INCLUSIVE EDUCATION AMY SLOAN

ASSIGNMENT 2 – PROJECT 110171602

INCLUSION

Inclusive education is concerned with the needs and abilities being met for all students,
regardless of race, ethnicity, impairments or disabilities and incorporates the right to active
participation amongst all individuals where equity is achieved (Hyde et al. 2013, p. 5).
Educators play a crucial role in the lives of students from diverse backgrounds as they seek
to provide students with high quality learning, regardless of their cultural background, ethnic
origins or ability level. To ensure this goal is being met for these learners, educators must
provide an optimal learning environment where students funds of knowledge are being
infused in their learning and programs and learning conditions cater to the diverse range of
learners in the classroom (Forman 2011, p. 3). This concept of active participation and
engagement in all aspects of daily life is evident in many legislations and policies across
Australia and worldwide.

The United Nations Convention on the Rights of Persons with Disabilities (CRPD) (2006) is an
initiative of the United Nations and came into effect in 2008. This convention is concerned
with inclusive education being available across all levels of education; educators receive
adequate support that allows them to facilitate effective education; and students have
individualised support that maximises their academic and social development. This
convention aims ‘to promote, protect, and ensure the full and equal enjoyment’ (United
Nations 2006, p. 4) of persons with disabilities at all levels of education and lifelong learning
(Hyde et al. 2013, p. 24). Similarly to the CRPD (2006), the Disability Discrimination Act 1992
aims to minimise discrimination against a person based on their disability; ensure persons with
a disability have equal rights to the rest of the community; and protects those related to a
person with a disability from discrimination because of their connection (Australian
Government, 1992). This legislation, along with the CRPD adopts policies and practices that
support inclusion of people with a disability in education, employment and other areas of
public life (Hyde et al. 2013, p. 8).

In regards to education, the legal responsibilities of educators who work with children and/or
students with a disability are to treat them like any other student. This means catering the
curriculum to ensure their needs are met and that they achieve success, like any other
student. This legal responsibility aligns with the Melbourne Declaration on Education Goals
for Young Australians whereby ‘Australian schools will promote excellence’ (goal 1) and ‘all
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ASSIGNMENT 2 – PROJECT 110171602
young Australians will become successful learners and informed citizens’ (goal 2) (MCEETYA
2008, pp. 8-9). Although students with a disability are not directly mentioned in the goals,
educators must ensure all their students are accessing high-quality curricula, regardless of
their disability and are confident and successful learners, both intellectually and socially. The
Disability Standards for Education 2005 support the goals of the Melbourne Declaration as
they highlight the rights of individuals with disabilities in regards to education and ensure they
are in line with the rest of the community (Australian Government 2005, p. 6). These standards
focus on five education-related areas – enrolment, participation, curriculum development,
student support services and harassment and victimisation. Each standard identifies how
educators can look at ways of including students with a disability into the teaching and
learning process rather than excluding them or how they can ensure their students are
successful learners in regards to providing adjustments to cater to their needs and abilities
(Hyde et al. 2013, p. 25).

DIVERSITY

Common Characteristics of English as an Additional Language or Dialect

English as an additional language or dialect (EAL/D) is a linguistic diversity that encompasses

all students whom are learning English as their second language, including those who speak
a creole or variety of Aboriginal language (ACARA 2014, pp. 6-7). In Australia, this group of
diverse learners make up 25% of the population, however the characteristics of these
learners is not consistent due to their differing cultural, religious and social backgrounds. This
implies that each student will require different accommodations and modifications to their
learning (De Corcy 2012, p. 2). Of this diversity, three of the most common traits that all EAL/D
students share are all students are learning English as an additional language; all students
speak another language other than English; and come from diverse backgrounds. Other
characteristics that may be present in this group of learners are: formal schooling, exposure
to written and oral English, experienced psychological, emotional and/or physical trauma,
and interrupted schooling (NSW Department of Education & Communities 2014, p. 7). These
characteristics will therefore impact their written English and oral skills, their social skills and
their ability to participate in classroom activities.

This diversity is particularly important for educators to understand as these learners are at the
same literacy level as their aged peers in regards to their first language, rather than English
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ASSIGNMENT 2 – PROJECT 110171602
and are therefore placed at the equivalent year level, regardless of their English ability. This
implies that vast accommodations need to be made to ensure they are accessing the
curriculum at the appropriate year level and are making progress with their English learning,
whilst preserving their first language and culture (De Courcy et al. 2012, 3). In Australia, our
EAL/D students are recognised using a sociolinguistic profile which gives educators a basic
idea of their learning needs, as well as their English learning needs and are tracked against
a progression framework to ensure they are making progress (Hyde et al. 2013, pp. 47-48).
Tracking their English learning progression helps to assist educators in their planning and
programming for these students to ensure they are achieving the same level of learning as
their peers (NSW Department of Education & Communities 2014, p. 6).

