EDUC3055 Inclusive Education

Assignment 2: Project

DISCUSSION

What is Inclusion?

Inclusion is generally defined as the right of everyone to equitable engagement,

access and participation in daily life experiences (Hyde, Carpenter, & Dole 2017, p. 5).
Under the umbrella of education, inclusion refers to the provision of opportunities for full
and equal participation in the education experience, which serves the needs of
individual students equally and equitably (Hyde, Carpenter, & Dole 2017, pp. 7-11).
Inclusion is vital because it recognises the moral, legal and human rights of people with
disability (Hyde, Carpenter, & Dole 2017, p. 5). Furthermore, children’s educational
outcomes are increased when they have a sense of belonging in their community and
inclusive school environments are conducive to engagement and participation (Hyde,
Carpenter, & Dole 2017, pp. 396-398).

Legislation, Policies and Rights

There are many legislative requirements with respect to students with disabilities and
their right to access educational opportunities.

The United Nations Convention on the Rights of the Child (1989) states that all children
have the right to participate in opportunities and aspects of daily life including
education, without facing discrimination (United Nations 1990; United Nations, cited in
Hyde, Carpenter, & Dole 2017 pp. 7-8). Article 23 specifically promotes the rights of
children with disabilities, that they can fully participate in the community and access
resources they need for their own development (United Nations 1990; United Nations
cited in, Hyde, Carpenter, & Dole 2017 pp. 7-8). The United Nations Convention on the
Rights of Persons with Disabilities also states the importance of equal access to inclusive
education without barriers, discrimination or harassment and the provision of support as
required (United Nations 2006; United Nations, cited in Hyde, Carpenter, & Dole 2017
pp. 7-8).

Division 2 of the Disability Discrimination Act 1992 protects the rights of disabled people
to access the same educational opportunities as the rest of the population without
discrimination or harassment (Australian Government 2018, pp. 25-26). The National
Disability Strategy is committed to support and promote the participation and inclusion
of persons with disabilities in mainstream education systems which are responsive to
individual requirements (Commonwealth of Australia 2011, p. 49)

The Melbourne Declaration on Educational Goals for Young Australians stipulates that
our schooling system should commit to action to promote equity and success for all
learners to reach their full potential (Ministerial Council on Education, Employment,
Training and Youth Affairs 2008, pp. 7-9).

EDUC3055 – Assessment 2
Focus area 1.5 and 1.6 of the Australian Professional Standards for Teachers recognise
the need for teachers to recognise diverse learning needs by differentiating teaching
to respond to individual needs and to support full participation of students with
disabilities (Australian Institute for Teaching and Leadership 2011, p. 11). The Australian
National Quality Framework ensures children’s individual needs are being met within
the educational program and the physical environment and child wellbeing is
promoted (Australian Children’s Education and Care Quality Authority 2018).

Both the Australian Curriculum and the Early Years Learning Framework are reflective of
the various conventions, frameworks, legislation and policies, with guidelines for
respecting and celebrating diversity within Australian education facilities, providing full
access and participation ‘on the same basis’ as their peers (Australian Curriculum,
Assessment and Reporting Authority [ACARA] 2010; Department for Education and
Training 2009).

Intellectual Disability

Intellectual disability or impairment is a term which describes a diverse range of people

with varying social, intellectual and functional abilities (Hyde, Carpenter, & Dole 2017,
p. 211). Intelligence test scores are below average for people with intellectual
disabilities and will vary according to severity (Hyde, Carpenter, & Dole 2017, p. 211).
The severity of intellectual impairments can be categorised from mild to severe
according to support requirements of individuals rather than basing solely on
intelligence tests (American Association on Intellectual and Developmental Disabilities,
cited in Hyde, Carpenter, & Dole 2017, p. 211). Intellectual disabilities can be caused
by either genetic factors, external trauma or toxins and in some cases the biological
factors are unknown (Hyde, Carpenter, & Dole 2017, p. 213).

Adaptive behaviours are the ways persons with disabilities manage the natural and
social demands of everyday life (Sparrow, Balla & Cicchetti, cited in Hyde, Carpenter,
& Dole 2017, p. 212). Many of these behaviours can be improved with interventions
and environmental factors (Hyde, Carpenter, & Dole 2017, p. 212). There are four levels
of supports for students to access and participate full in their education from
intermittent or limited to extensive or pervasive (Hyde, Carpenter, & Dole 2017, p. 213).

