Inclusive Education SP5 2017 Melissa Hylan 110137261

Project

AUTISM
What is Autism?
Autism is a Pervasive Developmental Disorder (PDD) (Special Education Unit 1999,
p. 2). The complex neurological disorder is characterised by impairments in
communication and social interaction, restricted, repetitive behaviours, fixated
interests and sensory sensitivities (Carpenter 2010; Autism Spectrum Australia 2017;
Special Education Unit 1999). Autism is a life- long disorder, which impacts on every
part of one’s life.
Autism falls under the umbrella of the Autism Spectrum Disorder (ASD). Placing an
individual along the spectrum helps to identify the level of support they require and the
severity of their characteristics. The combination of characteristics and challenges
each individual with autism will display varies. No two individuals will be the same and
their difficulties and abilities will range from being mild to severe.

What causes Autism?

It is currently estimated that there are 230,000 Australians living with Autism (Autism
Spectrum Australia, 2017). It is a life-long condition that has a higher precedent in
males than females.
Due to the complexity and variation of symptoms of autism, there is yet to be a definite
cause found. Research has identified that it could be a result of a genetic disorder,
hereditary or not, or it could be could be caused by environmental factors. Scientists
have found that the autistic brain is larger and heavier than a normal brain (Special
Education Unit 1999, p. 2-3).
As there is currently no definite cause for autism, there is no cure. However early
diagnosis and intervention targeted to ones needs, can make a positive impact on the
individual’s life. Autism is commonly diagnosed in children under the age of 3, when
they are found to not be meeting developmental milestones. This is not always the
case and it can be diagnosed in individuals later in life.

Characteristics of Autism
There are three major characteristics of autism. These are communication, social
interaction and unusual behaviours and interests. (Carpenter 2010, p. 274).
All individuals with autism have difficulties with language and communication (Special
Education Unit 1999, p. 7). The degree of these difficulties varies from person to
person.
Verbal communication may not occur at all. Some may experience difficulty due to
their limited vocabulary and others may find expressive language difficult to use and
understand. Non-verbal communication and expressions can also be difficult for
individuals to understand and to use.
Inclusive Education SP5 2017 Melissa Hylan 110137261
Project

Non-verbal, or individuals with limited vocabulary may benefit from using an

augmentative communication system, this can assist them to communicate ideas that
they are unable to verbally express.
The tone, pitch, rate and rhythm of speech can be different in people with autism. Their
speech may be monotone. Individuals may be repetitive or idiosyncratic and some use
Echolalia. “Not comprehending the social use of speech and the meaning of
communication, individuals with autism are prone to repeat literally the speech of
others rather than internalize it and use it to maintain social interaction: (Schuler 2003,
p. 457).
People with autism may find it difficult to initiate a conversation and to follow the social
conventions needed to continue the conversation. They may perseverate on topics,
therefore they can find it difficult to change from one topic to another, especially if they
have no interest in the topic. In some individuals speech is used mainly to make
requests or rejections to regulate their own physical environment, which may lead to
interrupting during conversations.
These communication difficulties can impact on their social interactions, as social
interactions require communication and knowing how to interact at this level. People
with autism may find it difficult to read social situations therefore making it difficult to
respond appropriately.
Individuals may also display unusual interests. This can be in the form of interest in
only certain things or a fascination for moving/spinning objects.
Individuals with autism may be resistant to change and insistent on routine and
familiarity.
They may also present unusual behaviour traits, such as hand-flapping, spinning,
rocking and walking on tiptoes (Special Education Unit 1999, p. 11).
Some individuals have a hypersensitivity or hyposensitivity to sensory stimuli, such as
tactile, auditory, vestibular and taste.
Individuals may have a short attention span, find it hard to change their attention from
one thing to another, have difficulty in sharing attention or responding to cues.
All of these characteristics vary from person to person and in extent and combination.
Anxiety is common in people with autism, due to the difficulties they experience.

