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Unit code and title: ESH303 Inclusive practices in education settings

Your name: Kiara Davis

Subject Student Diagnosed with Autism


The student, Jacob (pseudonym), that will be used as the focus for this
assessment has been diagnosed with Autism Spectrum Disorder. According to the
American Psychiatric Association (2000): Autism spectrum disorders [ASD] are
neurodevelopmental disorders characterized by impaired social interactions, deficits in
verbal and nonverbal communication and repetitive behaviours or unusual or severely
limited interests. The Autism Spectrum is wide and ranges from a mild to a severe
disability covering a range of sensory, social, visual, communication and behavioural
impairments and/or patterns (Luiselli, 2011). Jacob has been assessed via a psychologist
and has had several behavioural observation sessions using the Childhood Autism Rating
Scale [(CARS)] as outlined on page three of the Register of Students with Severe
Disabilities (Department of Education, 2013). Jacob was diagnosed with High
Functioning Autism with reference to The Diagnostic and Statistical Manual of Mental
Disorders -IV-TR (American Psychiatric Association, 2000), although this has since
been superseded by the Diagnostic and Statistical Manual of Mental Disorders-5
(American Psychiatric Association, 2013). For the purposes of providing a whole and
inclusive education and to discuss inclusion tactics and practices aligning with those
mandated by the Disability Standards for Education (Cth, 2005) a general overview of
personal facts and a list of Jacobs impairments are required.
Jacob is an 11 year old boy, in grade five, attending a local government primary
school. He has a stable, supportive home life where both parents live at home and are
well educated about Autism. He has one brother and one sister, neither having ASD or
any other disability.

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Unit code and title: ESH303 Inclusive practices in education settings


Your name: Kiara Davis

Jacob has certain impairments that affect his ability to interact in a normal
fashion with his environment and other individuals. These impairmentsy are manifested
in the following ways. Jacob is resistant to social interaction however, does not reject it
completely. He will not sustain conversation or interact with peers of his own accord and
prefers solitary activities so therefore he lags far behind the developmental level. Jacob
does not understand social or emotional reciprocity. He has trouble processing and
making choices when provided to him and adheres to strict classroom and home routines
where deviation from that routine can, but not always, result in aggressive meltdowns.
Jacob has certain tactile sensory issues and will avoid touching anything he deems
messy, he also refuses to sit on hard objects. Jacob has an intense preoccupation with
cars and has an extensive knowledge of makes, models and working parts of engines.
Jacob struggles with organisation and has trouble finding, organising and keeping his
personal items in check whilst he also has substantial difficulties adhering to timeframes or deadlines and staying on task for specific or longer term lessons or activities.

Learning Needs and Inclusive Practices in Learning and Teaching for a Child with
ASD
The No Child Left Behind Act (2001) is one of the many documents that
emphasise the importance of educating children with disabilities, including those
diagnosed with ASD, alongside their typical peers. There are many steps that can be
taken at a school level to ensure proper integration and overall inclusion of a student or
students with ASD. Education institutions should use forward planning at all levels so
that all children can benefit on an operational level from day-to-day activities, staff
should be well informed of the disability and peers should be educated to include and

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Unit code and title: ESH303 Inclusive practices in education settings


Your name: Kiara Davis

not segregate or marginalise ASD individuals (Department of Health, 2002). Individual


Learning Plans [ILPs] are an important start to the ongoing inclusion of the individual
student and allow particular long term and short term goals to be set in order to improve
the childs skills and abilities (Department of Education and Early Childhood
Development, 2013) . Jacob may have set, long-term goals such as: (1) The student will
increase his social skills. (2) The student will increase his organisational abilities and
learn to finish tasks on time. (3) The student will begin to accept changes in routine
without resorting to aggression. These long-term goals are broad and allow for different
levels of improvement. Jacobs current support needs should be taken into account and
listed on a relevant ILP, and then also, progressively, the adjustmenteds that need to be
made in order for him to participate actively and without discrimination. According to
the Disability Standards for Education (Cth, 2005):
The education provider must take reasonable steps to ensure that the student is
able to participate in the courses or programs provided by the educational
institution on the same basis as a student without a disability, and without
experiencing discrimination (p. 19).
Using Jacobs tactile sensory issues as the first example, there are many ways to
make reasonable adjustments as outlined in standard 3.4 of the Disability Standards for
Education (Cth, 2005) in order to remain inclusive and allow Jacob to continue to
participate in the classroom activities without discrimination. Jacob has trouble with
sitting on hard surfaces so one option which would create minimal disruption, may be to
provide him with a cushion or pillow that he can sit on that can be transported between
different lessons. Another example of an adjustment n inclusion tactic, given Jacobs
aversion to messes, may be to have the whole class use glue sticks instead of paste with

