DYSLEKGYA Tahlia Lowen é Laura Brown What is Dyslexia? Dyslexia is defined as a neurological language-based learning dissbility. Dyslexia is characterised by Word| difficulties with accurate and fluent word recognition in reading and spelling and can affect skills in Care phonological processing and decoding abilities. . Barly indicators of Dyslexia: Difficulties with speech, pronunciation, communication and use of language. Difficulty in listening and comprehending information in speech and reading. ‘Memory issues: Trouble with sequencing events and naming/ordering items in a sequence, including instructions. Difficulty in learning/reading letters and their sounds, as well as recognising rhymes ete. Difficulties in holding a pencil, writing and spelling, Inclusive Strategies for Dyslexic Learners Accommodations of materials: Clarify or simplify written learning materials: underline or highlight significant parts of the direction/information, Use larger font sizes and spacing, limit visual stimuli. Provide assistive technology: tablets/electronic readers, text to speech programs, audio books, audio recording of instructions ete, Maintain explicit teaching procedures: Simplify and visualise directions, demonstrate the skill, provide guided practice, repeat directions, monitor practice, offer feedback and review. Sustain daily routines, provide copies of lesson notes, use step by step instruction, simultaneously combine verbal and visual information, write up visual key points or new vocabulary, Accommodations involving student performance: * Place students close to the teacher and provide awork area with limited distractions such as sounds, visuals and materials. * Use peer-mediated learning: pair peers in different ability levels for extra support. * Have flexible work times and additional thinking time to complete tasks or practice skills where required,Supportive Resources See Dyslexia Differently video: This video is a great resource for introducing dyslexia and allowing children to see dyslexia in a different light and to focus on the positives of being unique. https://www.youtube.com/watch?v= 1 Ir70FIK25¢ 3G spELD- The specific Learning Difficulties Association of South Austral For teachers: - Accommodations in the classroom. - Phonics books and programs = Spelling intervention and remediation programs - Literacy and numeracy resources Professional development training. For parents: - Parent workshops Parents corner portal for a range of professional information and support systems - SA tutors ~ Literacy support resources. itps://wwwr.speld-sa.org.au/ The Big Book of Dyslexia Activities for Kids and Teens- 100+ Creative, Fun, Multi-sensory and Inclusive Ideas for Successful Learning: Gavin Reid, Nick Guise, Jennie Guise. ~ Inclusion techniques for children with dyslexia - Range of useful activities and strategies to use in literacy learning - Multi-sensory ideas for literacy learning and other learning areas roe - Foousses on skills such as listening, spelling, writing and memory skills. Australian Curriculum: Students with a Disability: - Supports teachers in meeting their obligations under the Disability Standards for Education 2005 to ensure that all students with disability are able to participate in the Australian Curriculum on the same basis as their peers. - Provides practical examples aligned with the Australian Curriculum https://www.australiancurriculum.edu.au/resources/student-diversity/ Dyslexie Font: Dyslexie font is a special font developed and designed for people ‘with dyslexia to make reading, learning and working easier. Can be downloaded at a cost and used in the classroom to assist fontvcom) with reading and comprehending instructions. https://www.dyslexiefont.com/en/home/INDICATORS FOR VISION IMPAIRMENTS Nees Eee eae ee cee VISION IMPAIRMENTS oe Ce es Re eee ees progressive iss ofthe central vision, Holds reading rateral ose to er eyes eee eee et ee ee Eee ee a eas es ees cy Inclusive Education Maddison & Misha ACCOMODATIONS FOR VISION IMPAIRMENTS eee Poa eee ee Large in books eee Renesas tote) Scene)EXPECTATIONS FOR EDUCATORS AND STUDENTS Fom eee) Bees eee ee Cee eee Ce ee eee eed Ree ee coe eee Pees! Cee tern Become seltacvooates oe ee ene Cees pee ee eee Tee eer eee ae eee eee ee othe eee ee eg eee eee ae ee ety pee ee ees Eemirer eee es .% e pee eee era oe eee eed pes a) See ae eee Dis eet eer ete an Seer eee cual wth vision impairnens tpsivn wha inebinanessien? ry peres Survey Wer? dy. THE SUPPORT TEAM Teacher assists) (S50) ea lease cee CHILDREN’S 4 LITERATURE ee ee ees ° ieee ee Peed eee Renee eee Ce eee ae eee esVictoria Fraser and Alison Kennett - Physical Health (Diabetes) Juvenile diabetes Juvenile diabetes refers to the type | stand and is known in child patients. This type of diabetes is not caused by lifestyle choices/factors and it can't be controlled by diet and exercise. The causes of this type of diabetes are ineffective insulin production in the body. Insulin is a homone which originates in the pancreas. The purpose of effective insulin is it regulates glucose in the blood stream. An ineffective insulin production results in too much sugar being in the blood. There is no cure to this form of diabetes. First aid procedures