Fetal Alcohol Spectrum Disorder

Fetal Alcohol Spectrum Disorder (FASD) is an overarching term to describe all

diagnostic categories of neurological and birth defects related to the teratogenic
effects of alcohol exposure in-utero (Australian Government: Australian Institute of
Family Studies 2014; Bower & Elliott 2016, p. 2; Centers for Disease Control and
Prevention 2019; Sokol, Delany-Black & Nordstrom 2003, p. 2996). Prenatal exposure to
alcohol has been shown to cause intellectual impairment in some children though
some will have an IQ within the normal range (Gallagher 2008, p. 237; O’Malley 2011,
pp. 481-484). These diagnostic categories include Fetal Alcohol Syndrome (FAS), Partial
Fetal Alcohol Syndrome, Neurobehavioural Disorder Associated with Prenatal Alcohol
Exposure, Alcohol-Related Neurodevelopmental Disorder, and Alcohol-Related Birth
Defects (Centers for Disease Control and Prevention 2019; Bower & Elliott 2016, p. 4;

EDUC3055 – Assessment 2
Hagan et. al. 2016, p. 1; Watkins et. al. 2013). There may be inconsistencies with
category names across countries. Australian medical professionals use nationally
recognised guidelines to inform diagnosis of FASD or related impairments on the FASD
spectrum (Bower & Elliott 2016, p. 3).

FASD is described as a permanent brain injury which is a result of exposure to alcohol in

an unborn child (Bower & Elliott 2016, p. 3). Research has shown that FASD can occur
even when small amounts of alcohol are consumed at critical times during pregnancy
and not only as a result of excessive consumption (Centers for Disease Control and
Prevention, cited in Judd 2012, p. 234; Sokol, Delany-Black & Nordstrom 2003, p. 2996).
Professionals in the field have suggested that FASD may be the most significant non-
genetic cause of learning disabilities in the future (Carpenter, cited in Forbes 2007, p.
67) and is the most preventable of learning disabilities (Centers for Disease Control and
Prevention 2019, Judd 2012, p. 35).

FASD is a societal issue which is not limited to any one particular socio-economic
demographic, but can occur across various cultures and communities (Australian
Medical Association 2016). However, FASD can be more prevalent in certain
demographics (Australian Medical Association 2016).

Diagnosis of FASD occurs when the following characteristics are evident; facial
dysmorphology, restricted growth, neurodevelopmental abnormalities and central
nervous system impairments (Bower & Elliott 2016, p. 7; Sokol, Delany-Black & Nordstrom
2003, p. 2996). However, some sources state that some FASD diagnoses also require
confirmation of fetal alcohol exposure along with physical and neurological markers
(Australian Medical Association 2016; Bower & Elliott 2016, p. 4).

The Australian Fetal Alcohol Spectrum Disorders Action Plan 2013-2016 outlined the
importance of social inclusion in education by increasing awareness of the disability
amongst education providers (Foundation for Alcohol Research and Education 2012, p.
8). It is important for educators to know about FASD in order to meet the needs of
children with a current diagnosis and also to be informed that it is a condition which
can go undiagnosed. FASD is under-identified for a range of reasons (Sokol, Delany-
Black & Nordstrom 2003, p. 2996). At this time there are no reliable biological or
biochemical markers which can be used to screen new born children for maternal
alcohol exposure (Sokol, Delany-Black & Nordstrom 2003, p. 2996). Medical
professionals may be reluctant to discuss the possibility of a FASD diagnosis with mothers
who may have placed their unborn child at risk by way of alcohol exposure (Australian
Medical Association 2016). The only way to know the risk of exposure is through
maternal reporting of alcohol use in pregnancy, which may be underreported due to
shame and stigmatisation (Ernhart et. al. cited in Sokol, Delany-Black & Nordstrom 2003,
p. 2996). Surveys of medical professionals show that many lack confidence in their
ability to diagnose FASD which may result in reduced likelihood of paediatric diagnosis
(Nevin et. al. cited in Sokol, Delany-Black & Nordstrom 2003, p. 2997). Another
important reason for under-diagnosis and under-reporting of FASD is the public
stigmatisation and blame aimed at biological mothers of children with FASD (Corrigan
et. al. 2017, p. 1172). The issue arising from failure to provide a diagnosis can mean that
children do not receive the support, resources or early interventions required (Australian
Medical Association 2016).

