EDU30005- Inclusion support- report
docx
keyboard_arrow_up
School
Selmar Institute of Education *
*We aren’t endorsed by this school
Course
SA1
Subject
Communications
Date
Jan 9, 2024
Type
docx
Pages
14
Uploaded by 98765abcde
EDU30005- Understanding and supporting Inclusion. Assignment 2: Report.
Due date- 5.6.2023, 5pm.
Report- Inclusive Learning Environment
Inclusion refers to equal opportunities and resources for people with disabilities and other minorities, appreciated as valuable members of society. Education that is inclusive
engages diversity at all levels, such as school, classrooms, policies, and systems (Danniels & Pyle, 2022). All school stakeholders are highly valued, and students are supported to contribute, learn, foster, and progress in an inclusive educational environment. Inclusive education ensures that every child can attend school and acquire the knowledge and skills for a successful future, regardless of their abilities. Children's best learning occurs when all stakeholders work together. Collaborations with
families, teachers, and other professionals enhance opportunities to contribute to designing plans to provide appropriate support and services to secure the wellbeing and
progress of children with special needs. The Disability Discrimination Act (DDA) 1992 emphasised equal student education opportunities. DDA established educational standards, considering discrimination against disabled students illegal (Forlin, 2006). Under DDA, all schools had to make reasonable adjustments to their curriculum, buildings, pedagogies, and enrolment process to enable participation and easy access of disabled students in mainstream schools (New South Wales Government, 2021). Early Years Learning Framework (EYLF) 2009, supports inclusive education, and the curriculum is developed while considering children's needs, differences, and interests (Department of Education and training, 2019) Australian curriculum stresses teachers to
create individual learning plans for students with disabilities where unique strengths and
abilities are the center of teachers teaching and learning process (ACARA, 2018). It becomes crucial for teachers to include competent teaching strategies and adjustments to enhance learning potential (ACARA, 2018). The case studies include scenarios of five children with special needs.
Tara was born deaf and had cochlear implants when she was two years. Speech pathologist currently supports her due to oral language delays.
Joseph is currently assessed for ADHD, who cannot concentrate for extended periods and becomes aggressive if he is not interested in doing the task.
Lucy has moderate cerebral palsy and needs braces, medications, and adaptive technology to carry out daily tasks.
Fiate does not want to attend school and has seperation anxiety from his mother. His mother recently received a diagnosis of cancer.
Mishka was diagnosed with a sensory processing disorder. Mishka becomes overwhelmed by multiple environmental stimuli due to hypersensitivity.
1 | P a g e
EDU30005- Understanding and supporting Inclusion. Assignment 2: Report.
Due date- 5.6.2023, 5pm.
The report includes the approaches and actions the teacher can take to provide an inclusive learning environment for all classroom students and children with special needs.
Approaches
An inclusive program involves children with and without disabilities learning and participating in the same daily activities to enable equal opportunities. Below are some strategies to promote inclusion for children with various capabilities.
Quiet spaces Slight changes in the physical setup of the room enhance settled environment. Children spend prolonged periods engaged in activities that promote positive well-being and calmness. Setting up quiet play spaces with simple resources like fidgets, soft toys, and books allow children to relax their bodies, mind, and emotions (Sequeira et al., 2023). Calming play spaces allow children like Joseph and Mishka to take a break from hyperactive and overwhelming routines and engage in mindful activities which promote regulating their emotions, and enabling concentration for prolonged periods (Sequeira et
al., 2023). Simultaneously, teachers must arrange learning strategies to make environment quiet and peaceful for children with ADHD, sensory processing disorders, hearing issues, or unsettled children. To enable this need, the teacher can close the doors and windows to
block noises, use table clothes to reduce the noise of toys on tables, use carpets on floorboards to reduce the noises of moving furniture or toys, etc. (Beams et al., 2017). This approach benefits all the children in the group, increasing their concentration levels
and performance.
Introduction of Auslan (sign language)
Active listening is the foundation of developing one’s oral language. Various children with different capabilities interpret spoken language, which can cause confusion and frustration. Auslan allows children to rest brains and engage in non-verbal interactions within the learning environment (McConnell et al., 2007). Sign language usually helps children express themselves nonverbally, promoting equality and self-esteem (McConnell et al., 2007). Children like Tara would develop a sense of belonging and self-esteem when she is engaged and interacts with peers and assists children with cerebral palsy who sometimes face speech challenges.
2 | P a g e
EDU30005- Understanding and supporting Inclusion. Assignment 2: Report.
Due date- 5.6.2023, 5pm.