EALD students are identified as being in one of four phases of their English learning
progression with each phase being characterised by the students level of English literacy
ability. This four-stage progression was devised by the Australian Curriculum to help
educators understand the progressions of language learning that EALD students will
experience; identify where their EALD students are in their language progression; and monitor
the linguistic development in their students (ACARA 2015, p. 5). The phases are identified as
Beginning English, Emerging English, Developing English and Consolidating English. The
Beginning English phase is concerned with those learners who have basic literacy abilities in
their first language and no English literacy ability at all. The second phase encompasses
learners who have a growing ability in print-based literacy, such as basic reading and writing
skills and a growing competency in their oral skills. Learners in the Emerging English phase are
further developing both their print-based and oral language literacy ability to further
develop their competency in English (Hyde et al. 2013, pp. 49-50). The fourth and final phase
of this progression is the Consolidating English phase where learners have adequate English
knowledge to participate in classroom activities and routines and the level of scaffolding
required has been lifted sufficiently. Learners in this phase are able to produce a range of
texts with understanding of the different genres and how they communicate different
meanings (De Courcy et al. 2012, p. 7).

Critical Issues and Accommodations

Given the diverse cultural, social and religious backgrounds, there are many critical issues
that EAL/D students face in our classrooms, all of which educators must aim to address and
accommodate to. The first and most obvious issue that EAL/D learners will face when placed
INCLUSIVE EDUCATION AMY SLOAN
ASSIGNMENT 2 – PROJECT 110171602
in a classroom with majority native English speaking students is the barrier between the two
languages which also provides a ripple effect of other social and emotional and literacy-
related issues (NSW Department of Education & Communities 2014, p. 4). Whilst faced with
this barrier, these students are going to find literacy-based tasks challenging, across all
subject areas. Although this issue will vary depending on their English-literacy ability, it is
crucial that educators do not assume their students know what they are doing and provide
ample accommodations for these learners to ensure they are successful in the classroom. To
overcome this issue, De Corcy (2012) stresses the importance of educators utilising bilingual
resources such as dictionaries to assist students in their understanding of tasks and to
encourage the growth of students’ personal identity. For subject areas such as mathematics
and science, picture dictionaries can also be particularly useful in regards to students relating
new words to known contexts (Brittain 2018, p. 11).

Oral language development is a vital skill that EAL/D students often face challenges with
due to their inability to pronounce words correctly and being self-conscious about their
foreign accent (ACARA 2014, p. 29). To assist students in overcoming these issues, educators
must allow students sufficient opportunity to practice saying new words and phrases out load
so they can hear for the correct pronunciation; encourage the use of group work or partner
work in the classroom so they have more time to practice their oral language whilst
participating in classroom activity; and encourage activities where students are able to
model spoken explanations by one of their peers or teachers so that they can pick up on
correct language features (Brittain 2018, p. 11).

To overcome the cultural barrier, which is both a common characteristic and critical issue
for all EAL/D learners, educators must take into consideration the varying differences in
cultures that may impact the learning and development of these students. As stated above,
oral language is a large issue that EAL/D students face when placed in English learning
schools as many cultures have different standards of the use of oral language when
compared to written language. In Australia, great emphasis is placed on the importance of
written English over oral language which will act as a barrier to EAL/D students when they
are provided with written text in the classroom and have limited vocabulary to understand
the text (ACARA 2016). To overcome this, educators must provide learners with as much time
as possible to develop and utilise their oral language – whether it may be their first language
or second language and avoid the over-use of written explanations (De Corcy et al. 2012,
p. 3).
INCLUSIVE EDUCATION AMY SLOAN
ASSIGNMENT 2 – PROJECT 110171602
Supports/Networks/Resources

