EDU10712SupportingLearners

GinaHales21986495
InclusiveEducationPaper
GinaHales21986495WordCount:2318excludingLessonPlanand
Headings.

ABOUT:
Responsestocurriculumadjustments,learningandteachingmethodsfor
studentswithadditionallearningandsupportneeds.

TableofContents

Introduction

LimitationsforLearningandParticipationintheClassroom

i.LackofTeacherStudentRelationshipintheClassroom
ii.Segregation&ExploitationintheClassroom
iii.NonexistentCommunicationStylesintheClassroom
iv.LackofRoutineintheClassroom
v.NoMonitoringforProgress
vi.RelyingonTextbooksintheClassroom
vii.DullLessonPlans

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Adjusting Curriculum, Teaching and Learning Strategies for a Student with

Asperger Syndrome in Year 10 Modern History
What is Asperger Syndrome?
The Syllabuss Involvement
Level of Adjustment
Specific Lesson Plan Accommodations & Adjustments

CurriculumBasedAssessment(CBA)
FiveStepsinApplyingCBA
CooperativeLearningApproachestoEnableEffectiveTeaching

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Conclusion

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References

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Introduction
Fordecadesstudentswithdisabilitieshavebeensegregatedintodifferenteducational
facilities, however inclusion, where all children regardless of ability should be educated
togetherinthesameclassroomsetting.TheAustraliasDisabilityandDiscriminationAct
(1992)andtheStandardsforEducation(2005)focusontherightsofstudentswithadisability
to gain access to education on the same basis as students without a disability and with
reasonableaccommodationsoradjustments(Shaddocketal.2007).Todaysclassroomshave
awiderangeofdiversestudents,andforclassroomstobeoptimallearningenvironments
teachersneedtounderstandthelevelofdiversityoftheirstudents,andtoprovideappropriate
programsandlearningconditions(Foreman,2014).
This paper will focuses primarily on students with a disability who have been
integrated into mainstream classrooms. Itll pay particular attention to the limitations for
learningandparticipationintheclassroomwithstudentswhohaveadisability,itllexplicitly
detailanexampleadjustmenttocurriculum,teachingandlearningstrategiesforastudentwho
hasAspergerSyndrome(AS),andwillfinallyreviewthecooperativelearningapproachesand
howitcanbeusedtoimprovetheeffectivenessofteachingpractices.

LimitationsforLearningandParticipationintheClassroom
Studentstosomedegree,oratonetimeoranother,orinonewayoranothercanbe
affectedbytheclassroomconditions,whetheritsthecurriculumcontent,teacherinstructions
or the work that is laid out in front of them. However, there are students whom are
exceptionallyvulnerabletoclassroomconditions,thesestudentsaretheoneswhohavea
disabilityi.e.AutismSpectrumDisorder,VisualorHearingImpairment,AspergerSyndrome
orAttentionDeficitHyperactivityDisorder.Theyareamongthemostvulnerableandareat
chronicriskfornotlearningandpotentiallyfallingthroughthecracksofoureducational
system.
Teacherswhohaveaclassroomwithavarietyofstudentswhohaveadisabilitymight
notknowthatwhattheyaredoingwiththeirclassroominstructionalpractices,whichcould
potentiallylimitlearningandparticipationforstudentswithadisabilityoradditionalneeds.
Describedbelowaresomelimitations,whichwouldneedtobeadjustedintheclassroomin

EDU10712SupportingLearnersGinaHales21986495

order for students with a disability to effectively learn and take part in a classroom
environment.