Brain Breaks
Concentrating for prolonged periods can be tiring for children and result in low performance than expectation. Taking frequent break from their lessons refreshes children's bodies and mind and develop a focus on learning (NSW Government, 2023). Brain breaks should be structured and quick, involving physical movements and mindful
activities, regulating children’s emotions and behaviour as they have freedom to choose
their favourite activity. This strengthens their relationships with peers and educators. Physical exercises increase brain efficiency and neural networks, crucial for learning and improving cognitive and memory functions (Mitchell & Sutherland, 2020). Teacher should be organised to plan and arrange breaktime activities for children to extract benefits for enhancing engagement and cognitive functioning. Seating arrangements
Seating arrangements play a crucial role in promoting an inclusive environment in the classroom, especially for children with special needs like vision or hearing impairment or
children with social, emotional, or physical conditions. Teacher can use different seating plans, like semi circles, rows, to meet the needs of children with different abilities (Shinde, 2017). For example, Children who are exceptionally shy or who do not want to attend childcare like Fiate can be encouraged to sit with children who are friendly and supportive to enhance friendships, while children with wheelchairs may need open rows
along with low-height chairs and slanted boards for writing (Shinde, 2017).
Collaborative partnerships
Educators should collaborate with children's families (parents) to build strong relationships, assisting educators in understanding their interests, needs, and strengths (Department of Education & Training [DET], 2019). Teachers collaborate with allied professionals and build their knowledge to formulate short- and long-term goals for the children before they start formal schooling (Queensland Curriculum and Assessment Authority [QCAA], 2022). Formal and informal assessments can be included in the curriculum for professionals to understand the strengths and weaknesses of children and their learning styles, enabling children's development to their highest potential (QCAA, 2022). Play-based learning
Play-based learning is mandatory in mainstream kindergarten classrooms in Australia (Danielle & Pyle, 2022), where education is based on children's interest. Teachers play the role of a facilitator who enhances children's knowledge through open-ended questions and supporting their inquiries with clear discussions. Play-based learning improves children's holistic development, accommodating the needs of children with 3 | P a g e
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
EDU30005- Understanding and supporting Inclusion. Assignment 2: Report.
Due date- 5.6.2023, 5pm.
variant capabilities, while teachers support children in this continuum process (Danielle & Pyle, 2022).
Focusing on small group learning
Classrooms include several children with variant needs, interests, and abilities. It becomes challenging for teachers to cater all needs at once, making it impossible to reach the landmarks set for their development. Small group teaching allows teachers to focus on small groups and enhance the skills and knowledge of children with specific goals in mind (Milesi & Gamoran, 2006). Small group learning provides children with sense of belonging as they have opportunities to express their views, ask questions, receive scaffolding responses, and build friendships with their peers. Friendships allow children to settle in learning environment and encourage children to use their language and other learning skills (Holley & Dobson, 2008).. Teachers understand children’s needs more precisely during small group interactions and plan future lesson plans accordingly (Milesi & Gamoran, 2006). Recommendations
For Tara
Encouraging Tara to sit at the front in the class.
Encouraging rich and meaningful group activities to promote interactions and use
her oral language.
Using sign language and making it a part of the classroom routine reduces the chances for Tara to feel individualised for the need for sign language. Teacher could incorporate sign language during group times, acknowledgement of country, and play quiz games while encouraging children to guess the meaning behind all signs.
Visual cards can be incorporated into the curriculum, which can be used when oral language is hard to be understood.
Communication with parents is essential for teachers to discuss the progress of cochlear implantation. Families would update teachers of any changes in Tara's hearing changes. This would assist teachers in understanding how hearing with implants take time to process information. Teachers can then adjust their pedagogy accordingly.
For Joseph
4 | P a g e
EDU30005- Understanding and supporting Inclusion. Assignment 2: Report.
Due date- 5.6.2023, 5pm.
Incorporate a teaching mode that best suits Joseph’s learning style. Allow brain breaks and short physical plays to help Joseph in his learning. For example, breaking the tasks into smaller chunks to avoid distractions and encourage Joseph to concentrate on his learning.
Set up a quiet area with comfy cushions, blankets, fidgets, and books to calm Joseph’s mental situation.
Regularly communicate with Joseph’s parents so they can apply similar strategies at home. For Lucy
Arrange enough physical space for easy movement and access Lucy with pathways free of clutter.
Ensure strengths are acknowledged to build their self-esteem and confidence.
Accommodate children’s physical needs when setting practical activities for independent participation.
Arranging wheelchairs or mobility equipment for easy movement.
For Fiate
Encourage small group activities to increase opportunities for Fiate to build friendships.