EDUC3055 – Assessment 2
General Signs and Symptoms of FASD

FASD can present in various ways depending on a range of genetic and environmental
factors including time and level of alcohol exposure (Bower & Elliott 2016, p. 4)
Children with FASD may have physical characteristics specific to the disorder (Spohr
2018, p. 59). These features can include small head size, small eyes, upturned nose,
ears rotating back, low body weight, shorter than average height and vision and
hearing problems (Centers for Disease Control and Prevention 2019; Spohr 2018, p. 59).
Children with FASD may be susceptible to upper respiratory tract, middle ear and sinus
infections or have other major malformations such as congenital heart abnormalities or
cleft palate (Spohr 2018, pp. 59-61).

Children with FASD often present with developmental delays in speech, expressive and
receptive language, gross and fine motor skills, cognition, social-emotional capabilities
and behaviour (Spohr 2018, p. 62). FASD is a lifelong condition and longitudinal studies
show a person with FASD will have limitations in intellectual functioning which can
manifest in a variety of ways throughout the lifespan (McLean, McDougall & Russell
2016; Sokol, Delany-Black & Nordstrom 2003, p. 2997). Research also shows that infancy
sleep issues can remain for years (Spohr 2018, p. 60).

Critical Issues Within the Classroom & Accommodations

The critical issues for the purpose of this project will focus particularly on Fetal Alcohol
Syndrome (FAS) which falls within the alcohol-related birth defect spectrum (FASD)
(Sokol et. al. cited in, Hagan et. al. 2016, p. 1; Sokol, Delany-Black & Nordstrom 2003, p.
2996). FAS is know to be the most severe diagnosis on the FASD spectrum (Chokroborty-
Hoque, Alberry & Singh 2014, p. 4). Children are diagnosed with FAS in the presence of
3 abnormal facial features, slow physical growth and impairment in at least 3 areas of
brain functioning (Loock, cited in Berk 2013, pp. 98-99). Children with FAS have
difficulties with social skills and their intellectual deficits make learning difficult (Centers
for Disease Control and Prevention 2019; Chokroborty-Hoque, Alberry & Singh 2014, p.
4).

 Decreased Cognitive Functioning

Children with FAS have been shown to have impaired cognitive functioning which
negatively impacts on school performance (Sokol, Delany-Black & Nordstrom 2003, p.
2997). Children with FAS can have difficulty processing information and generalising
across contexts which can result in misunderstanding (NOFASD 2018a). Children can
become easily overwhelmed by sensory input in the learning environment (NOFASD
2018a).

Strategies:

o Provide literal and explicit instructions slowly and clearly and repeat to
consolidate understanding (McLean, McDougall & Russell 2014; NOFASD 2018b).
o Break down instructions into small parts (NOFASD 2018b).

EDUC3055 – Assessment 2
 o Ask child to clarify what actions they will need to take to complete the task
(NOFASD 2018b).
o Provide a visual reminder of what is being required of the child i.e. Sitting at the
desk and working with a partner (McLean, McDougall & Russell 2014).
o Foster an environment of predictability and structure by displaying the class
routine and keeping to this structure as much as possible (Kalberg & Buckley,
cited in O’Malley 2011, p. 487).
o Decrease stimulation in the environment by eliminating clutter on tables and
keeping displayed work to one specified area (O’Malley 2011, p. 487).
o Minimise background noise (NOFASD 2018b).
o Provide the child with a cue to know when they have completed the task
(Dawson & Guare 2004).