and treatments There are two first cid precautions that teachers need to be aware of when treating students with this condition Hypoglycaemia which is when the blood glucose levels fall too low. A teacher can support a student to check their levels with a BGL test by doing the finger prick test. The teacher can help the student by performing the necessary first aid required which will include quick or slow releases of carbohydrates into the body. This can cause confusion and loss of concentration in the student Hyperglycaemia which refers to when the blood glucose levels rise too high. Support can be provided to the student to check using a BGL test to do the finger prick. Exercise is sometimes Useful in lowering 8GL before it escalates too high. The teacher or student will perform first aid by administering insulin using an insulin injection. The insulin must be injected into 1-2inches of pinched skin. Insulin is injected into the layer of fat directly under the skin. The abdomen is a common site for insulin injections that many people with diabetes choose to use. This type of condition can lead fo a life-threatening coma Implications for the student The student will require to regularly monitor their blood glucose levels with the use of the finger pricks test. The student may require insulin injections or wearing an insulin pump which provides timed-release doses into the blood stream. The student may find the blood glucose level monitor and insulin pumps uncomfortable and struggle with the fact that they are different from other students. The student will have to eat accordingly after receiving the insulin dosage. The student may struggle to concentrate on school tasks as they are feeling nervous and anxious about having te monitor theirlevels. They may feel smothered as they are constantly monitored by the teachers and have to deal with their parent's emotions of being nervous and stressed. The student may also feel fired and lethargic. Implications for the teacher The management of juvenile diabetes involves constantly trying to keep the student's blood glucose within a safe level using the finger prick tests and monitoring machine using a mobile phone device. It can be stressful and may be distractive and interfere with classroom teaching and leaming. The teacher will have to assist in first aid treatments and monitor food intake. Teachers need to have a regular up to date first aid training, Teachers need to provide a private space for the student to receive first aid and be respectful when monitoring their BGL levels. Teachers need to be aware that the student may be fired due to first aid treatments throughout the night and provide the student with learning breaks throughout the school day. Teachers need to ensure the childis constantly able to access water and receive adequate bathroom breaks. Build posifive relationships with parenis/families to support each other and communicate regularly.Resources, services and networks Diabetes at School Website hitps://diabetesatschool, Provides access to online learning modules for staff and caregivers to build confidence to meet the needs of students with diabetes. Supported by Victoria State Government, Diabetes Victoria, The Royal Children's Hospital Melbourne & Monash Children's Hospital. South Australia Department for Education hits:/Awww. education sa.qov.cu/supporlina-students/health-e-safety-and-wellbeing/health- support-plannina/managing-health-education-and-care/ohysical-health/diabetes ‘Access fo general information on managing Diabetes in schools and access to relevant forms and policies. JDRF (Juvenile Diabetes Research Foundation) hitps://www.idrfora.au Information for families about managing juvenile diabetes with reference to topics including wellbeing, travelling, teenagers, alcohol and technology and how they relate to diabetes. There is also access to peer support groups. Diabetes Australia hitps://www.diabetesaustralia.com.au/ Information about diabetes with links to pages of specific information relating to nuttifion, Aboriginal and Torres Strait Islander patients and children in schools, Mastering Diabetes in Preschools and Schools eBook htins://static, diabetesaustralig.com.au/s/fileassets/diobetes-custralic £3133e0a-eb9a-45bf-900!-d98710a9ce0a.pdF Online resource book for schools who are caring for students with Diabetes. Diabetes Made Simple eBook http://www novonordisk,co.uk/content/dam/UK/AFFILIATE/www-novonordisk-co- uk/Home/Health%20C are%20Professionals/Documents/NN_ Diabetes made simple AS v18 WEB.paf Online eBook specifically written for children with Diabetes to help build understanding. Good classroom book. Picture books learning resources The great great Katie discusses diabetes Jocob's journey: living with type | diabetes Deanna KleimanPhysical Impairments/Disabilities ‘Types of physical impairments Cerebral palsy: Disorders of the development of ‘movement and posture, causing activity limitation, attributed to non-progressive disturbances that occurred in the developing foetal or infant brain, Spina bifida: A neurodevelopmental disorder causing impaired motor function and possible neurological conditions. Muscular dystrophy: A group of genetic disorders leading to progressive