Policy
The Disability Standards for Education 2005 outline the legal obligations for principals
and teachers in the education of students with disabilities. These obligations outline
that all students must have an opportunity to participate in learning experiences and
that teachers need to make the necessary adjustments when possible to ensure this.
Teachers must take into account their mode of delivery and learning experiences for
their student in regards to the learning outcomes, the learning capacity and the needs
of the student. The teacher must provide access to specialised support services if
required and necessary. To do this teachers must have a knowledge of the available
Inclusive Education SP5 2017 Melissa Hylan 110137261
Project

services, facilitate and collaborate arrangement, utilise specialised equipment where

needed and complete appropriate training where necessary.

Negotiated Education Plans (NEP’s):

A Negotiated Education plan is an individualised working document to assist a student
to “support access, participation and achievements in the mandated curriculum”
(Department for Education and Child Development 2017a). Students with autism will
usually have a NEP. This plan will include background and contextual information, the
strengths and needs of the student and intended learning goals and learning outcomes
for the student (Department for Education and Child Development 2014). The NEP is
made in consultation with parent/ caregivers, the student, educators and the student’s
support services team. The Children and Young People with Disability Policy outlines
that “The child/young person’s teacher will implement any negotiated instruments to
enable the child or young person with disability to engage in their education in a
supportive learning environment” (Department for Education and Child Development
2017b, p. 9).

Teaching considerations:
When teaching a child with autism, teachers need to be aware of the characteristics
that the child has. The teacher should ensure that know the students challenges,
abilities and interests so they can combine the general needs associated with their
autism in their relationship with them and learning experiences.

Considerations for communication and social interactions:

When communicating with a student with autism, the teacher should ensure that they
use specific, familiar, concrete words. Instructions should be given to the student in a
short, simple to understand manner and only when the teacher has the student’s
attention.
The teacher should plan and implement learning experiences that engage a student
with autism in communication. A “lack of narrative competence that underlies the
limited comprehension of both spoken and written language in individuals with autism
spectrum disorders” (Schuler 2003, p. 459), needs to be considered when teaching.
Opportunities to help build this in students can be facilitated through learning and play
experiences. Children often have limited imagination and therefore experience
difficulty in play with others. They may choose to play by themselves or next to others,
rather than joining into a group. Planned play experiences can be valuable to practice
“pre-verbal precursors of language, such as gestures and vocalization, and may even
set the stage for reciprocity and imitation” (Schuler 2003, p. 456-457)
Students with autism often have difficulty in comprehending or following lengthy
instructions. Visual representations can help with this. The “advantages of using visual
aids is that they can be examined for as long as needed to process the information”
(Special Education Unit 1999, p. 19).
Students with autism require direct teaching of communication and social interaction.
To do this teachers should ensure “Skills are taught within relevant activities and
Inclusive Education SP5 2017 Melissa Hylan 110137261
Project

across contexts, increasing the probability that the student will generalize the skill to
non-instructional activities and environments” (Dunlop & Fox 1999, p. 4).
Students may benefit from working alongside another student, as “doing a task
alongside someone also provides naturally occurring environmental cues” (Dalrymple
1999, p. 253).
Students also may have difficulty in waiting or sharing attention, especially teacher
attention. “Waiting behaviour is complex and really must be learned as it applies to
each situation” (Dalrymple 1995, p. 251). The implementation of waiting procedures
and expectations with the student can help to minimise unwanted behaviour.

Considerations for routine and familiarity:

Students with autism like routine and familiarity. Teachers can assist a student in their
classroom by providing a consistent environment. This should be in regards to rules
and expectations, routines, set up and learning experiences.
Rules and expectations of the classroom for behaviour and work should be clear and
concise and should be visually displayed. A daily outline should be visually displayed
and explained to the class at the beginning of the day. A student with autism may
benefit from having a copy of this on their desk, so they can refer to it as they need to.
Teachers should avoid interruptions to the planned schedule where possible. If there
is any interruptions or changes to it, they should explain to the child the changes, why
and what is going to occur instead.
For learning experiences teachers should ensure that they provide systematic
instructions, scaffolding and model problem solving (NSW Department of Education
2017). “Many teachers also find mini-schedules helpful; they provide a visual analysis
of the steps in a task or assignment that need completion by the student” (Dunlap &
Fox 1999, p. 3).
The classroom set up should remain as consistent as possible, so that the student is
familiar with their surroundings, seating and where things belong.