With EAL/D learners making up such a large percentage of our student population, there is
an abundant of resources and support networks that are available for educators, EAL/D
students, parents of EAL/D students and schools. The Australian Curriculum provides a
resource designed for educators known as ‘English as an Additional Language or Dialect
Teacher Resource: Overview and EAL/D Learning Progression’ that supports teachers in
developing teaching and learning programs for those students whom are EAL/D (ACARA
2016). In addition, this resource provides educators with a breakdown of where their EAL/D
students may struggle with their learning and helps educators to identify where their students
are in regards to their English language learning progression. The ‘English as an Additional
Language or Dialect Teacher Resource: Annotated Content Descriptions - English
Foundation to Year 10’ is another teacher resource that provides examples of teaching
strategies that can be implemented in the classroom to support EAL/D learners with their
English language learning progression. In addition, this resource highlights the language and
cultural considerations that teachers will need to take into consideration for each year level
content descriptor and lists teaching strategies that align with each consideration (ACARA
2014, pp. 1-83). ‘English As An Additional Language Or Dialect Advice For Schools’ is another
beneficial resource for educators that outlines many crucial factors in regards to EAL/D
learners such as funding for EAL/D learners, organising EAL/D support and EAL/D reporting as
well as providing strategies for communicating with families of EAL/D students who may have
limited or no English (NSW Department of Education & Communities 2014, p. 4).

In regards to resources that would benefit student learning, picture dictionaries and various
bilingual dictionaries would be a necessity in the classroom to support EAL/D students with
their learning (De Corcy 2012, p. 3). Such resources encourage students to begin relating
new terms with contexts that they are familiar with and allow students to move from the
explicit teaching and shared responsibility phase to a more independent practice phase
(Freeman 2017).

Other resources that both educators and parents of EAL/D students can benefit from, but
are not limited to:

•   Support for non-English speaking students

•   Student support programs
•   Support to learn English
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ASSIGNMENT 2 – PROJECT 110171602
•   English language courses and services (DECD 2019)

Profile of Student

Victor is a year three English as an Additional Language or Dialect (EALD) student who has
lived in Australia for the past two years. Originally, Victor was from Malaysia and so he speaks
fluent Malay when at home with his family and in his everyday life outside of school. In
Malaysia, Victor learnt English as a foreign language and so this has assisted him in his
transition to his new country and in a mainstream classroom. Victor thoroughly enjoys reading
and is a great creative and imaginative writer. He has formed a supportive friendship group
since being in Australia and benefits from group work where he is able to share his ideas
verbally with his peers. Some challenges that Victor faces with his learning – and more
specifically with his English learning is the pronunciation of words due to his Malaysian accent
and his tendency to skip over words that he is unfamiliar with, creating large gaps in his
learning. This tendency to skip over words is reflected in his conversations with his teacher
and peers, as well as when trying to reciprocate the learning that he has just been taught.

Lesson Plan

The following lesson plan was develop and used by myself whilst on placement. The course
that this lesson was developed for was ‘Professional Experience 3: Assessment and
Reporting’.

MATHEMATICS | MEASUREMENT & GEOMETRY

FINDING SYMMETRY IN SHAPES
Identify symmetry in the environment (ACMMG066)
Specific Goals for Victor:

•   Victor will identify what the term ‘symmetry’ means by utilising his first language.
•   Victor will recognise objects that he is able to cut in half (symmetrical).
•   Victor will work in a group scenario to complete the activities.

Modifications for Victor

Activity (EAL/D student)
INCLUSIVE EDUCATION AMY SLOAN
ASSIGNMENT 2 – PROJECT 110171602
Introduction
1.   Introduce the new topic to students and prompt them Encourage EAL/D student to
with the question; what does it mean if something is use his first language to help
‘symmetrical’? him describe what something
2.   Give students the chance to think-pair-share and discuss means if it is symmetrical
some of the student’s responses as a class. initially before encouraging
him to work with his peers.

3.   Show the following video to students, which will either If Victor is feeling confident
give new information or confirm prior knowledge for enough, encourage him to
students: share and teach the class
http://skwirk.com/esa/Symmetry.html how to pronounce the term
‘symmetry’ in Malay.

4.   Pose the question to students, what are some symmetrical Victor should have sufficient

objects in the classroom? And engage in a class knowledge to participate in

discussion. this activity, however he may

need prompting.

5.   Add a symmetrical shape to the board and invite Victor should have sufficient

students up to show a line of symmetry on the board. This knowledge to follow along

can be repeated multiple times depending on student’s with this task on the board,

response to the task. however encouraging him (or

the whole class) to use a mini
whiteboard to mimic what is
INCLUSIVE EDUCATION AMY SLOAN
ASSIGNMENT 2 – PROJECT 110171602
happening on the board will
provide benefits to him.

