (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2022)

Structured Teaching Strategies – Visual cues and structured adjustments will support Mia in the classroom and learning task. Predictable learning environments support all students to have clear and accessible expectations (Carrington et al, 2021). ‘Students on the spectrum present with strong need for predictability’ therefore it is important that Mia is provided with visual schedules and routines to support her progression and achievement (Carrington et al, 2021, p. 75).
Differentiation – Differentiating learning tasks will support the progression of Mia’s learning as the teacher implements adjustments to challenge success and improve learning outcomes (Victorian Department of Education and Training [VDET], 2020).
Collaborative learning – Engaging in collaborative learning will support Mia to develop her social skills. 

1.     Lunch box in lunch container 

2.     Drink bottle on desk

3.     Reading folder in reading box

4.     Bag on bag rack

5.     Say good morning to the teacher