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Unit code and title: ESH303 Inclusive practices in education settings


Your name: Kiara Davis

brushes. Jacob also has organisational issues. The teacher may give him a limited
amount of items to keep track of and provide him with a single place for all of his
belongings, such as a tub with his name on it. The Department of Health (2002) stresses
the importance of altering small details in the school or classroom environment to
account for the sensory difficulties some children with ASD may face.
Another example of inclusion practices for a child with ASD would be to utilise
visual supports. Visual cues are very important for a child with ASD and, generally
speaking, a child with ASD is able to process visual information better than that which is
delivered orally (Department of Health, 2002). Visual supports provide students with
ASD adequate time to decipher meaning as well as enabling communication to be
specific (OConnor, 2009). In order to cater for this need in the classroom the teacher
may adopt a variety of strategies to minimise Jacobs anxiety and help him adhere to
time frames. Providing a visual class time table with the days of the weeks and pictures
of which subject goes where during the course of the day would help him to know what
is coming next and when. In order tTo help Jacob keep to time frames, small reasonable
adjustments to the classroom environment might be made such as providing Jacob with a
timer on his desk which starts when the activity begins and slowly counts down to when
the activity ends. This allows him to visually associate the time frame given with the
task at hand. Visual supports can not only serve to enhance instructional engagement
but, when used successfully, they can also improve the social membership and
empowerment of children with ASD as they provide a framework for meaningful
interaction and communication (Arthur-Kelly et al., 2009).
Providing multiple means of representation, action, expression and engagement
is an important part of developing a curriculum that caters for a diverse range of student

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Unit code and title: ESH303 Inclusive practices in education settings


Your name: Kiara Davis

needs. When planning for students with special needs collaboration is imperative and
active student involvement is an important factor to consider when planning inclusive
techniques and strategies for teaching practice (Ashman & Elkins, 2012). Although it is
important to recognise that Jacob may need adjustments to the curriculum or school
environment it is important to consult him as to whether he deems the adjustments
relevant and reasonable. Standard 3.5 of the Disability Standards for Education (Cth,
2005) outlines the importance of consulting the student on any adjustments being made
and also outlines that the teacher and student should assess whether the adjustment could
be modified to be less intrusive or disruptive but of no less benefit to the student.
Although adjustments do need to be made in the classroom/school environment
to facilitate and encourage Jacobs learning and improvement there may need to be
significant curriculum adjustments through differentiation in order for Jacob to achieve
the same learning outcomes as his peers. According to Ashman & Elkins (2012): an
inclusive curriculum caters for the learning needs of all students it provides a neatness
of fit for each student, while still retaining the focus of control for the curriculum within
the classroom (p.239). Jacob has a preoccupation with cars and this fixation could
potentially be used as a stimulus to keep him actively engaged and on track to achieve
the required learning outcomes of particular lessons. Section 6.3, paragraph b, of the
Disability Standards for Education (Cth, 2005) outlines that a teacher may take measures
to alter or modify a: course or program, delivery modes and learning activities to
take account of intended educational outcomes and the learning capacities and needs of
the student (p. 24). An example of this might be to use cars as the subject of a
mathematics lesson. One of the content descriptors provided by the Australian
Curriculum: Mathematics Version 6.0 (ACARA, 2014) at the relevant grade five level is:

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Unit code and title: ESH303 Inclusive practices in education settings


Your name: Kiara Davis

Solve problems involving multiplication of large numbers by one- or two-digit numbers


using efficient mental, written strategies and appropriate digital technologies (p. 17).
Here a teacher might provide multiplication problems for Jacob that revolve around
types of cars rather than just number problems on a page. This strategy would need to be
reflected upon as to its usefulness for keeping Jacob on task, interested and working
towards his learning outcomes. The Department of Health (2002) advocates the
importance of critically reflecting and evaluating each learning experience that is
modified for a child with ASD in order to ensure the lesson provides the child with the
opportunity to develop the skills required and to express their views adequately.

Improving Social Skills Within the Classroom for a Child with ASD
The Disability Standards for Education (Cth, 2005) mandates in its preliminary
objectives the importance of eradicating discrimination against individuals on the
grounds of disability and to promote acceptance and appreciation within the community
that those with a disability have the same rights as all others. In order Ffor this to occur
successfully, ASD students who have significantly impaired social abilities may need
extra support to learn how to interact effectively with their peers. The Australian
Curriculum (2012) defines in its general capabilities the importance of personal and
social abilities while The Melbourne Declaration on the Educational Goals for Young
Australians (The Ministerial Council on Education, Employment, Training and Youth
Affairs , 2008) explains the importance of social capability and its role in helping
students become successful learners: helping to improve their academic learning and
enhancing their motivationsocial capability supports students in becoming creative

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Unit code and title: ESH303 Inclusive practices in education settings