muscular atrophy (wasting) and weakness, Multiple sclerosis (MMS): Muscle weakness, extreme fatigue and paralysis. Amputotion: The removal of a limb by trauma, medical illness, or surgery ‘Spinal cord injury: Damage to the nervous system Head injury: Severe concussion causing paralysis. Broken or Sprained Limbs: Temporary injury affecting Walking ability Social Modification ‘* Insome instances, counselling and emotional support for the other children in the class and for the class teacher may be helpful Awareness that even well-adjusted students may experience frustration, sadness, anger or anxiety related to their limitations. Develop a strong foundation for classroom inclusivity with implementation of behaviour interventions and support to all students. Create opportunities for students to meaningfully interact in positive ways, use student grouping and cooperative class activities for this purpose, and model for students how to interact appropriately. HF appropriate and approved by the student, explain medical condition to others to support individuals having to constantly explain condition. Implement buddy systems to support student in class activities, transitions and social contexts. Ashlee Gibb & Stacey Braithwaite Currie Ini ional m ations {A physical disability does not automatically cause a student to have intellectual disability or to experience learning difficulties. Curriculum modifications should be made in consultation with children, families and other services to ensure learning in personalised to meet the needs of the student. The General Capabilities learning continua in the Australian curriculum supports access to and progress through the learning areas. Physical activities for PE lessons must be modified to include students with disabilities. ‘Sporting Schools’ have fantastic online resources with examples of ‘modified sports to ensure physically disabled students are equal participants. Extra time may be needed when transitioning from cone activity to the next. Time warnings are helpful to allow significant time for movement between activities Extended time limits or adjusted submission formats are simple modifications teachers can do to ensure the child reaches the intended learning Environmental Modifications Adapting equipment (such as seating, slope desks, book holders, ramps, widened door-ways or double door entries and so on) to accommodate the use of specialised equipment such as wheelchairs, standing frames and walkers. Custom contoured seating systems for wheelchairs or school chairs, hip straps, and foot boxes to keep hips bent at a 90-degree angle. Easels, or slant boards to place on the lap tray or desk to accommodate books, writing materials, keyboards, pressure switches and so on. Adequate accessibility of classroom resources and general layout of classroom seating with wider access points in and out of classrooms, Physiotherapists can provide assessment and advice about general motor functioning, mobility, and posture.Supports/resources available to: It is advised th Literature to promote A ion of 7 users within the classroom services work in oration to build a network of Childrer Some Kids Use Wheelchairs Let Kids Play (hittpsi//wwv ssibleplayground.net/playground-directory/) ‘An informative and accessible website for parents and children to locate appropriate playgrounds in all areas including schools. (Lola m Schaefer) Professional Services Physiotherapists, occupational therapists, psychologists, doctors, nurses, mental health support networks. Taxi & Bus services. > Teach diversity and tolerance to young readers, and help them understand and appreciate those children who have health differences. > Colourful photos show children with disabilities enjoying activities with their peers. ‘Swimming pools with wheelchair access and support services Payneham Swimming Centre, George Bolton Swimming Centre (Burnside), Aquadome (Elizabeth), Adelaide Aquatic centre Families Carers Gateway A gateway for direction to specific resources including: equipment, funding, respite, home modifications, National Disability Insurance Scheme. Special People ‘Special Ways Novita: (https://www.novita.org.au/) Foundation providing therapy services, support and assistive technology to kids and their families. Special Education Resource Unit: (ntip://web.seru.sa.edu.au/] > Promote understanding and tolerance at school and at home of children with various disabilities > This book illustrates that beyond our physical limitations is a world of unique gifts for each of us to share. Support the educational outcomes of children and students with disability by providing specialised teaching and learning materials to teachers and carers. Teacher Sporting Schools ()it/»s*//sportingsehools.gov.au/) {A practical resource for physical education inclusive activities related to the curriculum, Provide easy to use resources with step by step teaching models. Duty of care Australian Curriculum students with disability Teachers ore obligated to ensure that (https://australiancurriculum.edu.au/resources/student-diversity/student ail students with disability are able to with-disability/) participate in the Australian Curriculum on the same basis as their peers through