 
Body:
1.   Allow students to then move through the flipchart at their
Victor should be okay to work
own pace, checking in on students throughout the lesson.
through these online games,
Task One:
however he should be
Engage in online games that are based on students
encouraged to use a
finding symmetry in the environment.
mathematics picture
http://www.scootle.edu.au/ec/viewing/L7799/index.html
dictionary and/or bilingual
http://www.scootle.edu.au/ec/viewing/L7798/index.html
dictionary if he get sstuck – it is
important that he begins
relating new terms to known
contexts.
Task Two:
Identify the lines of symmetry in the following shapes and
move them into the correct section of the table.

Task Three:
For Victor, begin by identifying
Identify and draw the lines of symmetry on the following
lines of symmetry on the
world flags. We have been learning about the world and
Malaysian flag to ease him
into the task.
INCLUSIVE EDUCATION AMY SLOAN
ASSIGNMENT 2 – PROJECT 110171602
the flags that represent countries – so this activity follows Encourage Victor (and the
on from prior learning. class) to work in a group so he
is able to verbally express his
thinking when he gets stuck.

Task Four:
Students are to complete the pictures by shading the
squares in on the opposite side of the line of symmetry.

Extension Task:
Students are to engage in further online games that are
based on students finding symmetry in the city.
http://www.scootle.edu.au/ec/viewing/L7802/index.html
http://www.scootle.edu.au/ec/viewing/L7801/index.html
INCLUSIVE EDUCATION AMY SLOAN
ASSIGNMENT 2 – PROJECT 110171602
Reference List

Australian Curriculum, Assessment and Reporting Authority [ACARA], 2012, English as an

Additional Language or Dialect Teacher Resource Overview and EAL/D Learning Progression,
ACARA, viewed 31st October 2019,
https://docs.acara.edu.au/resources/English_as_an_Additional_Language_or_Dialect_Teacher
_Resource_05_06_12.pdf.

Australian Curriculum, Assessment and Reporting Authority [ACARA] 2014, English as an

Additional Language or Dialect Teacher Resource: Annotated Content Descriptions - English
Foundation to Year 10, ACARA, viewed 31st October 2019,
https://docs.acara.edu.au/resources/EALD_Learning_Area_Annotations_English_Revised_Febru
ary_2014.pdf.

Australian Curriculum, Assessment and Reporting Authority [ACARA], 2016, Students for whom
EAL/D, Student Diversity, Resources, viewed 31st October 2019,
https://www.australiancurriculum.edu.au/resources/student-diversity/students-for-whom-eald/.

Australian Government (1992). Disability Discrimination Act 1992.

Australian Government (2005). Disability Standards for Education 2005.

Brittain, D. (2018), Strategies for supporting EAL/D students in the mainstream classroom,
Queensland Association of Teachers of English to Speakers of Other Languages [QATESOL],
viewed 1st November 2019,
https://www.qatesol.org.au/wpcontent/uploads/2014/04/Supporting-EAL.pptx-June-2018.pdf.

De Courcy, M., Dooley, K., Jackson, R., Miller, J. and Rushton, K. 2012, ‘Teaching EAL/D learners
in Australian classrooms’, PETAA Paper, no. 183, pp. 1-8.

Department of Education 2019, Children with disability and special needs, Government of
South Australia, viewed 1st November 2019, https://www.education.sa.gov.au/supporting-
students/children-disability-and-special-needs.

Hyde, M., Carpenter, L., and Conway. R. (2013), Diversity, inclusion and engagement, Oxford
University Press, Sydney.

Foreman, P. (ed.) (2011) Inclusion in action (3rd ed.) Cengage Learning Australia.
INCLUSIVE EDUCATION AMY SLOAN
ASSIGNMENT 2 – PROJECT 110171602
MCEETYA (2008). Melbourne Declaration on Educational Goals for Young Australians, viewed
31st October 2019,
http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_G
oals_for_Young_Australians.pdf.

New South Wales Department of Education and Committees 2014, English As An Additional
Language Or Dialect Advice For Schools, NSW Government, viewed 31st October 2019,
https://education.nsw.gov.au/policy-library/associated-documents/eald_advice.pdf.

United Nations, Convention on the Rights of Persons with Disabilities, 2006, viewed 30 October
2019, https://www.un.org/disabilities/documents/convention/convoptprot-e.pdf.
INCLUSIVE EDUCATION AMY SLOAN
ASSIGNMENT 2 – PROJECT 110171602
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