Considerations for attention and motivation:

Teachers can engage and motivate students in their classroom by providing clear
expectations and instructions, with appropriate prompts and scaffolds. The use of
appropriate technology may be of some assistance in learning experiences. (NSW
Department of Education 2017). Developing learning experiences around student
interests can help, as well as keeping experiences within the students’ range of ability.
Visual aids, instructions and representations should be used where and when possible
to assist a student in their learning. The teacher can also provide assistance through
selecting appropriate equipment and furnishings. Some students may have a
Negotiated Education Plan, which outlines their own learning goals, this should be
understood and followed by the teacher and the appropriate support personnel should
be used, where required. (NSW Department of Education 2017).
Inclusive Education SP5 2017 Melissa Hylan 110137261
Project

Considerations for Sensory Stimuli:

Teachers should be aware of the difficulties the student may have with sensory stimuli
and adapt the learning environment where possible to minimise or eliminate these
triggers. Understanding the student’s triggers, may help a teacher to understand a
student’s behaviour.
Teachers should promote and maintain an inclusive learning environment. Teacher’s
should monitor classroom noise and can use visual indicators for noise levels to
ensure it is comfortable for a student with autism.
The teacher should ensure that the student sits in a location in the classroom that is
comfortable for their difficulties. This may take into consideration, space, noise and
ease of access to materials and belongings.
A quiet space should also be available for the student to use, if they require it. Students
should be aware of the expectations that they need to follow when it comes to using
this area.
Visually, the teacher can ensure that the classroom is not too cluttered, therefore
ensuring that there is minimal furniture or work displays. This will help with visual
overload or distraction.
An inclusive environment, where all students are aware of others’ difficulties can assist
a students’ needs to be met.

Considerations for behaviour:

“Some students with autism may exhibit excessive passivity, while others display
patterns of disruptive or even destructive behaviors” (Dunlop & Fox 1999, p. 4),
teachers should work with students to help them find ways to deal with their
environment.
Being aware of a students’ characteristics and challenges can assist a teacher in
considerations for behaviour. By maintaining a consistent environment where possible
and by being conscious of a student’s triggers, teachers may be able to minimise some
aspects of behaviour.

Conclusion:
There are many characteristics of autism. It is important for educators to remember
that every student with autism will display different characteristics and severities.
Therefore educators must get to know their student’s, build working relationships with
parents, follow NEP’s and be aware of the support services available to them and their
student.
Inclusive Education SP5 2017 Melissa Hylan 110137261
Project

The context of the student with Autism.

The student is a year 3 male student, who has recently been diagnosed as having
autism. He has a Negotiated Education Plan, in which he is working on meeting Year
2 standards in Science.
The student has an extensive vocabulary, however is non-verbal at time. He has
difficulties in the production of writings, however enjoys drawing. His reads at level 7.
He has sensory difficulties with noise and touch.
He can be non-compliant with learning experiences that do not interest him. He will
leave a learning space if he is not happy with what is happening. This includes waiting
for the teacher’s attention.
He can work with a peer if necessary, however prefers to work alongside of a peer
rather than with. He shows an acceptance of other students, but will distance himself
when he needs to.
The student is often disengaged in learning experiences and will sit at his desk and do
nothing.
Inclusive Education SP5 2017 Melissa Hylan 110137261
Project

LESSON: Science: Objects in Water

CONTEXTUAL DETAILS
Year Level: Year 2 and 3
Estimated Duration of Activity: 50 minutes
Location: Classroom /Outside: Oval

LEARNING AREA: Science

TOPIC: Push and Pull

CURRICULUM LINKS:
Year 2
A push or a pull affects how an object moves or changes
shape (ACSSU033).
Year 3
Science involves making predictions and describing patterns and
relationships (ACSHE050).