rigorous, meaningful and dignified learning programs. {An inclusive model which demonstrates how and why supporting students ‘with disability is important. Includes practical examples verbally and visually aligned with the curriculum For further information please see: Importance of Language + The Disability Discrimination Act 1992 + Language is an incredibly powerful tool, and can be used to create The Disability Standards for a sense of empowerment, pride, identity and purpose. Education 2005 (Commonwealth of Australia, 2006) 4 Be conscious of appropriate language. It is no longer acceptable to Australian Professional Standards use terms such as ‘wheelchair bound’ or ‘confined to a for Teachers (aits!) wheelchair’Fetal Alcohol Spectrum Disorder What is FASD? FASD comes in many shapes and forms ‘and often goes undiagnosed. As a result of brain damaged caused by alcohol consumption during pregnancy, children experience sever neurodevelopmental \pairments.. The main areas of impairment include: difficulties with physical activities, memory, language, learning and behav- Children will appear to not be learning ‘as well as other children, ond will struggle will be impulsive, disorganised and easily distracted. They struggle to form social relationships and will either ex- cognitive processing. They plode or run away in response to their environment. As @ result children may bbe diagnosed with ADHD. Strategies for working with children with FASD Early school age children can ‘experience: © Delay in reading and writing thet ‘may go umoticed inthe frst 2 yeors + Numercey skills may be o bigger struggle © Poor impulse control due to class- room demonds Attention deficits more noticeable © Unable to transfer learning from fone context fo another Needs constant reminders for basic coctivties both at home and school © nformetion is learned ond re- tained for @ short period of time before being lost © Grote Motor and Fine Motor skills chellenging © Struggles with social skills and Interpersonal relotionships ‘+ Isolation and poor peer relation- ships + May prefer to play with younger children or odults Adjustments needed in the classroom: © Personalized curriculims using the General Copebiltes from the Aus- tralian Curreulum t0 establich vidual leaming goals * Focusing on the General Capabilities students with disaiities con access teeching and learning programs drawn from ege equivalent learning free content that is relevant to thelr individval learning needs. © Focus on building social sills with their peers © Using visuel & auditory cues © Using clecr, simple instructions & tasks © Lats of repetition © Breoking tasks into small steps — recognition that a complex tosk will be more difficult to complete as several domains of neurodevelop- mental functioning may be required © Hands on learning + Use concrete ond simplified lon- 1 Gamma Dough, Rebece We ‘The Disability Discrimination Act 1992 and Disability Standards of Education 2005 are intended to give st: dents with disabilities the same rights as other stu dents, including the rights to ‘education and training ‘on the same basis as students without disabilities Aits| Teaching Standards 15 Differentiate teaching to meet the specific learning needs of students across the full range of ablities- Demonstrate knowledge and understanding of strategies or cifferentiating teaching to meet the specific learning needs of students across the ull range of ables. 41.6 Strategies to support full participation of students with clisabily-Demonstrate broad knowledge and under: standing of legislative re quirements and teaching strategies that support par ticipation and learning of students with elabilty.FASD PHYSICAL AGE VS DEVELOPMENTAL AGE expres Language Reading Ability Living Sls Money & Sod Skills Comprehension & Tine comepts ‘Sad! Matty Australian Resources For Teachers And Families FASD Hub Austr https://www.fasdhub.org.au NO FASD Australia htt /[www.nofasd.org.au, ‘Book for children with FASD: My Brain, Me And FASD. Berry Street Training https: www bertystreet.org.au ‘Women's and Children’s Hospital, Adelaide: for a diagnosis regnant Progether tg:fasd australia Resource for Educators: https:// cdn.shopify.com/s/files/1/1502/9380/files/ FASD_2nd_Ed-2018.pdf? 16416399905192529973 Department of Education SA: https:// www.education.sa.gov.au/supporting- students/health-e-safety-and-wellbeing/ health-support-planning/managing-health- education-and-care/neurodiversity/fetal- alcohol-spectrum-disorder-fasd Resource for Teachers: https:// ‘www churchilltrust.com.au/media/fellows/ Crawford_kym_2008.paf FASD: From Isolation to Inclusion in Australian Schools 2016 Thesis authored by Dee Basaraba FASD HUB AustraliaAUTISM SPECTRUM DISORDER (ASD) BY ELLI KRATOUNIS What is Autism Spectrum Disorder (ASD)? \ DEFINITION Spectrum Disorder (ASD) is a term used to describe a lifelong condition that affects the development of on individual across theit lifespan. Social communication, social interactions and restricted, repetitive behaviours are the main areas of development affected, The term ‘spectrum’ is used to indicate that no two people with ASD are the same, The differences depend on a combination of social ability, communication level, cognitive