Student Case Study

Xavier is a year 8 student who has a passion for drawing anime characters and an interest in

various forms of ICTs. Xavier has been diagnosed with Autism Spectrum Disorder (ASD),

with a previous diagnosis of Asperger syndrome. Xavier has a many online friends and one

close friend at school, but he is generally liked by his peers.

Xavier, like many people with this diagnosis, has visual-spatial strengths, and although

Xavier presents with difficulties following verbal instructions, he responds exceptionally well

when visuals/gestures are combined (Autism Speaks, 2017).

Xavier occasionally struggles to maintain a reciprocal flow when engaging with others, but

he demonstrates good verbal communication skills and is excellent at initiating classroom

discussions. Xavier has mistaken difference of opinion for injustice a couple of times before

(has confused difference of opinion with bullying), which indicates that Xavier finds it

difficult sometimes to interpret other people’s emotions and intentions.

Xavier present with some challenges in identifying with the general meaning of a text,

however he does exhibit outstanding comprehension skills particularly in regards to his

ability to pay attention to details (often notices details that others overlook). The challenges

and skills Xavier expresses could be attributed to ASD and weak central coherence, which

means that due to a unique perceptual-cognitive style, these students often struggle to

understand broader contexts and the bigger picture, but present with giftedness regarding

attention to detail (Autism Speaks, 2017).

Xavier’s engagement levels are inconsistent throughout subject. Xavier presents with

increased on task-behaviours during English and Science, but relatively low engagement and

uncooperative behaviours in most subjects. Xavier has proven to be capable of following

schedules down to the last detail in his Science and English classrooms, both of which have

explicit routines, which could indicate that Xavier’s fluctuating levels of engagement are the

result of absent/inexplicit routines in his other subjects.

Handwritten tasks create a lot of unnecessary stress for Xavier so he frequently uses a laptop

to transfer his ideas. Xavier often understands activity instructions, but he has expressed that

he “can’t find the words” he wants to use and struggles to transfer his ideas during initial

stages of a task. During transitional phases of activities, or prior to writing tasks, teachers

have reported task avoidant behaviours from Xavier (pen tapping, rummaging through his

bag, leaving his desk and distracting others), however these behaviours seem indicative of
situational anxiety or avoidance anxiety, more so than intentional defiance (Autism Speaks,

2017).
 Universal Design for Learning

Universal design for learning (UDL) is a learner centered paradigm for inclusivity that

functions on the premise of broad compatibility; where the planning and delivery of

instruction and the evaluation of learning is created to suit a broad range of student

abilities. Positive/productive practice does not ignore learner needs and differences,

but rather acknowledges that humans process, perceive and understand information

differently. UDL is an evidence based framework which accepts that every facet of the

human experience is unique and learning is not exempt from this (Loreman, Deppeler

& Harvey, 2011). In regards to education, theses implications suggest that effective

teaching and learning relies on the development of alternative modalities for students

to acquire and demonstrate their knowledge (Loreman, Deppeler & Harvey, 2011).

Previous approaches to pedagogy and curriculum design promoted the fixed mindset

of the times where learner success was believed to be dependent on the learner’s

capacity to adjust to the curriculum, consequently generating pathways for some and

barriers for others (Loreman, Deppeler & Harvey, 2011). Universal Design for

Learning comprises of the following three principles which are designed to ensure that
learning is equally accessible for all students, regardless of their gender,

cultural/linguistic backgrounds and abilities (Loreman, Deppeler & Harvey, 2011).

 Multiple means of representation: Differentiating information to providing

learners with various avenues to access and acquire their knowledge.

 Multiple means of expression: Creating opportunities for students to express

their knowledge through multiple methods of assessment.

 Multiple means of engagement: Supporting learner engagement and motivation

through the use of various modes and strategies. (Loreman, Deppeler &

Harvey, 2011).

Multiple means of engagement can be achieved through structuring, scaffolding and

designing content in ways which optimize autonomy to better support student

determination and accomplishment. The lesson plan has been carefully scaffolded and

designed in a way to optimize autonomy and engagement for all students.