LEARNING INTENTION:
 Identify that the shape and weight of an object will
influence whether it sinks or floats.

SPECIFIC LEARNING OUTCOMES

 Plan, and investigate scientifically by creating a boat
which will float on water.
 Conduct experiments to see how much the boat can
hold, before it sinks.
Inclusive Education SP5 2017 Melissa Hylan 110137261
Project

 Experiment with the construction of the boat to see

if it can hold more.

PREPARATION/ORGANISATION
 Book: Who Sank the Boat by Pamela Allen.
 Aluminium Foil.
 Lego.
 Large Plastic Tubs.
 Water.
 Who Sank the Boat the Boat Work sheet.
 Clipboards.
 Pencils.

PROCESS RESOURCES & TIME ADAPTIONS FOR STUDENTS’ CONTEXT.

Engage: 5 minutes. The student will know that it is time for science, the lesson schedule will be
Recap sink/float investigation. on their desk, and will have been discussed with the student that morning.
Read book: Who Sank the Book: Who Sank the
Allow student to look through the book during this discussion.
Boat: by Pamela Allen. Boat?
Discuss concepts in the story Students will sit on the floor for this part of the lesson, allow this student to
about sinking. sit at their desk if they want to. (Their desk is at the front of the classroom,
for easy viewing).

Explore, Investigate, The student will be paired with another student. This partner will be chosen
Problem solve: 10 minutes. with consideration of their ability level in regards to their writing ability and
how they work in a partnership. It will also take into account whether these
Using aluminium foil students two children can work together and get along.
will design a boat which will Who Sank the Boat?
float on water.
Inclusive Education SP5 2017
Project
Students will test their boat.
Using their boat and small
objects, students will explore
how much their boat can hold
in the water, before it sinks.
Melissa Hylan 110137261
Worksheet. The lesson will be discussed as a whole and the steps will be written on the
Pencils. white board. The teacher will allocate a time for each step and write this on
Aluminium Foil. the board as well. Expectations for the lesson will also be given, in regards
Scissors. to behaviour and working together.
The teacher will also discuss this individually with the two children, using a
lesson outline they can have on their desk, this will include visuals for each
step of completion required.
Each step will have a time allocation and the student will be given a timer to
set for each of the steps.
When the timer goes off the students will show the teacher what they have
done and they will then move onto the next step of the sequenced lesson.
The partners will have the option to make two boats or just one, this will be
depending on what the student wants to do, and either will be acceptable.
The students will be given the option as to where they would like to work to
complete this section. This can be in a quiet place available in the classroom
if required, as this making part of the lesson may be noisy.
Once the students have made their boats and shown the teacher they will
be able to collect a tub of Lego to use in the next stage of the activity.
Expectations for working outside and with the water will be discussed
15 minutes. individually (was discussed as a whole class) with the pair before they
continue.
Plastic tub.
Water. They will then take their boat and foil outside to test. They will reset the timer,
Lego. to guide them in how long this should take.
Inclusive Education SP5 2017
Project
Students will evaluate the
effectiveness of their design 10 minutes.
and make changes to their
boat to see if it is able to hold
more weight.
Students will draw a sketch of
their boat and record what
their boat can hold and how
much. (Students could weight
their objects and record this in
weight).
Conclusion: 10 minutes.
Students will regroup on the
floor, with their boats and their Camera.
recordings. Students will Whiteboard/ markers.
present their boats and
findings.
Melissa Hylan 110137261
The teacher will supervise this outside activity, ensuring water safety and
that there are only two people at one tub at a time. This pair will have their
own tub of water, which will be situated away from the others. This is to
provide a safe environment for the student, in regards to noise and space.
The students will complete the activity.
Once the timer has gone off, they will reset the timer, according to their
lesson plan and they will draw a sketch of their boat and record how many
Lego pieces it can hold. The expectations for the student in this part will be
for them to draw the sketch and for their partner to record the written part.
Teacher guidance and motivation may be required in this part if the student
is unwilling to complete this. If the student will not draw the sketch, the
teacher can provide the camera for them to take a photo of their boat
instead. The teacher can ask the student the questions and record the
answer for them if they are unwilling to help their partner.
The final timer, which is on their lesson plan indicates that they will return to
the floor for group sharing. Again the student has a choice about where they
will sit, at their desk or on the floor.
The teacher will encourage the student in group sharing of their boat and
findings. If the student is reluctant to speak in front of the group, the teacher
should ask the partner the questions about their findings. The teacher
should encourage the student to hold up their boat to the class.
The teacher should engage the student in the discussion, by asking them
questions and giving them enough time to respond. However should be
mindful of the willingness of the student when doing this and ensure that
they are not making them uncomfortable.
Inclusive Education SP5 2017 Melissa Hylan 110137261
Project