 Language Delay

Language skills deficits are often evident in children with a FAS diagnosis (McLean,
McDougall & Russell 2014; O’Malley 2010, p. 540). This can include expressive and
receptive language delays and difficulties with comprehension (Bower & Elliott 2016, p.
24; O’Malley 2010, p. 540). Some of the skills deficit lies particularly with social
communication skills (O’Malley 2011, p. 485).

o Provide clear, simple and explicit instructions, breaking tasks down into small steps
(NOFASD 2018b).
o Use visual aids and concrete language and objects to consolidate
understanding of tasks (Alberta Learning 2004, p. 94; Kalberg & Buckley, cited in
O’Malley 2011, p. 487; NOFASD 2018b).
o Label class items using visual images and single words to make pack up and
collecting resources easier (Alberta Learning 2004, p. 92; NOFASD 2018b).
o Model and provide opportunities to practice social communication skills (Alberta
Learning 2004, pp. 83-84).
o Speak slowly and clearly (Alberta Learning 2004, p. 94).

 Memory

Children with FAS may have memory impairments, with difficulty recalling learned
information or repeating mistakes (Crocker et. al. cited in Hagan et. al. 2019, p. 6).
There may also be difficulties recalling prior knowledge, learning new information and
remembering social rules, resulting in challenging behaviours (McLean, McDougall &
Russell 2016; National Organisation for Fetal Alcohol Spectrum Disorder Australia
[NOFASD] 2018a). There can be inconsistencies with the child’s knowledge, as if they
had not learnt the concept (NOFASD 2018a). The environment may be over-stimulating
and result in off-task behaviour (Barley, cited in NOFASD 2018a)

Strategies:

o Create consistent and explicit routines and follow them where possible (NOFASD
2018b).
o Use repetition and revisit the previous lesson (Alberta Learning 2004, p. 90).

EDUC3055 – Assessment 2
 o Make instructions simple and explicit, breaking down into smaller steps and
repeating them for the class (Alberta Learning 2004, p. 34; NOFASD 2018b).
o Provide one instruction at a time (Alberta Learning 2004, p. 90).
o Display lesson tasks on the board, in both written and visual (picture) form and
provide students with a visual hand out to refer to if required (Alberta Learning
2004, p. 35).
o At the conclusion of the lesson have a review discussion (Alberta Learning 2004,
p. 90).

 Attention Deficits

Children diagnosed with FAS can have attention difficulties and become easily
distracted (McLean, McDougall & Russell 2014; NOFASD 2018a). Attention difficulties
can arise when the child is required to maintain attention on particular stimuli, focus on
multiple stimuli at once, alternate focus between stimuli or sustain attention for a long
period of time (Bower & Elliott 2016, p. 26). The environment can be over-stimulating for
the child (Barley, cited in NOFASD 2018a).

Strategies:

o Reduce sensory stimulation in the environment by eliminating clutter, keeping the

desk spaces clear and keeping noise levels as low as possible (Alberta Learning
2004, p. 82; Dawson & Guare 2004; NOFASD 2018b).
o Break down tasks into smaller parts and regularly check-in with the child to see
they are on task (NOFASD 2018b).
o Provide a short break for the class during lesson times (NOFASD 2018b).
o Move around the class and check students are on-task (Alberta Learning 2004, p.
35).
o Grouping the child with known friend will be less overwhelming and may assist the
child to attend better to the task (Kalberg & Buckley, cited in O’Malley 2011, p.
487).
o Provide the class with a calm space with reduced sensory input (quiet and dimly-
lit) where students can retreat to when they feel overwhelmed (NOFASD 2018b).

 Fine and Gross Motor Skills Delay

Children with FAS may have gross motor function impairments making it difficult for
them to fully participate in some tasks and activities (O’Malley 2010, p. 540; McLean
& McDougall 2016). Fine motor skills will often be under-developed which will create
difficulties with writing, cutting and completing construction activities (Alberta
Learning 2004, p. 78).

Strategies:

o Provide plenty of opportunities for practicing motor skills with balls, hoops, bean
bags (Alberta Learning 2004, p. 79).
o Provide materials and equipment to strengthen hands such as clay, playdough,
puzzles and blocks (Alberta Learning 2004, p. 78).

EDUC3055 – Assessment 2
 o Provide access to equipment and aids which supports children’s full participation
in all tasks and activities such as adapted scissors and pencil grip assistance tools
(Alberta Learning 2004, pp. 78-80).