Firstly, adjustments relevant to the ‘Do Now’ task and learning intention correspond

with multiple means of engagement principles in that it heightens salience of goals

and objectives, while minimizing threats and distractions. Routine diminishes the
stress and chaos that can arise through the absence of explicit structure, and this is

important to academic/behavioural outcomes, sense of safety/security within the

classroom, and most importantly, student wellbeing. Routine is especially important to

Xavier’s level of engagement and success and strong routines create transparency

regarding what is expected and what to expect when entering a classroom, which

functions to provide a sense of security and safety through manifesting a sense of

familiarity and consistency.

The implementation of the ‘Do Now’ task is part of our routine and it sets the tone of

each lesson and further supports engagement by generating an immediate working

environment for students. Moreover, this engagement strategy works as a preventative

behaviour management strategy by minimising opportunities for disruption at the

beginning of a lesson. The learning intention is beneficial for all students, especially

Xavier, where it enhances the visibility of the learning purpose and supports students

in identifying the ‘bigger picture’ regarding our learning objectives. Furthermore, the

learning intention is often referred to throughout the lesson to serve as an engagement

strategy which reinforces intention and redirects student focus if learners become

disengaged.

Multiple means of representation and engagement is also apparent through the

incorporation of PowerPoint and video clips, both of which have been used to equip

Xavier/other visual learners with pictorial representations of information in order to

increase engagement, motivation and learner accessibility. The use of alternative

formats (PowerPoint, video clips, imagery, verbal instructions and transcripts) work to

increase learner accessibility by equipping Xavier and other learners with alternative

options for graphic information and alternative options for auditory information

(Lanou et al., 2011). During the viewing of clips, students are provided with options

to view with captions, follow the transcripts, or focus solely on screen, therefore

increasing accessibility for students with hearing impairments, while simultaneously

supporting Xavier and other visually oriented learners.

The PowerPoint presentation also increases learner accessibility through multiple

means of representation, where delivery of content in this format works to sanction

adjustability in ways which can benefit all students to meet multiple student needs.

For example, text and imagery can be combined, isolated, colour coordinated/coded,

enlarged or highlighted and underlined for emphasis prior to and during the learning

process. Colour combinations have been used throughout the presentation to

emphasise patterns, critical feature, contrasting elements and connections between

information (Jim Carey vs. Android slides). This format can be used to benefit visual

learners, students with visual and hearing impairments, and also support Xavier.

Furthermore, the use of PowerPoint generates a smoother transition between activities

and this potentially minimises the disengagement that can arise if transitions fail to

flow (Ben-Arieh & Miller, 2009). The PP has been designed to increase engagement

by increasing the perceptibility of content and providing students with a consistent,

visual representation of the learning process. In regards to Xavier, this strategy makes

the learning process automatically visible and the consistent point of reference aims to

reduce Xavier’s anxiety during transitional phases (Ben-Arieh & Miller, 2009).
In regards to multiple means of engagement, verbal instructions can be difficult to

follow/remember as the information vanishes after we speak. The PP slides enable a

multifaceted approach when delivering instructions and representing information, that

is, the imagery/text from the presentation work in conjunction with verbal instructions

to meet multiple student needs. Moreover, multiple means of engagement is also

achieved through the application of personalised, culturally/socially relevant material

via the implementation of dominant technology (Hobgood & Ormsby, 2011). Xavier

is passionate about ICT and our young people are part of a digital generation,

therefore the presence of technology within the learning experience prompts cognitive

fluency and automatically facilitates a student centered approach by naturalising and

personalising the learning process (Hobgood & Ormsby, 2011). Multiple means of

engagement has also been accomplished through the concepts embedded within

content and activities (technological concepts and social/emotional tasks) to

authenticate the learning experience by engaging our young people with relevant

concepts that reflect certain aspects of their being and the evolving world around

them.
Xavier’s worldview can be attributed to Theory of Mind, relevant to social/emotional

intelligence and our ability to comprehend the mental and emotional states of others

(Autism speaks, 2017). Many people diagnosed with ASD find it challenging to self-

express and identify with the internal processes of others and this is particularly

difficult for Xavier (Autism Speaks, 2017). It is important to embed mindfulness and

social/emotional learning opportunities within content as much as possible so that

students can build on their skills and practice identifying with these skills (Richards,

Brown & Forde, 2006). The lesson plan has been modified to incorporate activities

which support the growth of students’ social/emotional awareness and this can be seen

through activities where students are provided with opportunities to identify with their

emotions (mindfulness) and practice expressing and identifying with the emotional

states of others. SEC and the awareness that accompanies these skills prove integral to

making apt social decisions, civil conflict resolution and self-regulation, therefore it is

imperative to the development and wellbeing of all students (Richards, Brown &

Forde, 2006). According to the National Center on Universal Design for Learning, it is

important to immerse students in activities that encourage self-reflection and the

identification of personal goals, and although these activities do not align with

Xavier’s strengths, they do address Xavier’s needs, challenges and goals.