Collaborate with parents to know his interests and create learning spaces that interest him.
Ask parents for family pictures/album.
Incorporate mindfulness activities in the room.
For Mishka
Setting up a quiet area.
Arrange noise-reducing headphones and low noise-making resources to enhance a calm environment.
Use calm, subtle colours in the room.
Reduce visual distractions by resetting rooms and emanating fluorescent lights.
Challenges while implementing inclusive program-
lack of resources like wheelchairs or walking frames for children with physical disabilities (Dan, 2019).
lack of government funding, and untrained staff (Dan, 2019).
5 | P a g e
EDU30005- Understanding and supporting Inclusion. Assignment 2: Report.
Due date- 5.6.2023, 5pm.
limited professional development opportunities to update skills and knowledge.
Rigid cultural backgrounds with unique childrearing practices hinder acceptance of disability and inclusive practices (Rouse, 2012).
Language barriers in society create a challenge for teachers to explain their concerns to the families (Rouse, 2012).
The workload on teachers makes it stressful for teachers to meet children's individual needs (Dan, 2019).
Professionals to be consulted.
Maternal Health and Child Health nurse (MCH)
The MCH nurses provide consultation, guidance, support, and information on subjects like, parenting, child development, and education for children under six (SGC, 2023). Assessing the health and development of children, as well as monitoring childrearing practices guided by state-developed and mandated checklists, form part of consultations where families are recommended multiple strategies to foster children’s development (Malatzky et al., 2020).
Program support groups (PSG) PSG brings key people together to support inclusion from the time of enrolment until children start school (State Government of Victoria [SGV], 2022) The key people include- Early childhood teachers, Preschool field officers, allied health professionals, Support person and many more. PSG should meet before the child start kinder to identify and develop an inclusion support plan (SGV, 2022). PSG supports the Kindergarten Inclusion Support (KIS) program to analyse if a specific application is required for children’s support (SGV, 2022).
Preschool Field Officer Program (PSFO)
PSFO is a short-term service available to support early childhood educators within the context of kindergarten program and recommend strategies and adaptations vital in delivering high-quality inclusive programs for additional needs children (SGV, 2023). PSFOs support educators in assessing children’s capabilities, learning, and developmental needs and assist them with planning and implementing inclusive learning environments (SGV, 2023).
Kindergarten readiness assessments (KRA)
KRA scheme is implemented in some states that examine and evaluate children's overall development, including physical, social, emotional, behaviour, and more 6 | P a g e
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
EDU30005- Understanding and supporting Inclusion. Assignment 2: Report.
Due date- 5.6.2023, 5pm.
(Nationwide Children’s, 2017). After examining each child, KRA professionals make a report that assists teachers in understanding children’s readiness in kindergarten. Teachers modify lesson plans to develop their skills before starting school in the upcoming year (Nationwide Children’s, 2017. KRA report allows parents to observe their
children’s development from professional’s perspectives and how they can be supported
in their early years of school (Nationwide Children’s, 2017). Occupational therapists, child psychologists, and other professionals can be contacted based on the report from KRA if needed.
Teaching strategies
Collaboration of teachers, parents/families, and allied professionals play a vital role while developing inclusive teaching pedagogies. The strength-based approach builds opportunities to develop on child's strengths and capacities rather than finding new ones. This approach identifies what works best for the child and how it can be further scaffolded (Fenton et al., 2015). Questioning is the common feature of this approach, modified with purpose in mind (Swinburne Online, 2023). According to Multiple Intelligence of Gardner, children of similar ages have different capabilities and unique learning styles (Nolen, 2003). It is crucial for teachers to develop intentional teaching lesson plans based on those abilities.
Families extensively impact children’s learning and personality. Positive partnerships between families and educators have the best developmental outcomes for the children,
where they communicate to discuss what works best for the child, where individual family perspectives are paramount (Fenton et al., 2015).
Individualised Education Plan (IEP)
IEPs are developed in conjunction with people who work with children with any disabilities (Cologan, 2014). IEP assist teachers in planning simple, smart, and achievable goals for children who risk falling behind in school education (Cologon, 2014)). For example, the goal is “Encouraging John to sit during group time for two minutes”. IEPs describe the adjustments, goals, and strategies to scaffold children's knowledge (Cologan, 2014). The information is shared among parents and teachers to understand and support children through collaborative action.
Appendix-
7 | P a g e
EDU30005- Understanding and supporting Inclusion. Assignment 2: Report.
Due date- 5.6.2023, 5pm.
Figure 1: Quiet area.