Photos of the boats and any

new words can be added to
the push/pull wall display.

Can students design and

make a boat?
Assessment: Can students identify
Checklist: changes to needed to
make their boat float?
Inclusive Education SP5 2017 Melissa Hylan 110137261
Project

Who Sank the Boat?

Sketch your boat design.

Test your boat in the water.

Does your boat float?
Do you need to make any changes?
If yes, what changes do you need to make?
What objects are you using to put in your boat?
__________________________________________________
How many objects can your boat hold before it sinks?
_________________________________________________
Can you make any changes to your boat to make it hold more?
__________________________________________________
Inclusive Education SP5 2017 Melissa Hylan 110137261
Project

References
Autism Spectrum Australia 2017, About the Autism Spectrum, Australia, viewed 29
October 2017,
<https://www.autismspectrum.org.au/content/about-autism-spectrum>.
Carpenter, L 2010, ‘Understanding Autism Spectrum Disorder’, in M Hyde, L
Carpenter & R Conway (eds), Diversity, Inclusion & Engagement, Oxford University
Press, Victoria, Australia, pp. 273-295.
Commonwealth of Australia 2006, Disability Standards for Education 2005: plus
guidance notes, Barton, ACT, viewed 31 October 2017,
<https://docs.education.gov.au/system/files/doc/other/disability_standards_for_educa
tion_2005_plus_guidance_notes.pdf>.
Dalrymple, NJ 1995, Environmental supports to develop flexibility and independence.
In K Quill (ed), Teaching children with autism, pp. 243-264, New York, Delmar.
Department for Education and Child Development 2014a, One Child, One Plan 2014
Update, Government of South Australia.
Department for Education and Child Development 2017b, Children and Young
People with Disability Policy, Government of South Australia, viewed 3 November
2017, <https://www.decd.sa.gov.au/sites/g/files/net691/f/studentswithdisabilitie-
1.pdf>.
Department for Education 2017c, Negotiated Education Plan (NEP), Special
Education Resource Unit, Government of South Australia, viewed 5 November 2017,
<web.seru.sa.edu.au/NEP.htm>.
Dunlap, G & Fox, L 1999, Teaching Students with Autism. ERIC Digest E582, ERIC
Clearinghouse on Disabilities and Gifted Education, Veston, VA, pp. 1-7.
NSW Department of Education 2017, Disability, Learning and Support: Adjustments
to teaching and Learning, viewed 29 October 2017,
<https://education.nsw.gov.au/teaching-and-learning/disability-learning-and-
support/personalised-support-for-learning/adjustments-to-teaching-and-learning>.
Special Education Unit 1999, Teaching Students with Autism, A guide for Educators,
Saskatchewan Education, pp. 1-77.