An appropriate level of independence must be optimized in order to engage students

in the learning process. Optimizing Xavier’s independence is evident in the activities

where students are directed to simply mark the emotions they relate to when viewing

the clips. Activities work as discreet scaffolds designed to support Xavier in achieving

and maintaining autonomy throughout the lesson where activities have been designed

to work with Xavier’s style of expression, rather than working against it. The

adjective activity aims to alleviating executive processing pressures by scaffolding

lower level skills for Xavier to build on. Moreover, this activity aims to provide

Xavier with a discreetly scaffolded foundation to build on so that he can participate

with more confidence and use his adjectives as writing prompts to form more detailed

responses and evade the anxieties that written tasks can impose. Visual content has

also been added to the adjective worksheet to further support Xavier and others who

struggle to identify with emotions. Moreover, the worksheet essentially benefits all

students as a writing prompt and vocabulary builder to strengthen sophisticated

writing skills and encourages students to make more conscious decisions about

language choices.

The lesson further demonstrates multiple means of expression by providing students

with options regarding how they demonstrate their knowledge. During note taking

activities, students are always encouraged to document their responses via the format

that works best for them (handwritten notes, typing with laptops, visual organisers).

Similarly, the creative task provides multiple options for expression where students

have choice of either working collaboratively/ independently, and also have the choice

about how they demonstrate their understanding of content and the medium in which

they choose to demonstrate it through. Students are provided with options such as

creating a poster using magazine clipping or sketches, creating online posters/

gathering online images, and engaging with a collaborative writing task. Both digital

and non-digital formats have been embedded within learning activities to provide

multiple avenues for students to nurture their strengths, experience success and reach

their individual potential (Lanou et al., 2011).

Reference List

Autism Speaks. (2017). DSM-5 Diagnostic criteria [website]. Retrieved from

https://www.autismspeaks.org/what-autism/diagnosis/dsm-5-diagnostic-criteria

Ben-Arieh, J. & Miller, H.J. (2009). The educator’s guide to teaching students with autism
spectrum disorders. USA: Corwin.

Hobgood, B., & Ormsby, L. (2011). Inclusion in the 21st-century classroom: Differentiating
with technology

Lanou, A., Hough, L., & Powell, E. (2011). Case studies on using strengths and interests to
address the needs of students with autism spectrum disorders. Intervention in School
and Clinic, 47(3), 175-182. Doi: 10.1177/1053451211423819

Loreman, T., Deppeler, Joanne Marie, & Harvey, David. (2011). Inclusive education:

Supporting diversity in the classroom (2nd ed.). Crows Nest, N.S.W.: Allen & Unwin.

Richards, H.V., Brown, A.F., & Forde, T.B. (2006). Addressing diversity in schools:
Culturally responsive pedagogy. The National Center for Culturally Responsive Educational
Systems (NCCREST). Retrieved 1 October 2017, from
https://formedfith.squarespace.com/s/Diversity_Brief.pdf
 English Lesson Plan: Stage 4

Colour Guide
 Multiple means of representation
 Multiple means of engagement
 Multiple means of expression

Time Organisation Teaching/Learning Activities

Whole class/Individual PowerPoint Slide 1 Brief introduction to today’s learning Intention (which
should be featured on the w/board).

5 mins Do Now task/ YouTube clip: Verbally explain instructions

and gesture towards PP. Ask students to make 3 dot points
to prepare student for jotting down the first three words that
come to mind when viewing the clip. Explain that students
are to use their adjective worksheet and mark the emotions
that arise while watching the clip.