Your name: Kiara Davis

and confident individuals with a sense of self-worth, self-awareness and personal


identity[and] it helps students to form and maintain healthy relationships (p. 9).
Jacob struggles to integrate with his peers due to his under-developed social and
play skills however he does not completely reject interaction. According to Taylor &
DeQuinzio (2011) it is imperative that a child with ASD understands the importance of
developing their social skills and they should be encouraged to discuss their successes
and failures with the teacher in order to improve. One way of helping a child with ASD
integrate successfully with their peers is to encourage social skills through peer
modelling and provide group work or play activities that facilitate co-operative learning
contexts. The teacher should support interaction between the students and encourage
positive interdependence (Ashman & Elkins, 2012). The group work set might be
tailored surreptitiously to the interests or needs of the child with ASD to encourage them
to interact with their peers (Luiselli, 2011).

Assessment Practices and Achieving Improvement for a student with ASD


There are many approaches used in order to assess the ongoing improvement of a
student with ASD. The ILP put in place for that particular student is a good place to start
as it sets out clear goals for both the teacher, student and significant others involved such
as parents or care givers. Other methods typically used by teachers for assessing a
student with ASD are behaviour rating scales, direct observations, Autism checklists,
functional behaviour assessments, social skills checklists, curriculum-based assessment
and adaptive behaviour scales (Sansosti & Sansosti, 2013). These methods are all
relevant assessment methods for a child with ASD and, through organisation and
planning diverse teaching and assessment strategies, they can help the teacher, student

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Unit code and title: ESH303 Inclusive practices in education settings


Your name: Kiara Davis

and parents see progress and plan for future improvement in behaviour, social capability
and other units of work (Ashman and Elkins, 2012).
Providing an inclusive education for all children including those with ASD, such
as Jacob, is not only important for the development of the individual students it is also
required by law. The Disability Standards for Education (Cth, 2005) set forth clear
guidelines to instruct educational providers as to their legal obligations in this matter and
The Victorian Teaching Profession Code of Conduct (Victorian Institute of Teaching,
2008) outlines that all teachers must be aware of the legal requirements that pertain to
their profession and should always know their students well whilst respecting their
individual differences and catering for their individual abilities. This discourse had been
intended to reflect the understanding of the educational needs of a child with ASD.
Examples of teaching, learning and assessment practices have been discussed in line
with The Disability Standards for Education (Cth, 2005). To exit, a quote from the
Ashman & Elkins (2012) is particularly relevant: Even if schools have provided
inclusive programs an understanding of the full meaning of inclusion can still be
missingschools need to be vigilant when thinking about how all aspects of school life
can be inclusive of all students (p. 50).
Strong conclusion.

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Unit code and title: ESH303 Inclusive practices in education settings


Your name: Kiara Davis

References
American Psychiatric Association. (2000). Diagnostic and Statistical Manual of Mental
Disorders (4th ed). Washington, DC: American Psychiatric Association.

American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental


Disorders (5th ed). Washington, DC: American Psychiatric Association.

Arthur-Kelly, M., Sigafoos, J., Green, V., Mathisen, B., & Arthur-Kelly, R. (2009).
Issues in the use of visual supports to promote communication in individuals
with autism spectrum disorder. Disability & Rehabilitation, 31(18), 1474-1486.
Retrieved from http://eds.a.ebscohost.com.ezproxy.utas.edu.au/eds/pdfviewer
/pdfviewer?sid=89b31ddd-c4fe-40f8-93301b8e62efe7b3%40sessionmgr4002&v
id=8&hid=4103

Ashman, A., & Elkins, J. (Eds.). (2011). Education for inclusion and diversity (4th ed.).
Frenchs Forest, NSW: Pearson Education Australia.

ACARA. (2014). Australian Curriculum: Mathematics Version 6.0. Retrieved from


http://www.australiancurriculum.edu.au/mathematics/Curriculum/F-10#level5

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Unit code and title: ESH303 Inclusive practices in education settings


Your name: Kiara Davis

Department of Education and Early Childhood Development (2013). Individual


Learning Plans. Retrieved from http://www.education.vic.gov.au/school/teachers
/support/pages/lspmod32curric2.aspx

Department of education (2013). Register of Students with Severe Disabilities.


Retrieved from https://www.education.tas.gov.au/documentcentre/documents
/register-of-students-with-severe-disabilities.pdf

Disability Standards for Education 2005 (Cth) (Austl.). Retrieved from


http://docs.education.gov.au/system/files/doc/other/disability_standards_for_edu
cation_2005_plus_guidance_notes.pdf

Department of Health. (2002) Autistic Spectrum Disorders, Guidance on Autistic


Spectrum Disorders. Retrieved from http://webarchive.nationalarchives.gov.uk
/20130401151715/https://www.education.gov.uk/publications/eOrderingDownlo
ad/0597-2002-PDF1.pdf

Department of Health. (2002) Autistic Spectrum Disorders, Pointers to good practice.