i.LackofTeacherStudentRelationshipintheClassroom
Classroom management is not always an easy task, but recognizing whom your
studentsarebothintellectually,sociallyandemotionallycanbenefitboththestudentandthe
teacher.TheDepartmentofEducationemphasizesthatstartingwithindividualisedknowledge
oflearnersisimportanttogoodinstructionalpracticeandthatcommitmenttoastandards
basedcurriculumisnotenoughwithoutskilled,professionalinstructionaljudgementtotailor
ittoindividuallearners.Though,forsometeacherstheystruggletoformrelationshipswith
studentswhohaveadisabilityasthestudentmaybehavedifferentlyi.e.hostileorhesitant,
whereassometeachersalsogetstressedwhenstudentstakelongertodoanactivityortake
longertolearnthematerial,andbecomeirritatedandfrustratedwiththestudent,whichlimits
thestudentslearningandparticipationintheclassroom(Lopez&Corcoran,2009).However,
researchindicatesthatpositiveteacherstudentrelationshipswithstudentswhohavespecial
educationalneedsareindeedbeneficialtotheirlearningandwellbeingintheclassroom
(Lopez&Corcoran,2009),aswellasestablishingtrust(Conway,2014).
Somepracticetipstobetterbuildthatteacherstudentrelationshipistoobtainall
available and relevant information about the student, learn about the students strengths,
interests, likes and dislikes, environment, routine and challenges, learn or find out about
issuesthatmightaffectthestudentsabilitytolearnandknowwhatstrategiescanhelpassist
thestudenttosettleintoclassorintoactivities.
ii.Segregation&ExploitationintheClassroom
Researchhasfoundthatstudentswhohaveadisabilityhaveafearofhavingalabel
attachedtothemorafearofbeingsegregatedfromtheclassbecausetheirteacheristreating
them differently to their peers (Conway, 2014). Teachers might unintentionally exploit a
studentsdisabilitybyshowingtheirfrustrationandirritationwhenastudentmightneedmore
timeormoreoneononehelp.Theyfearthatthiswillthenallowotherstudentstolookat
themdifferentlyandnotwanttoassociatewiththem.Thisthenleadingthestudenttonot
wanttoparticipateinanyclassroomactivities.Researchsuggeststhatunlessthereisafocus

onsocialintegrationintheclassroom,studentswithspecialneedsareunlikelytoseeinclusive
classroomsassuccessful(Conway,2014).
Waysforteacherstohelpintegratestudentswithspecialneedsintheclassroomcan
include preparation of activities and classroom structure. This can include seating
arrangements,andallowingforgroupwork,workinginpairsordoingtheactivityasawhole
class.
iii.NonexistentCommunicationStylesintheClassroom
Communicationstylesarevitaltoeffectivelearningforastudentwhohasadisability
in a classroom environment. Lecturing or talking for long periods of time can make the
studentwithadisabilityhavedifficultyprocessingtheinformationandmostlikelyleaving
themnotretainingtheinformation(UniversityofWashington,2012).Whenthishappens,
studentswillthendisengagebyeitheractingout,distractingothersorbecomecompletely
unreceptivetothelesson.
Itsimportantthatteachersuseguidedinstruction(telling,explaininganddirecting
methods), focus on interactive communication via prompting students with questions or
providingthemwithhintsordirectionsinclassroomdiscussions(Sutherland,2014).
iv.LackofRoutineintheClassroom
Someteachersdonthavestructureorstabilityintheirclassrooms,whichallowsfor
studentswithspecialneedstofeeloutofplaceandactout. Accordingtoresearch,daily
schedulesofactivitieswithpredictableroutinesforeachactivitycanmaketheworldseem
lesschaoticandfrighteningforstudentswithspecialneeds,italsogivesstudentsconfidence
intheirabilitytocompletetasks(Thompson,2012).
Teacherscancreatetheirownroutinesinwhicheverfitswiththeirlessonsrunning
smoothly.Forexample,fiveminutesbeforethelesionstartsthewholeclassreviewswhatwas
previouslylearnt,oriftheyfinishandactivityearlytheycaneitherreadquietlyorgoonthe
computer.
v.NoMonitoringforProgress
Teachersmayintentionallyorunintentionallyturnablindeyetostudentswhoare
strugglingorwhoareinfactimprovingintheclassroom.Studentswhohaveadisabilitywill
belessinclinedtoparticipateinclassroomdiscussionsorwhengivenaworksheettheymight