Students view clip

https://www.youtube.com/watch?v=IhVu2hxm07E
Teacher marks roll
Whole class/individual Whiteboard/class Students share Do Now responses aloud to create an android
discussion mind map on whiteboard. Teacher facilitates discussion
using student responses and guides students towards
10 mins thinking critically about why androids seem bizarre. Pool
student responses. Teacher includes her responses on
Students share answers whiteboard- unnatural, unnerving, empty, emotionless, false,
to construct an cold, sterile, plastic, puppet, unblemished, uncomfortable.
‘android’ mind map

Discussion questions exploring the nature of the android-

PowerPoint slide 2 Was there anything peculiar about what the android said?
Did the android respond like a human (think
sound/vocabulary/dialog)? Why/why not? Did you feel
uncomfortable viewing the clip? Why do you think this
could be? How was the android different to a human? Why
do you think the androids cant dream? Why do you think
humans dream? What does this reveal about the differences
between androids and humans? Was the android courteous?
Guide students towards critically thinking about these kinds
of ideas as they will be juxtaposed with next clip
 After clip- Did the robot seem like a real human to you?
Why/why not?

Describe how you felt viewing this clip. Be detailed as

possible and use your chosen adjectives to guide your
response. I felt…

Whole class/ Clip/Whiteboard/class View only 2 mins of this clip

individual discussion
https://www.youtube.com/watch?v=STRyHD8eWIo
10 mins Students view Jim
Carey clip and respond View the YouTube clip: Students repeat as seen in android
by marking emotive activity. Students make 3 dot points to jot down the first
adjectives/their 3 dot three words that come to mind when viewing the clip.
point reactions to the Students use their adjective worksheet and mark the
clip emotions that arise.

Discuss the notion of Jim Careys responses being far more

bizarre, perhaps even rude compared to the androids
Students share
responses. Explore the idea of why our chosen adjectives
responses for class
were so different. Students share responses and brainstorm a
discussion and ‘human’
mind map. Juxtapose the mind map using a different colour
mind map
from the android mind map (preferably blue as seen in slide
3 background). Guide students towards thinking critically
about the differences between machines/humans. teachers
creates and adds her own- mischievous, whacky, sincere,
raw, strange, worn-out, wild, authentic, sarcastic, emotional,
imperfect, warm, natural, life, nature, human

Is Jim Carey as strange as the robot? Why/ why not? Did

PowerPoint slide 3
you feel different watching that clip? Why why not?

What do these responses reveal about the difference between

humans and robots? Discuss
Pairs/individual PowerPoint slide 4 Students have the option of either using a Venn diagram to
note similarities and differences between human/android, or
10 mins alternatively creating an illustration that shows contrast
between humans and robots. Hint- illustrations can be of
something mechanical juxtaposed with something natural.
Think environment-(trees versus machines).
Individual/groups/pairs PowerPoint Slide 5 Option 1- Write a collaborative story and choose either A or
B as a starting point.
15 mins
If androids dominated the world, the world would be….

I suspect that my neighbour could be an android….

Option 2- Imagine you are a film creator and create an

android movie poster to entice your audience into viewing
(use magazine clippings/sketching/online images into a
digital poster). Include a movie theme AND a catchy slogan.

Whole class Students present their Students are aware we are preparing to study the novel Do
zany masterpieces androids dream of electric sheep? This lesson plan serves as
10 mins (optional) an introductory phase which creates a smooth transition
from science fiction genre study into novel study. The lesson
is just for students to begin thinking about some of the ideas
PowerPoint Slide 6 that we will address in this novel prior to studying it-
(exploring the front Particularly, what it means to be human…or other.
page of novel)

Whole class brief discussion brainstorm cloud- what do you

think this novel could be about?

Ask students- Guide students into describing the imagery on

novel. Do we refer to sheep as sheep, or could there be
another meaning here? What could an alternative meaning
be (think metaphorically-if you refer to people as sheep,
what could this mean?)? An electric sheep, could this mean
electric people? Society etc. Title- Do androids dream of
electric sheep? Do androids dream? What could this mean
about androids? Prompt students to reflect back on android
clip.
 The existence of disability opens doors to creating and

sharing solutions…this is at the heart of some of the most

unifying human experiences you can have.

-Disability Drives Innovation-

 Inclusive Education

Inclusive education involves equal access to learning and it delivers high-quality

education to all students (Anderson & Boyle, 2015). In the broadest sense, inclusion

promotes quality and equity for all students by eliminating barriers of exclusion for

students who may be potentially marginalised due to disability, gender, sexuality,

emotional/ behavioural concerns, hearing/visual impairments, language delays, ethnicity,

giftedness and socioeconomic status, among others (Brown, 2016). Inclusive educators

function on the basis of equal opportunities for all, regardless of the aforementioned

differences (Brown, 2016).