Retrieved from http://webarchive.nationalarchives.gov.uk/201304011517
15/https://www.education.gov.uk/publications/eOrderingDownload/0597-2002PDF2.pdf

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Unit code and title: ESH303 Inclusive practices in education settings


Your name: Kiara Davis

Luiselli, James K. (2011). Teaching and Behavior Support for Children and Adults with
Autism Spectrum Disorder : A Practitioner's Guide. Retrieved from
http://www.eblib.com

The Ministerial Council on Education, Employment, Training and Youth Affairs (2008).
The Melbourne Declaration on Educational Goals for Young Australians.
Retrieved from: http://www.mceecdya.edu.au/verve/_resources/national_
declaration_on_the_educational_goals_for_young_australians.pdf

No Child Left Behind Act of 2001, 20 U.S.C. 6319 (2008).

O,Connor. G. (2009). Visual Supports for Students with Autism Spectrum Disorder.
Retrieved from http://www.spectronicsinoz.com/blog/wpcontent/uploads/2
009/08/visual-supports.pdf

Sansosti, F. J., & Sansosti, J. M. (2013). Effective School-Based Service Delivery for
Students with Autism Spectrum Disorders: Where We Are and Where We Need
To Go. Psychology In The Schools, 50(3), 229-244. doi:10.1002/pits.21669.

Taylor, B.A., & DeQuinzio, J. A. (2011). Video Modeling. In Luiselli, J.K. (Ed).
Teaching and Behavior Support for Children and Adults with Autism Spectrum
Disorders: A How To Practitioners Guide. New York: Oxford University
Press.

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Unit code and title: ESH303 Inclusive practices in education settings


Your name: Kiara Davis

The Victorian Institute of Teaching. (2008). The Victorian Teaching Profession Code of
Ethics. Retrieved from http://www.vit.vic.edu.au/SiteCollectionDocuments/PDF
/1543_Code-of-Conduct-June-2008.pdf

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Unit code and title: ESH303 Inclusive practices in education settings


Your name: Kiara Davis

ESH303 Inclusive Practices in Education Settings


Assessment Task 2 Feedback
Assessment Criteria

High Distinction (80-100)

Distinction (70-79)

Credit (60-69)

Pass (50-59)

Apply terms and principles of


the Disability Standards for
Education 2005

A professional level of
understanding of key terms and
principles of the Disability
Standards for Education 2005 was
applied in a way that was highly
relevant to the specific context

An clear and accurate


understanding of key terms and
principles of the Disability
Standards for Education 2005
was applied in a way that was
appropriate to the specific
context

A sound working knowledge of


key terms and principles of the
Disability Standards for
Education 2005 was applied
with consideration of the
specific context

A basic working knowledge of


key terms and principles of the
Disability Standards for
Education 2005 was applied
with some consideration of the
specific context

Analyse the educational needs


of a student with disability

A professional analysis of the


individual students educational
needs was provided, which was
realistic and formed a strong basis
for learning and teaching practices

A well-informed analysis of the


individual students educational
needs was provided, which was
realistic and very useful in terms
of informing learning and
teaching practices

A sound analysis of the


individual students key
educational needs was provided,
which was realistic and useful in
terms of informing learning and
teaching practices

A basic analysis of the


individual students key
educational needs was
provided, which was
somewhat realistic and mostly
useful in terms of informing
learning and teaching practices

Explain and justify learning and


teaching practices for a student
with disability

A comprehensive and clear


explanation of highly appropriate
learning, teaching, and assessment
practices for the student was
provided, with a professional
justification of the supporting
evidence-base

A clear explanation of highly


appropriate learning, teaching,
and assessment practices for the
student was provided, with a
justification associated with
some supporting evidence-base

A clear explanation of
appropriate learning, teaching,
and assessment practices for the
student was provided, together
with relevant justification

An explanation of appropriate
learning, teaching, and
assessment practices for the
student was provided, together
with some relevant
justification

Communicate in writing with


in-text and reference list
according to the APA style (6th
Edition).

The overall presentation was


outstanding: a wide range of
relevant literature, including cutting
edge publications, was synthesised
and accurately referenced, with
next to no typographical errors, and
professionally communicated

The overall presentation was


very good: a wide range of
relevant literature, including
recently published material, was
synthesised and very well
referenced, with minimal
typographical errors, and very
well communicated

The overall presentation was


good: drew support from a
range of relevant sources which
were very well referenced, with
few typographical errors, and
generally very well
communicated

The overall presentation was


satisfactory: acknowledged
some relevant sources which
were appropriately referenced,
with some typographical
errors, and generally well
communicated

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