EDU10712SupportingLearnersGinaHales21986495

notgetitcompletelydone(Conway,2014),andthenwhenthebellgoesstudentsarethen
dismissed.
Animportantprocesstoevaluatewhetherastudentislearningandachievingthe
requiredlearningoutcomesistomonitortheirprogress.Thiscanbedonewith510minutes
leftofthelessonbyhandingoutapieceofpaperandaskingstudentstolistthreethingsthey
learnt,threethingstheydidntunderstandandthreethingstheydliketoimproveon.Another
waytomonitorthemisbygivingthemajournalandeverylessontheyspendfiveminutes
writingdownwhattheyvelearntandwhattheyareconfusedabout.

vi.RelyingonTextbooksintheClassroom
Teachersnowadaysstillheavilyrelyontextbooksforcontentinformation,student
activitiesandassessmenttasks(Conway,2014).Researchshowsthatmosttextbooksareat
levelswherestudentswhohavespecialneedsfindthemtodifficulttoreadorunderstandand
arenotattheirreadinginstructionallevel(Bryantetal.,2016,p.218).Thisthendisengages
studentsfromlearningandlimitstheminaccessingcurriculumcontent.
However,researchsuggeststhatincorporatingtechnologyandminimizingtheuseof
textbooksintheclassroomcanbeverybeneficialtostudentswhohavespecialneeds(Hayes,
2013).Theuseoftechnologywillallowthosestudentstothriveacademically,keepupwith
theirpeers,achievegreaterlevelsofindependence,andtoseekoutnewopportunities(Hayes,
2013).
vii.DullLessonPlans
Teacherstoooftensetlowleveltasks(Paton,2011)andforgetthatstudentslearnin
alldifferentways.Studentswhohaveadisabilitymightstruggleinonearea,whereinanother
theymightexcel(Evans,2015).Notgettingcreativewithlessonplansandnotincluding
sequential, simultaneous structured multisensory approaches can leave those students
disengagingfromlessonsandultimatelylimitingtheirlearning.
Teacherscoulduseavarietyofvisuals(diagrams,graphics,picturesetc.)inalesson.
Teacherscouldincorporatecuecards,whichwouldassiststudentstothinkmoreclearlyas
theyretainnewinformationthatisbeingtaughttothem.

Adjusting Curriculum, Teaching and Learning Strategies for a Student with

Asperger Syndrome in Year 10 Modern History
What is Asperger Syndrome?
Individuals with Asperger Syndrome (AS) exhibit serious deficiencies in social and
communicational skills, while their IQs are generally normal or in the very superior range
(ASPEN, 2015). AS students are generally educated in mainstream classrooms, though most
do require special education services. Many AS students develop mood disorders, such as
anxiety and depression (ASPEN, 2015), they tend to struggle with change, they prefer
routines and rules, they are a target for bullying and teasing, and have either restricted or
obsessive interests that make them seem like walking encyclopaedias about particular topics
(Dissanayake et al 2015).
Below is a diagram (Brereton, 2014) that shows the learning profile of a student with AS.

The Syllabuss Involvement

TheHistoryK10Syllabusacknowledgesthatstudentslearnatdifferentratesandin
differentways.Byusingtheteachingandlearningcycle(assessing,planning,programming,
implementingandevaluating),teacherscannowensurethattheindividuallearningneedsof
allstudentsaremeasuredandalearningenvironmentisformedthatencouragesstudentsto
achievetheoutcomesofthesyllabus(BoardofStudiesTeaching&EducationalStandards
NSW,n.d.).
LevelofAdjustment