As future twenty first century educators, we must be equipped with the skills/knowledge

needed to support our young people effectively, and it is our duty to ensure that every

student is provided with equal opportunities to succeed and reach their individual

potential within our classrooms.

The mindset of a society generates the policies and practices we embrace within the

education system, and the laws that govern are intricately connected to the societal

attitudes of the times, thus societal attitudes towards potentially marginalised groups have

always held significant implications for education (Brown, 2016). The previous
societal/educational approaches towards diversity promoted a fixed mindset, opposing our

current growth mindset, where students were categorised as either being educable or in-

educable, and this resulted in the segregation of students with disabilities into separate

educational settings (Loreman, Deppeler & Harvey, 2011). Segregation is relevant to the

ideologies of that time, consequently supporting and sustaining segregative

methodologies within the education system. Segregation in practice and philosophy has

no empirical research to support its continuation, and so, the educational rights of

students with disabilities emerged simultaneously alongside the evolution of societal

ideologies which impelled enquiry into the (ine)quality and (in)effectiveness of special

education settings (Loreman, Deppeler & Harvey, 2011).

Western civilisation is growing increasingly diverse and the values within our society

have naturally evolved alongside this process and provided us with opportunities to grow

more accepting of the different ways of doing and establish alternative approaches that

support different ways of being in the world. Our classrooms are essentially microcosms

of the macrocosmic social and political system, therefore the current educational

standards and legislative demands should be perceived as a reflection of not only the

changing attitudes of our time, but the transformational process of a system that holds the

potential to convert exclusion into inclusion and meet the evolutionary needs of this

diverse society. Education is not about warehousing anymore, and the next generation of
educators should hold personal values which aim to challenge the primordial philosophies

concerning diversity. Inclusive teachers are those who refuse to dilute educational

standards and they work diligently to adopt strategies which accommodate to diversity in

order to build bridges above the gaps within our system.

A core premise of successful inclusivity warrants a genuine appreciation of diversity and

therefore strives to reject a generic ‘one size fits all’ approach to teaching (Brown, 2016).

Inclusive educators are professionals who possess a strengths based mindset and they

have the capacity to recognise and tap into students’ abilities despite any existing

disabilities. Inclusive educators acknowledge that everybody learns differently and they

strive to honour this fact, however, we understand that this does not mean our young

people cannot be taught (Loreman, Deppeler & Harvey, 2011). Inclusive teachers are

solution oriented and they practice a growth mindset in the face of adversity because they

believe in themselves and they believe in our young people. Most importantly, inclusive

educators believe that every student can be taught, and they understand that strong

teachers do this every day.

During the 1990s in Australia a rise of nation-wide legislative policies were introduced as

an attempt to eradicate disability discrimination within educational institutions and

protect the rights of individuals with disabilities (Loreman, Deppeler & Harvey, 2011).

As stated in the The Disability Standards for Education 2005 and The Disability

Discrimination Act 1992, it is a mandatory requirement for educational providers to

ensure that every student has equal access to quality education and every student has the

right to participate in educational experiences on the same basis. Essentially it is through

these policies that the eradication of barriers between ‘special’ and ‘regular’ education

emerged, and as a result, we are currently experiencing an increase of students with

disabilities in classrooms. Furthermore, According to The Australian Human Rights

Commission, reasonable adjustments to learning and facilities in educational institutions

are rudimentary expectations in order to meet the legislative standards, but most

importantly, the needs of students (Australian Human Rights Commission, 2011).

Reasonable adjustments are expected from schools and educational providers and these

adjustments include modifications content, pedagogy, curriculum, assessments and the

physical layout of the learning environment (Kearns, 2012). The Commonwealth

Disability Discrimination Act 1992 states that the unjust treatment of individuals based

on the grounds of disability is considered to be an illegal act and it is illegal for any

persons to contravene a disability standard (DET, 2012). Therefore, in order to comply

with equity standards within the law, teachers and schools must adopt inclusive

strategies/policies to meet the needs of all students.