ability, age, personality, and many other factors e @® oicators Behaviour - Inexplicable tantrums - interests or attachments to particular items -flapping hands or spinning -difficulty coping with change Sensory - afraid of some everyday sounds - uses peripheral vision Communication = not responding to their name = not pointing or waving (12 months) - loss of words previously used = no spontaneous phrases (24 months) Play - prefers to play alone - limited social play - repetitive play RISK FACTORS Existence of social impairments in effect may indicate the development of even more detrimental outcomes These include but are not limited to: - impaired academic outcomes - peer rejection - anxiety - depression - one’s abilty to form meaningful respectful social relationships This could possibly lead to life of isolation and withdrawal from others. STRATEGIES FOR INCLUSION - consistency, predictability and structure in classroom - present information visually - visual schedules - clear, simple instructions to reduce stress, confusion and frustration - simplify the environment — avoid extraneous sensory input such as background noise, visual clutter or crowding - offer quiet space or quiet time for individuals to relax - enable access to appropriate sensory stimulus - communicate one idea at a time - give specific choices - limit open ended questions.AUTISM SPECTRUM DISORDER SERVICES EDUCATOR SUPPORT SERVICES AUTISM SA INFO LINE: 1300 288 476 wwwautismsa.org.au Website and support service that provides families and educators with information about Autism, diagnosis, funding, professional development, training and ‘workshops. DISABILITY SA AND DISABILITY SERVICES PH: 1300 786 117 www.sa.gov.au/topics/community- support/disability Disability SA is a state government organisation that has the mandate to support all people with a disability. They provide SA specialist disability services to children and adults with disability, their families and carers. WHATS THE BUZZ? BY MARK LE MESSURIER AND MEDHAVI NAWANA PARKER Educator resource that provides lesson plan activities to support social and emotional development for children in the early years. Includes strategies to support children with ASD, PARENT SUPPORT SERVICES RAISINGCHILDREN.NET.AU Website for families to access information about ASD, behavior, ‘communication, relationships, development, health, daily care, NDIS, therapies and services and videos of children with autism. DEPARTMENT OF EDUCATION AND CHILDREN’S SERVICES CONTACT: (08) 8365 9808 The Briar's Special Early Learning Centre 5 Briar Road, Felixstow $A, 5070 The Briars Early Learning Centre offers a preschool experience for children with disabilities and significant developmental delay SASRAPID INC CONTACT: (08) 8410 6999 Aquatic therapy for children with autism NATIONAL DISABILITY INSURANCE SCHEME (NDIS) CONTACT: 1800 800 110 www.ndis.gov.au NDIS provides support to people with disability through individualised funding. RESOURCES FOR CHILDREN ALL MY STRIPES BY SHANIA RUDOLPH & DANIELLE ROYER Al My Stripes tells a story about a zebra named Zane who has autism and worries about not fitting in, FIDGET TOYS -liquid motion timer -stress ball -squeeze toy -sand timer -sensory pillows, FLEXIBLE SEATING -wobble chairs -exercise balls LEARNING STORIES Personalise stories that teach children a routine that is unknown. Use photos of the environment to inform children what will happen and how to do the routine.What is Oppositional Defiant Disorder? ODD is a psychological condition that is responsive to external situations and circumstances. ODD usually appears in late preschool or early school-aged children. Peet Characteristics of ODD include: refusal to follow rules lying and seeking to blame others for accidents or bad behaviour excessive arguing with parents and other authority figures low frustration threshold - easily annoyed or provoked, causing Frequent angry outbursts purposefully irritating others and intentionally causing conflict vindictiveness, being spiteful of others difficulty forming and keeping Friendships ODD is professionally diagnosed by a child psychologist, child psychiatrist or paediatrician specialising in behavioural disorders. The diagnosis is not made until these behaviours have been ongoing for at least & months. The earlier ODD is diagnosed the easier it is to treat. Environmental, genetic and biological factors contribute to its development. Treatment usually consists of a combination of behavioural therapy, Social- Skills Programs, School-Based Programs and medication. There is no FDA-approved medication. Inclusion education supports all children, regardless of their challenges, to achieve success in all areas of the curriculum and nuture wellbeing. Teachers must provide a balance of multiple strategies to foster children's social Teaching Strategies Curriculum. Positive Behaviour Support (PBS) Adaptations for delivering the curriculum include: Social stories & activities that helps children develop allow for variations in length of an assignment empathy offer choice in methods of demonstrating Emotional regulation programs that teach children how knowledge to manage strong emotions like anger and frustration modify the time required to complete