EDU10712SupportingLearnersGinaHales21986495
StudentswithASneedstructureandstabilityinalessoninorderforthemtobeable

to engage and benefit from the lesson planned. According to the Nationally Consistent
Collection of Data on School Students with Disability (NCCD) students with AS need
extensiveadjustmentstothecurriculum (AustralianGovernmentDepartmentofEducation
andTraining(DET).n.d.).Theseadjustmentsarehighlyindividualised,comprehensiveand
ongoing(Conway,2014).
Theplanningprocessforstudentswhohavehighersupportneedsinvolvefivesteps
tohelpidentify(Conway,2014):
1.Studentneeds/strengths/challenges
2.Prioritylearninggoalsforthestudent
3.Adjustmentsrequiredtoachievethegoals
4.Additionalconsiderationsi.e.behavioursupport
5. Keypersonneltoassistintheclassroomimplementation,notasseparateprogramsbut
embeddedinheclassroomactivities.
SpecificLessonPlanAccommodations&Adjustments
BelowisalessonplanalteredtoincorporatestudentXYZwhohasAS.Thelessonplan
was created for the topic Rights And Freedoms (1945Present) from the History K10
Syllabus(BoardofStudiesTeaching & Educational Standards NSW,n.d.).Thelesson
planincludes:

Incorporatingclassroomstructure(procedures,schedulesandrules)
Desensitizing strategies for when the student becomes stressed, anxious or

uncomfortable
Includingstudentinterestswherepossible
IncorporatingthestudentsIndividualEducationPlan(IEP)
Adjustingclassroomactivitiesforthestudent
Allowingadditionaltimeoncertainactivities
Givingthestudenttheoptiontotakepartinsocializingactivities
Includingothercommunicationmodesforthestudent

Class:Year10HistoryDate:27thMay2016

Period:4(80mins)

Title:RightsAndFreedoms(1945Present)
Syllabusoutcome/saddressed:
Sequencesandexplainsthesignificantpatternsofcontinuityandchangeinthedevelopmentofthe
modernworldandAustralia.

Explainsandanalysesthemotivesandactionsofpastindividualsandgroupsinthehistoricalcontexts
thatshapedthemodernworldandAustralia.
Usesrelevantevidencefromsourcestosupporthistoricalnarratives,explanationsandanalysesofthe
modernworldandAustralia.
Selectsandanalysesarangeofhistoricalsourcestolocateinformationrelevanttoanhistoricalinquiry.
Appliesarangeofrelevanthistoricaltermsandconceptswhencommunicatinganunderstandingofthe
past.
Selectsandusesappropriateoral,written,visual,anddigitalformstocommunicateeffectivelyaboutthe
pastfordifferentaudiences.
(BoardofStudiesTeaching&EducationalStandardsNSW,n.d.).
Linkstopreviouslessons:
LastlessonstudentswatchedthedocumentaryOurGenerationandthislessonwillfollowonby
examiningAboriginalandTorresStraitIslanderpeoplesstruggleforrightsandfreedom.
Element/sfromtheLiteracyContinuum:
Expressinganddevelopingideas
Comprehendingtextsthroughlistening,readingandviewing
Composingtextsthroughspeaking,writingandcreating
(BoardofStudiesTeaching&EducationalStandardsNSW,n.d.).
Crosscurriculumpriorities;generalcapabilities;orotherareasidentifiedasimportantlearning:
AboriginalandTorresStraitIslanderhistoriesandculture
Ethicalunderstanding
Civicsandcitizenship
(BoardofStudiesTeaching&EducationalStandardsNSW,n.d.).
Assessmentforlearning AssessmentaslearningAssessmentoflearning
HighlightOne
Differentiation/LevelofAdjustment:
ExtensiveLearningAdjustments
Equipment/resources:
Whiteboard
Overheadprojector
LaptopTrolley
A3paperwithcolouringpencils

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EDU10712SupportingLearnersGinaHales21986495

