EDFD271- SEMESTER TWO 2012 Meaghan Ryan-S00117036

1 | P a g e


EDFD271- SEMESTER TWO 2012 Meaghan Ryan-S00117036

2 | P a g e

ASSESSMENT TASK ONE: AGENCY VISITS
STUDENT PROFILE .
Mary is a year eight student at Catholic secondary school and has just turned fourteen. She is from an English
speaking background and has lived in Australia since birth. She loves to read, play netball and making things.
Recently Marys mother passed away after a long battle and her father has been left to care for her and her
younger brother. Mary has missed a lot of school in the last few months so she could be with her family, and this
has resulted in her falling behind on her school work and struggling in the classroom. Overall Mary demonstrates
mostly average neurodevelopment constrains however she suffers from poor attention and memory. Marys
classroom teacher has become concerned with not only her classroom performance but her emotional state and
as a result would like to suggest a course of action to help Mary.
SUGGESTED COURSE OF ACTION TO ASSIST STUDENT .
Mary has two areas which need attention, and although they link they cannot be improved with a single course of
action. The first is the death of her mother and the ongoing grief from this. Her family come from a positive
neighbourhood, and Marys commitment to the local netball club, as well as the friends she has at school ensure
she has a support network. Where she is lacking is financially as her family is struggling to meet payments for
the mortgage as well as her mothers health bills. Marys classroom teacher has suggested she see the school
councillor who will be able to give her a referral to an Edmund Rice Camp. The second area is her performance
in the classroom. Marys family situation has had an evident effect on not only her attendance at school but on
her ability to keep up with the curriculum. This however has highlighted deeper neurodevelopmental issues
which need to be addressed. Marys teacher has suggested a school based support group which would involve
modifying Marys classroom experience so she has more one on one time with staff. Similar programs have
worked effectively with other students in the past. Marys teacher believes this combined course of action will
help Mary in both her home and school spheres.
AGENCY ONE: EDMUND RICE CAMPS VICTORIA .
For Mary an Edmund Rice Camp (ERC) experience would give her family a well earned family holiday, and some
time to reconnect with each other, which they may not have otherwise been able to afford. Edmund Rice
provides kids and families who are doing it tough, a break, some fun, and the opportunity to spend time with
young positive role models. (Edmund Rice Camps Victoria, 2012) It provides a positive and safe place to have
fun, and introduces positive role models that can demonstrate friendship, patience and trust (Edmund Rice
Camps Victoria. 2012) ERC arrange their camps based on needs. For example Mary and her family may get
the opportunity to go on a camp with other families who have experienced grief and they can share experiences
and grief techniques. The camps also give parents a break from caring for their children because parents are
split from their children for some activities and the children are cared for by individual volunteers. The camps are
unique in this way as participants are given one on one attention. The camps also offer councillors to help
participants deal with any issues that may arise. Accommodation, food, and activities are all included in the very
EDFD271- SEMESTER TWO 2012 Meaghan Ryan-S00117036

3 | P a g e

low cost of the camp as other funds are raised to help support financially struggling families. For Mary to attend
this camp she must be referred by another agency. The school councillors would be able to do this and Marys
class teacher has recommended she attend the councillor anyway. Other agencies like youth workers, NGOs,
welfare agencies, councillors, schools, hospital or church groups can also refer families and individuals.
Edmund Rice was founded by the Christian Brothers and is therefore religiously affiliated. It is part of their
mission statement to strive for social justice and they do so in several ways. ERC do not discriminate during their
selection process based on race, religion (despite being a christen agency they are not exclusive and accept
participants from a variety of faiths), nationality, socioeconomic status, disability or any other groups. (Edmund
Rice Camps Victoria, 2012) Participant selection is based upon need and appropriateness for the particular
camp. The camps also strive for equality and giving all children and families the opportunities to go on a holiday.
The camp also accommodates for people who are physically, culturally and linguistically diverse. It offers a
variety of activities as part of its program so that if a particular participant feels challenged by an activity they can
simply do another one. The buddy system helps with this as it ensures that participants experience on camp is
individualized to a certain extent.
Edmund Rice has a policy of equality and therefore both the Disability Discrimination Act 1992 and Racial
Discrimination Act 1975 are very relevant to them. Participants are not discriminated against because of disability
or race and anyone found to do so on camp can be sent home. Edmund Rice believes that everyone has a right
to enjoy camp free of discrimination and will not hesitate to take action if someone jeopardizes this. The Children,
Youth and Families Act 2005 are also relevant here as the camp strives to create an environment where all
participants feel safe. Participants buddies are under strict instructions to never be on a one on one situation
with a participant. This protects both the buddy and participant.
The camp would hopefully improve Marys home life a little and give her some strategies to deal with her grief.
This would give her the opportunity to focus on her studies a little more so she could build up her
neurodevelopment constraints. The camp is a one off experience and Edmund Rice doesnt really offer any
ongoing support to its participants. It also has a privacy policy so information disclosed on camp cannot be given
to aid educators in the classroom. This means that the implications for her teachers in the classroom are limited.
Marys teachers may have to show some considerations with homework however so she can enjoy the camp
without the pressures of school.
The idea behind sending Mary on a camp is that, Mary as a student is affected by several factors outside the
classroom. Bronfenbreners social ecology model supports this. Bronfenbrener believed that for an individual to
be a healthy and productive learner they must have stability in their outer spears. Marys Microsystems and
Ecosystem have both been dramatically impacted by her mothers death. This imbalance Bronfonbrenner would
suggest has affected her as the individual and her ability to learn (Children, Families & Communities, 2008).
Maslows theory also supports the view that Mary is struggling at school because of outside factors as his model
EDFD271- SEMESTER TWO 2012 Meaghan Ryan-S00117036