Classroom Community

Children with FASD and specifically FAS often face peer rejection and isolation due to
their lack of social skills (Aronson et. al. cited in O’Malley 2011, p. 491). Along with
specific strategies aforementioned, I would also foster inclusion, acceptance and
belonging and accommodate the general needs of all children in my class by creating
a safe, respectful, supportive learning community (Judd 2012, p. 366). Teaching and
modelling specific social skills will also assist children with FASD to build and maintain
peer relationships (Alberta Leaning 2004, pp. 83-84). A tiered support framework which
holistically considers the modifications and strategies on a universal, targeted and
intensive basis would also be useful for supporting all students (Dawson & Guare, cited
in Dawson & Guare 2009, p. 13).

Supports, Networks and Resources

To support a child and family with a diagnosis of FASD there are many resources
available which provide information on the issues and strategies for managing
wellbeing and daily living. See Appendix A for a full list of website links to resources for
educators, families, caregivers and children.

To support children, professionals can provide targeted interventions. Speech

Therapists can support children’s speech development and skills in expressive and
receptive language. Physiotherapists can assist children to build fine and gross motor
skills. Occupational Therapists can support sensory processing issues and assist with
building skills needed to be successful in everyday life.

Within the learning environment, an individualised learning plan will ensure the specific
goals and requirements for the child are documented. The Department for Education
has implemented ‘One Child One Plan’ (OCOP) which is an individualised learning plan
and working document which will inform student accommodations and goals from
preschool and throughout their education (Government of South Australia Department
for Education 2019). The document is accessed by education providers throughout the
child’s education and is being implemented to eventually replace NEP, IEP and ILP
documents.

EDUC3055 – Assessment 2
Class Context/Scenario

The class is a year 1 class of 23 children with a range of learning styles and requirements. There is one child who has a confirmed
FAS diagnosis. The child is 7 years old, with dysmorphic facial features and difficulties with attention, memory and poor language
and motor skills.

LESSON PLAN

This lesson plan has been adapted from a previous plan created by myself for EDUC3061: ProfEx 3 (2018).

Lesson Plan
Ally Kennett #100098189
Year level: 1 Achievement standard:
Students recognise Australian coins according to their value.
Subject: Maths
Sub-strand: Number and Algebra Content descriptors:
ACMNA017 – Recognise, describe and order Australian coins according to their
Topic: Money and Financial Mathematics 3 value.
General Capabilities: Numeracy (use money) Level 1b - recognise the different value of coins and notes in the Australian
monetary system.
Lesson Introduction: 10 mins Organisation and resources: Begin with clear table spaces

Display large coin images for students to see.
Ask what they have learnt so far and write on
board.
Ask children to gather on the mat
Large coin images
KWL chart on board
Whiteboard Markers
Revisit previous learning about currency and
coins. Discuss value of coins in relation to the
animals and numerals marked on them.
Display images of coins and provide coins for
children to handle and work with.

EDUC3055 – Assessment 2
Procedure: 35 mins
Discuss coin values and features.
Notice “heads” and “tails”.
Students to cut out coins and stick in their book in
order from lowest value to highest value.
Differentiation:
Low level students to have value amounts and
image prompt on Currency Lesson Sheet with coins
in value order on Coin Sheet. May need to provide
concrete coins to place in blank spaces on the
task sheet.
Mid level students to have value amounts on sheet.
High level students to have least structured sheets.
Lesson conclusion: 5 mins
Students to return task sheets and gather on the
mat to review work.
Assessment:
Formative: students will be assessed on their
ability to correctly order their coins from the
lowest value to highest.
Students to move to tables
Currency Lesson Sheet (Appendix B)
Coin Sheet (Appendix C)
Scissors
Glue
Have items in clearly labelled
containers for easy collection and
pack up.
Provide adapted scissors options for
children with fine motor challenges.
Ask children to gather on the mat
EDUC3055 – Assessment 2
Provide clear instructions for the task verbally, on
board and with visual cues.
Repeat instructions.
Provide visual of child sitting at table, cutting,
gluing.
Check-in with child to monitor progress – ask
child to cut out the first coin and stick it on.
Stop for a break after 15 minutes and play a short
game “hot potato” – sit in circle and pass ball
between classmates with music playing. Person
holding ball when music stops sits in the middle
until all children leave the circle.
Advise children the lesson in concluding.
Ask students to return materials to their correct
location.
Ask students to bring task sheets with them and sit
on the mat.
Recount lesson by discussing the value of coins
and showing the correct order of coins by value.
Assess according to general capabilities where
necessary
REFERENCES

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curriculum: students with disability, viewed 4 May 2019,
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Standards for Teachers, viewed 11 May 2019, <https://www.aitsl.edu.au/docs/default-
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<https://www.cdc.gov/ncbddd/fasd/facts.html>.