Time(mins):
5

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Learning/TeachingActivities(includingadjustments):
Informstudentsthattheyaretocollecttheirorangefoldersastheywalkin,andto
takeaseatintheirseatingplanandthenwaitforteacherinstructions.Handout
studentschedulestostudentXYZ,sothelessonisbrokendownandcanbe
processedeasily.
Gothroughthewrittenagendaonthewhiteboardofthemainpointsofthelesson:
ClassdiscussionontheOurGenerationdocumentary
Introducetheimportanceofcivilrightsandwhythosepeoplefeltthatway
inthedocumentary
Identifymainthemesthroughpowerpoint
Studentpairstocompletetimelineposteractivityfrom1945topresent
Summaryjournalwriting

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HandoutshortsummarytoallstudentsontheOurGenerationdocumentary,
allowstudentstoreadandhighlightanywordsthattheydontknowthemeaning
of.GivestudentXYZadotpointsummarylist.Allowanadditional5minutesfor
studentXYZ.RefertostudentXYZsIEPwhenunsure.

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ClassdiscussionontheOurGenerationdocumentary.
Askstudents:
Whothemaincharacterswere?
Whatrightsdidtheyhave?
Howdidthatmakethemfeel?
Howdidtheyretaliatetohowtheyweremistreated?
Doyouthinkitisfairandjustonhowtheyweretreated?
Whatcouldhavebeendonedoyouthink?
Forquestioningasoftballwillbeused,thepersonwiththeballistheonlyone
allowedtotalk.Aftereachquestionansweredthestudenthastothrowbacktheball
totheteacher.Demonstratetostudentshowthisprocessworks.IfstudentXYZdo
notwanttoanswerthequestioninfrontoftheclasstheycanwritetheiransweron
apieceofpaperandtheteacherwillthenreaditallowedtoeveryone.
1015
Identifyingmainthemesofcivilrightsthroughthepowerpoint.
Keepverbaldirectionstoaminimumandrelymainlyonthevisualsonthe
powerpoint.HandoutaprintedcopyofpowerpointslidestostudentsXYZ.
IfstudentXYZbecomesfidgetyandanxiousallowthemtogothefiddleboxand
pickanitemoutandgobacktotheirchair.
MakesuretomonitorstudentXYZsinterestlevelonthetopictoevaluatetothe
extentonwhetherornottobranchoffonthatspecifictopic/subjectinthefuture.
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Studentpairuptocompletetimelineposteractivityfrom1945topresenton
AboriginalandTorresStraitIslanderstruggleswithcivilrights.
AllowforstudentXYZtocompletetheactivityonhisorherown(allowthemto

makethedecision).Iftheydonotwanttodrawupapostertheycanhavethe
optionofcreatingtheirposterusingthelaptopviaWordorPaint.
Onthewhiteboardshowanexampleofwhatyouwanttheposterstolooklikei.e.
bigfont,colour,textandpictures.Repeattheactivitytaskandthenaskafew
studentsonwhattheyneedtodo.
Allowstudentstogetalaptopfromthetrolleyandresearchthespecificdatesand
events.
IfclassroombecomestoonoisyforstudentXYZallowthemtoeitherplaytheir
musicusingtheirheadphonesorgotodesignatedquietcornerandallowthemto
workontheirown.Constantlycheckstudenttoseeprogressorassist.
IfstudentXYZbecomestoonoisywiththeirpartnerrefertotheclassroomrules
locatedatthefrontoftheclassandmakeitveryclearwhatitisyouexpectofthem.
Iftheycontinuetobedisruptive,givethem510minutesinthedesignatedquiet
spaceandletthemwriteorreadquietly.
Silentsummaryjournalwriting.
Studentstoopentheirjournalsandwritedown:
3thingstheyhavelearnt
3thingstheywouldstillliketofoundout
1thingtheywouldliketolearnmoreof

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Linkstonextlesson
Nextlessonstudentswillbelookingattheroleofactivistsandthemethodstheyusedinordertomake
thoseeventshappeninstudentscreatedtimeline.
Reflection/Evaluation

Didthelessonrunontime?
Wastherechaoswiththetimelinepairactivity?
Whatworkedwellandwhatdidntworkwell?
DidstudentXYZparticipateinclassactivities?
DidstudentXYZcalloutduringdiscussion?
Ifso,why?Ifnot,why?