4 | P a g e

suggests that for a student to develop higher order skills and self actualization they must first climb the
pyramid(Becoming a Teacher Knowledge, Skills and Issues, 2010). Although Marys physiological needs are
met her sense of security is not optimum because of her familys financial issues. Her grief may also make her
feel she is alone and struggle with her sense of belonging at school because of missing so much school. These
account for two levels in Maslows model. The basis of Banduras theory summaries this as he states that three
main things impact learning; behavioral, environmental and personal factors. All these are evident when it comes
to Mary. (Becoming a Teacher Knowledge, Skills and Issues, 2010).
AGENCY TWO: SUPPORT GROUP .
The second approach that could help Mary is a school based support group. Although these groups are
traditionally used for students with diagnosed learning or physically difficulties, Marys class teacher believes that
this combined approach would have a positive effect on Marys learning. The Department of Education and Early
childhood learning has recently released some guidelines for school based support groups. The Department
recognizes that better outcomes are achieved when the key people within a students life are included and
engaged with planning, supporting and implementing the educational program. (Student Support Group
Guidelines, 2003) They suggest that the students group should consist of; a parent or care person (this means
that Marys dad doesnt have to attend all meetings), a teacher, the principal or nominee (to act as chairperson)
and the student (where appropriate) and these people should agree on some key aims for the students learning.
Other people can also be confined with and in this case Marys class teacher has suggested the schools
councilor because Marys emotional state is obviously having an impact on her learning as well as a teachers aid
whom the her teacher has suggested help Mary one on one. Marys individual learning plan would incorporate
more one on one time with a teachers aid, modified assignments until she catches up as well as joining the
schools homework club which offers students of all year levels the option to stay back twice a week to do their
homework and be assisted by teachers who have volunteered to stay back and help the students. This is pivotal
as Mary has very poor attention and memory so the one on one support would ensure she doesnt get lost and
left behind in a classroom situation.

The Department of Education and Early childhood learning guidelines were written to comply with the Disability
Discrimination Act 1992 and Disability Standards for Education 2005. (Student Support Group Guidelines, 2003)
They therefore strive to promote social justice and equality. Students can have Individual learning plans
designed for them despite their age, religion, cultural background or disability however students are prioritized on
needs. The homework club which the school runs as part of its co curricular activities also welcomes students
despite their diversity. They encourage students with certain needs which require extra attention. This often
involves students from diverse backgrounds and with limited literacy and numeracy skills. One of the teachers
who volunteers at the homework club specializes in individual differences and has had experience with students
from a non English speaking background. Her skills are very valuable when it comes to helping students from
culturally and linguistically diverse backgrounds. (J.deVries personal communication, August 2012)The
EDFD271- SEMESTER TWO 2012 Meaghan Ryan-S00117036

5 | P a g e

implications for this program in the classroom directly correlate as Marys class teacher is involved directly in the
process. An important part of individual learning plans is setting group goals and this involves Mary, her class
teacher and dad sitting down to discuss short and long term goals for her learning. For Mary this will probably
involve modified assignments (which may involve a more hands on approach because Mary enjoys making
things) and leniencies when she leaves the classroom for some one on one support from a teachers aide.

The one on one approach to Marys learning is consistent with Vygotskys zone of proximal
development(Becoming a Teacher Knowledge, Skills and Issues, 2010). This model suggests that in order for
students to learn and improve there must be a relationship between the educator and student which involves
both supported and independent learning. Mary requires a scaffolding program (Becoming a Teacher
Knowledge, Skills and Issues, 2010) as she will initially need a lot of one on one support in the homework club
and from the teachers aid, however as her neurodevelopmental constrains improve she will need less one on
one support. Scaffolding often involves a modeling or hands on approach which Mary favors as she enjoys
making and doing things. Neil Fleming's VAK Model (Educational Psychology for learning and teaching, 2007)
would suggest that Mary was predominantly a kinesthetic learner and as such it would be helpful for her if during
her one on one session the educator allows Mary to have physical models she can touch and activities where
she can make things as this is how she will learn best.

CONCLUSION
Marys class teacher is confident that a combined approach to her situation will be the most effective. The
Edmund Rice camp combined with regular counseling sessions from the schools councilor will hopefully help her
and her family deal with the grief associated with the loss of her mother and enjoy a break from their financial
strains. The school based support group will address Marys struggles with the curriculum and hopefully build up
her neurodelevopmental constrains and in particular her memory and attention. The support group will provide
ongoing feedback on Marys progress as she continues her schooling.


EDFD271- SEMESTER TWO 2012 Meaghan Ryan-S00117036

6 | P a g e

REFERENCES
Bowes, J. & Grace, R. (2008). Children, Families & Communities. Contexts & Consequences. Melbourne: Oxford
University Press.

Edmund Rice Camps Victoria, Retrieved 22.08.2012 from
http://www.ercvic.com/
Foreman, P. (Ed.)(2011). Inclusion in Action (3rd ed.). South Melbourne, Victoria: Cengage Learning.

K.Krause, S. Bonchner, S. Duchesne, A. McMaugh (2007). Educational Psychology for learning and teaching.
Melbourne: Cengage Learning .

Marsh Colin. (2010). Becoming a Teacher Knowledge, Skills and Issues (5thEd.). Sydney: Pearson Education
Australia
Student Support Group Guidelines. (2003). Retrieved August 23, 2012, from
http://www.eduweb.vic.gov.au/edulibrary/public/stuman/wellbeing/2013-SSGGuidlines.pdf



EDFD271- SEMESTER TWO 2012 Meaghan Ryan-S00117036

7 | P a g e