EDUC3055 – Assessment 2
Chokroborty-Hoque, A, Alberry, B & Singh, S 2014, ‘Exploring the complexity of
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Family Studies, viewed 13 June 2019, <https://aifs.gov.au/cfca/publications/fetal-
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APPENDICES

Appendix A – Supports, Networks and Resources

Appendix B – Currency Lesson Sheet

Appendix C – Coin Sheet

EDUC3055 – Assessment 2
Appendix A: Supports, Networks and Resources
o Website: http://www.nofasd.org.au/
NOFASD Australia website contains information for families, caregivers, educators
and medical professionals about all aspects of FASD relevant to Australia. There
are links to resources and services.

o Online PDF: https://www.nofasd.org.au/wp-content/uploads/2018/02/toolkit-

2017-nov.pdf
NOFASD toolkit for parents, caregivers and families which provides support and
information about resources, appropriate terminology and strategies for working
with children with FASD.

o Website: http://www.betterendings.org/
Better Endings website has links to various information and support resources to
support carers of children with FASD as well as adults with FASD. There are
resources for persons living with other ‘hidden’ differences related to fetal brain
injuries.

o Website: https://www.fasdhub.org.au/
FASD Hub Australia provides information on FASD relevant to the Australian
context which is aimed at various professionals, educators, service providers and
families of persons diagnosed with FASD. There is also access to support groups.

o Children’s Book: The Way I am is Different: A Children’s Book about a boy with
Fetal Alcohol Spectrum Disorder by Helen Simpson.
A book aimed at children which is about a school boy living with FASD and they
way his differences are ok and shows the importance of supportive networks.

o Factsheet: https://edi.sa.edu.au/library/document-library/fact-sheets/child-and-
student-support/one-plan/one-plan-information-for-parents.pdf
Department for Education factsheet for parents and caregivers providing
information on the new ‘One Child One Plan’ learning plan document.

o Online PDF: https://education.alberta.ca/media/385139/teaching-students-with-

fasd-2004.pdf
Alberta Learning booklet targeted at educators catering for a student with FASD.
The resource contains general FASD information along with critical issues and
substantial teaching strategies.

EDUC3055 – Assessment 2
Appendix B: Currency Lesson Sheet

Coin Value c c c c $ $

Coin

Coin Value 5c 10 c 20 c 50 c $1 $2

Coin

EDUC3055 – Assessment 2
Coin Value 5c 10 c 20 c 50 c $1 $2

Coin

Coin

EDUC3055 – Assessment 2
Appendix C: Coin Sheet

EDUC3055 – Assessment 2
 Assessment feedback
School of Education

Course: Inclusive Education EDUC3055

Assignment 2 (60%): Project
Student Name: Marker:
Topic:

Key components of this assignment Performance on Component

Logical planning/organisation/sequencing of Below requirement Satisfactory Good Very good Exceptional

information

Clarity of arguments and information Below requirement Satisfactory Good Very good Exceptional
presented/analysis

Below requirement Satisfactory Good Very good Exceptional

Detail provided/depth of coverage

Below requirement Satisfactory Good Very good Exceptional

Insights into critical issues

Modified lesson plan Below requirement Satisfactory Good Very good Exceptional

Reference to the relevant Below requirement Satisfactory Good Very good Exceptional
literature/resources/reference list

Bibliographic conventions/in-text Below requirement Satisfactory Good Very good Exceptional

referencing/acknowledgement of sources

Student literacy/expression/punctuation etc Below requirement Satisfactory Good Very good Exceptional

ADDITIONAL COMMENTS

ASSIGNMENT GRADE

The Graduate qualities being assessed by this assignment are indicated by an X:

X GQ1: operate effectively with and upon a body of knowledge X GQ5: are committed to ethical action and social responsibility

GQ2: are prepared for lifelong learning X GQ6: communicate effectively

X GQ3: are effective problem solvers GQ7: demonstrate an international perspective

GQ4:can work both autonomously and collaboratively

EDUC3055 – Assessment 2