CurriculumBasedAssessment(CBA)
CBAisaprocessofclasslevelteachingandtestingdesignedtomaximizeteaching
andlearningoutcomes(ArthurKelly&Neilands,2014).Thismethodemphasizescareful
assessment,realisticprogrammingandfrequentevaluationofperformance(ArthurKelly&
Neilands, 2014). CBA assists the teacher in clarifying students instructional needs by
identifyingwhatthestudentscancurrentlydoaswellastheskillsandknowledgetheyneed.

FiveStepsinApplyingCBA
Thefivestepsinvolvedare:

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EDU10712SupportingLearnersGinaHales21986495

StepOne:IdentifythescopeandsequenceofthecurriculumAnalysingthecurriculumand
thensequencethatinformationintoacontinuumlearningchart(ArthurKelly&Neilands,
2014).
StepTwo:AssessthecurrentperformancelevelofthestudentonthecurriculumGathering
classroomlevelassessmentinformationbylookingathowthestudentpreformedandhow
wellthestudentpreformedthetask(ArthurKelly&Neilands,2014).
StepThree:Establishshortterminstructionalobjectivesforthestudent/sDevelopingshort
terminstructionalobjectivesthatreflectthespecificlearningneedsoftheindividual(Arthur
Kelly&Neilands,2014).
StepFour: IntroduceeffectiveinstructionAssistingstudentstoachievetargetedlevelsof
performance(ArthurKelly&Neilands,2014).
Step Five: Actively monitor student progress and adjust program features in the light of
progress information The design and implementation of effective teaching intervention
involvesthesystematicandfrequentreviewofprogrameffectivenessandstudentoutcomes
(ArthurKelly&Neilands,2014).

CooperativeLearningApproachestoEnableEffectiveTeaching
Cooperative learning strategies, also known as team learning methods, uses a
problemsolvingfocus,wherestudentswitharangeofabilitylevelsworktogethertoachieve
learningoutcomesthroughaprocessofplannedinterdependence(ArthurKelly&Neilands,
2014).Cooperativelearningisknowntopromoteinclusionofstudentswhohaveadditional
needs, reinforcesstudents ownlearningandlearningofhis orherpeers (Coffey, 2008).
Cooperativelearningencouragesstudentdiscussionsanddebates,achievement,confidence,
andmotivation.Thisstrategyhelpspreparestudentsforwhentheygooutintotheworkforce
andareputintopositionswheretheyhavetoworkwithinadepartment,ateamorwitha
partner.Cooperativelearningdevelopsskillsbyhandlingconflicts,speakingup,justifying
ideas,collaborating,buildingconsensus,howtodisagreepolitelyandlearninghowtodeal
witharangeofdifferentpeoplewhoaredifferenttothem(TeacherVision,2015).
Cooperativelearningcanbeusedtoimprovetheeffectivenessofteachingpractices
by:

Allowing students to learn more by doing something active, other than simply

watchingandlisteningtotheteacher,
Studentsworkingcooperativelytogetherenhancetheirmotivationtosucceedanddo

wellinagroupsetting,
Promotingpositiveinterdependenceanddevelopingteamworkskills,
Allowingforequalopportunitiesforsuccess,
Improvingstudentscriticalthinkingskillsand,
Promotingsocialskillswheresomestudentsareputoutoftheircomfortzone.

Conclusion
Overthelastdecadeeducationalsystemshavemovedfromsegregatedapproachesof
teachingwithstudentswhohaveadisabilitytoinclusivepractices,allowingforallchildren
who have a disability or additional needs to be educated in mainstream classrooms.
Educational departments are coming up with new strategies to provide both educational
settingstostudentswhodonthaveadisabilitytostudentswhodo.Itsimportantforteachers
torealisethattheydohavethesupportandservicesouttheretohelpaideintheirteaching
practices.

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Asperger Autism Spectrum Education Network (ASPEN). (2015). What is Asperger
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