the Resilience, wellbeing and bullying intervention programs assignment, change the processes involved in the assignment iMupnat allow self-choice in assessment options. break academic work into zone of proximal development Fragments choose suitable peer assistance Establish and display clear classroom and school rules Structured classroom: display the daily planner in the classroom and advise students of changes in advance aller group tasks with familiar peers, where Use a reward chart (For children aged 3-8) ee ee mer extra support can be offered Sophie Gravier & Wenqi (Vicki) CaiEnvironment Pedagogy © Create a safe «Regularly meet with the child's parent(s) and other professionals to combine 4 school-based. program with positive parenting at home space/comfort comer © Create a behavioural management plan with parents to understand the causes + Factor in opportunities gn of the child’s behaviour # Recognising the preliminary indicators of challenging behaviour gives teachers the power to interrupt eycles of disruption - work out how the child's positive for meaningful participation in a predictable and calm behaviour can increase and how challenging behaviour can be reduced environment «create a positive classroom to exhance problem solving and communication > Prepare dtudents for Skills to build friendships with other children transitions by giving «Provide specifie positive feedback on the child's successes © Praise positive behaviour tine notice and © Make clear and predictable consequences that relate to the problem ae © Ignore minor behavioural problems #-Cleesroows GehaViea, © Model positive behaviours management: seat child || © Avoid power struggles at the front of the © Give short, brief, direct and specific instructions classroom, away from © Speak calmly, quietly and in a neutral voice es # Use proximity monitoring, frequent eye contact and reassuring gestures if signs of early distress are noticeable ‘Supportive resources, services and networks A Tears Gale RAZDINMITHOD) — Tueutinate Gul EXPLOSIVE : — id Associa Se »> ne ToRED WEAR ci dren ‘owoaat 3 Jr-emotions: “Tho Gruen Lachey Sophie Gravier & Wengi (Vicki) CaiDown syndrome What is Down syndrome? individuals at conception and occurs across all social and ethnic groups, it is People with Down Down syndrome is a si ard genetic condition where individuals have an extra chromosome 21. These individuals have 47 Hearing! chromosomes difficulties instead of 46. Chinen with Down syndrome may have hearing dificules Down syndrome impacts hay require medical the most common chromosomal condition. While the characteristics of Down syndrome vary from person to person, all will have some level of intellectual disability which may require support in the classroom and beyond. Often people with Down syndrome are able to lead ‘normal’ lives, the level of support needed will vary according to the persons needs. The most important thing to remember is that people with Down syndrome are unique people and with their own talents, beliefs, strengths and weaknesses. How to support children with Down syndrome: The level of support needed in the classroom will vary from child to child. Some strategies to help support children with Down syndrome in the classroom include: + Keeping withdrawal to a minimum, allow children to access as much of the curriculum as possible. Encourage independence Heart conditions Ccitcen veh Down syndrome Foster collaboration may have one or many and encourage social opportunities congenial heart defects that may require surgery Allocate one-on-one time with the child at least weekly » Encourage participation in extra curricular activities Vision difficulties Consider positioning All children with Down in the classroom syndrome have reduced visual taking into seuity and may require consideration visual/‘DOWN SYNDROME hearing difficulties Break down tasks and instructions - repeat to the child with Down syndrome individually Consider classroom layout/accessibility to materials, For example, make sure materials are at a level where children can reach them. Create and maintain open communication with families. Resources Teacher Resources: Down syndrome Australia Community Inclusion Toolkit: Includes educational resources for parents, teachers and members of the community to promote a more in-depth understanding of inclusive education School awareness package: raises awareness for Down syndrome in Primary schools and provides information on how to include chidiren academically and socially. Enabled Learning: provides information, research and practical inclusion strategies. Reading Our Way: reading program developed by DSAQ that has been designed to teach early reading and word recognition to children with intellectual disabilities. Today I learnt about Down syndrome: a brochure for classmates of learners with Down syndrome. EDUC 3055, Children’s Literature: There are many quality examples of children’s literature about Down syndrome, Below are just a few examples. Whats Inside You is Inside Me Too: My Chromosomes Make Me Unique by Deslie Webb Quinby My Friend has Down Syndrome by Jennifer Moore-Mallions Welll Paine the Octopus Red by Stephanie Stuve-Bodeen You're all Kinds of Wonderful by Nancy Tillman