Although the anti-discrimination policy and legislation aims to remove discrimination on

the basis of difference and ensure that all individuals have the fundamental right to equal

treatment and the same rights before the law, it cannot be assumed that discrimination

will be eliminated or that all individuals will value the inclusive principles at the heart of

the profession (Loreman, Deppeler & Harvey, 2011). The Discrimination Act further

states that adjustments are not required if deemed ‘unreasonable.’ The implications here

are relevant to a teacher’s level of resilience, attitude towards diversity and commitment

to equity. Inclusivity demands resilience and courage because good educators are the

voice of equity and reason in times of silence and they have the courage to be strong

advocates for their students and their rights. Inclusive educators must be familiar with

policy/legislations, but most importantly, they must be aware of what covert/indirect

discrimination looks like, particularly regarding the insidious legislative loopholes where

prejudices might be concealed beneath the guise of what is deemed to be an

‘unreasonable adjustment’ (Loreman, Deppeler & Harvey, 2011).

Effective inclusivity demands flexibility in order to be proficient in creating new

pathways for learning and adapting curriculum and pedagogy based on students’

individual learning requirements (Kearns, 2012). Inclusive educators are resourceful,

flexible individuals who adopt holistic approaches when supporting their students. In

supporting students with Autism Spectrum Disorder (ASD), some of these students may

present with difficulties regulating their sensory system, and so, a teacher can support

students by providing sensory tools/fidgets such as stress balls, foot rollers, and pencil

toppers, tangle puzzles to help alleviate stress and aid students in their self-regulation

(Ashman, 2014). If students need to tune out noise, it could be ideal to allow students to

use ear plugs/headphones during certain activities. Alternatively, for students with a

hearing impairment, teachers might provide a hearing loop system for these students to

assist them, or alternatively, content can be presented ranging from printed material,

audio texts and digital texts, to text-to-speech options (Brown, 2016). Adjusting seating

arrangements can be beneficial for students with focus concerns and visual impairments;

whereby seating these students closer to the front of the classroom can minimise

distractions and evade issues arising from obscured lines of vision (Loreman, Deppeler &

Harvey, 2011).
Modifications to the physical environment may be required which might consist of ramps

where there are steps, modification of width/positioning of doors and doorways, changes

to the opening/closing speeds, bench height adjustments and reduction of clutter etc., to

ensure that everybody has equal physical access to/around their learning environment

(Loreman, Deppeler & Harvey, 2011).

Inclusive educators understand the value of human differences, therefore learning

materials should be designed for the purpose of encouraging diverse ways of doing and

being. Flexible practices can be achieved through using elements coinciding with the

Universal Design for learning (UDL) framework and differentiated learning strategies,

both of which require the ability to create alternative pathways for students to learn and

demonstrate their acquired knowledge (Hall, Meyer & Rose, 2012). This could entail

adaptations made to content, curriculum, material and assessments (Hall, Meyer & Rose,

2012).

The UDL framework comprises of:

 Multiple means of representation- Providing learners with various ways of

accessing and acquiring information.

 Multiple means of expression- Creating opportunities for students to demonstrate

their knowledge through multiple methods of assessment.

  Multiple means of engagement- Engaging and motivating learners in various

ways. (Loreman, Deppeler & Harvey, 2011).

In regards to students with ASD, many of these learners are pictorial thinkers, meaning

that they are naturally oriented towards graphic understanding (Ashman, 2014).

Supporting these students means working with students’ visual spatial strengths which

can be achieved through increasing the use of imagery within learning

materials/instructions. For example, increased use of videos, PowerPoint presentations

and other graphic materials. This could also prove beneficial for English second language

(ESL) learners and students with mild hearing impairment where support can be increased

by using captions when viewing on screen.

Assessment adjustments may be required, therefore teachers must be flexible and skilful

in devising equal opportunities for their young people to fulfil learning

outcomes/objectives (Brown2016). Flexibility and adjustments could include creating a

tapered version of assessment tasks (if required) and extending the due date if necessary.

Moreover, it is important to provide students with options and choices in their learning

whenever it is possible create opportunities for multiple means of expression. For

instance, a teacher could provide differentiated assessment options including free hand
sketches, conversation with the teacher on a given topic, performance based assessment

of a concept, creating a short film, taking photographs, creating a collage, creating a

series of online memes, a podcast, comic strip or creating a poster. Lastly, teachers can

also increase support by providing students with photographic/visual exemplars of what

the completed task should look like.

Successful inclusivity demands respect for diversity, combined with the ability to engage

in lifelong learning, collaboration and fostering a positive social climate (Loreman,

Deppeler & Harvey, 2011). How we perceive diversity is at the heart of how we treat

people and how we interact with the world around us. Our attitude towards human

differences directly influences our ability to create an environment where students feel

safe, valued, heard and respected, all of which impacts student engagement, participation,

social emotional wellbeing and academic outcomes (Brown, 2016). Inclusion is a

personal philosophy as much as it is an educational practice and inclusive teachers value

principles corresponding with kindness, compassion and unity (Loreman, Deppeler &

Harvey, 2011). Inclusive teachers appreciate the unique contributions each student being

into the classroom, and above all else, they genuinely value human difference.

Successful inclusivity requires motivation and professional teachers endeavour to keep up

to date with current research. As a future educator it is a matter of integrity to actively

seek out training opportunities to build on pre-existing knowledge and enhance expertise.
An investigation into 162 inclusive teachers Australia, 84% of educators who felt

confident in their abilities to include students with disabilities were special education

trained (Loreman, Deppeler & Harvey, 2011). This suggests that confidence has a direct

correlation with the level of special education training a teacher possesses, therefore

teachers must practice within themselves a growth mindset and have a strong desire to

grow professionally and personally.

Teachers possess the social/emotional capacity to maintain, enhance and generate support

networks for their students (Brown, 2016). Inclusive educators have the social, emotional

competence (SEC) to build strong allies for their students for they understand that

students’ psychological, academic and behavioural functioning is directly impacted by

their own social emotional competence and their ability to function as team players

(Loreman, Deppeler & Harvey, 2011). Collaboration between students, carers/families,

staff and other support services (school support officers, speech pathologists and other

specialists) is imperative to successful inclusion (Loreman, Deppeler & Harvey, 2011).

Inclusive professionals are committed to enriching the lives of young people and search

for explanations about their students’ social, emotional and educative realities. The

expectations between home and school may be drastically different for some students,

therefore it is important to keep lines of communication open to avoid overwhelming/

confusing students with conflicting prospects (Brown, 2016). Moreover, collaborative

efforts arms teachers with a holistic understanding of students’ needs, challenges and

abilities beyond that which is observable in the classroom. Lastly, collaboration and

communication skills are pivotal to achieving a common vision, implementing valuable

adjustments, developing proposals, identifying effective support strategies and resolving

issues (Brown, 2016).

Teachers induce and respond to the emotional reactions of their students, therefore they

must aim to model and teach prosocial behaviours whenever possible (Brown, 2016).

Teachers are responsible for the intellectual, social and emotional growth/ wellbeing of

our young people and you cannot teach social/emotional skills if you do not have them.

Inclusive practices require excellent interpersonal skills, the ability to self-reflect, self-

regulate, high levels of integrity, resilience, empathy and responsibility (Loreman,

Deppeler & Harvey, 2011).

Inclusive educators encourage students to perceive themselves as valuable, unique

members of a whole and they provide young people with opportunities to

practice/enhance social emotional competencies (SEC), self-expression and compassion

and they explicitly teach/model SEC and possess the creativity needed to embed social

emotional learning principles within learning activities and pedagogical practices. An

example within the English classroom could involve engaging students in perspective
taking activities from the perspective of a character in a novel, where identifying/

understanding the internal processes of others .assists students in self-expression and

allows them to exercise compassion, pertinent to SEC.

Moreover, collaborative learning (CL) is highly relevant to inclusive, equitable practices

and works to benefit all students involved. CL increases student engagement, generates

critical thinking/reasoning skills, strengthens peer relationships all of which can enhance

students’ sense of belonging through fostering healthy attachment styles that arise from

experiencing peer support, collective efforts and a shared ownership of learning

(Loreman, Deppeler & Harvey, 2011). CL approaches can work particularly well for

students with disabilities for it shifts the focus away from independent struggles and

equivocates the anxieties surrounding individual tasks. Collaboration can also benefit

ESL/LBOTE students/others as it provides opportunities for them to share their first

language (increase belonging) and practice their second language (improve Standard

Australian English). Most importantly, CL stimulates the recognition and appreciation of

diverse socio-cultural languages/behaviours modelled by peers and encourages students

to respect and value differences regarding opinions, abilities and worldviews.

Reference List

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