Fig
ure 2: Seating arrangement
8 | P a g e
EDU30005- Understanding and supporting Inclusion. Assignment 2: Report.
Due date- 5.6.2023, 5pm.
Figure 3: Auslan sign language.
Figure 4: Brain break ideas.
9 | P a g e
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
EDU30005- Understanding and supporting Inclusion. Assignment 2: Report.
Due date- 5.6.2023, 5pm.
References
Australian Curriculum Assessment and Reporting Authority [ACARA]. (2018).
Australian
Curriculum: Homepage
. Retrieved https://www.australiancurriculum.edu.au/
Cologon, K., and Cocksedge, D. (2014). Chapter 11 The A-Z of IFSPs, IEPs and SSPs: positive planning for inclusion. In Cologon, K., (2014)
Inclusive education in the early years: Right from the start.
South Melbourne: Oxford University Press.
Danniels & Pyle. 2022. Inclusive Play-Based Learning: Approaches from Enacting Kindergarten Teachers. https://link.springer.com/article/10.1007/s10643-022-
01369-4
Department of Education and Training [DET]. (2019). Belonging, Being and Becoming: The Early Years Learning Framework for Australia. https://www.acecqa.gov.au/sites/default/files/2018-02/belonging_being_and_bec
oming_the_early_years_learning_framework_for_australia.pdf
10 | P a g e
EDU30005- Understanding and supporting Inclusion. Assignment 2: Report.
Due date- 5.6.2023, 5pm.
Dan, A. (2019). The Inclusion of children with special needs in early childhood: Challenges and dilemmas of kindergarten teachers.
Creative Education
,
10
(5), 986-1001.
Forlin C. 2006. Inclusive education in Australia ten years after Salamanca
.
European Journal of Psychology of Education, 21(3), pp. 265-277.
Fenton, A., Walsh, K., Wong, S., and Cumming, T. (2015) Using strengths-based approaches in early years practice and research,
International journal of early childhood.
47(1) 27.
Holley, D., & Dobson, C. 2008. Encouraging student engagement in a blended learning environment: The use of contemporary learning spaces.
Learning, Media and technology
,
33
(2), 139-150.
Mitchell, D., & Sutherland, D. 2020.
What really works in special and inclusive education: Using evidence-based teaching strategies
. Routledge. Malatzky, C., Mohamed Shaburdin, Z., & Bourke, L. 2020. Exploring the role-based challenges of providing culturally inclusive health care for maternal and child health nurses: Qualitative findings.
Nursing open
,
7
(3), 822–831. https://doi.org/10.1002/nop2.457
Milesi, C., & Gamoran, A. 2006. Effects of class size and instruction on kindergarten achievement.
Educational Evaluation and Policy Analysis
,
28
(4), 287-313.
McConnell, J., Keenan, R., & Rostolis, R. 2007. Love learning: the benefits of sign language.
Teacher
, (187), 50-53.
11 | P a g e
EDU30005- Understanding and supporting Inclusion. Assignment 2: Report.
Due date- 5.6.2023, 5pm.
Nationwide Children’s. 2017. Getting Kids Ready for Kindergarten Screening with Occupational Therapy. https://www.nationwidechildrens.org/family-resources-
education/700childrens/2017/04/getting-kids-ready-for-kindergarten-screening-
with-occupational-therapy
Nery, M., Sequeira, I., Neto, C., & Rosado, A. 2023. Movement, Play, and Games—An Essay about Youth Sports and Its Benefits for Human Development. In
Healthcare
(Vol. 11, No. 4, p. 493). MDPI.
NSW Government. 2023. https://education.nsw.gov.au/student-wellbeing/whole-school-
approach/wellbeing-framework-for-schools/cognitive-wellbeing-strategies/brain-
breaks-for-cognitive-wellbeing
NSW Government. 2021. AITSL- Meeting legislative requirements. https://education.nsw.gov.au/campaigns/inclusive-practice-hub/all-resources/
primary-resources/other-pdf-resources/aitsl--meeting-legislative-
requirementsITSL - Meeting legislative requirements
Nolen. 2003. Multiple Intelligence in the classroom.
Education
,
124
(1).
Nery, M., Sequeira, I., Neto, C., & Rosado, A. 2023. Movement, Play, and Games—An Essay about Youth Sports and Its Benefits for Human Development. In
Healthcare
(Vol. 11, No. 4, p. 493). MDPI.
Queensland Curriculum & Assessment Authority. 2022. Inclusion and diversity: Kindergarten research insights. https://www.qcaa.qld.edu.au/kindergarten/research-insights/inclusion-diversity
12 | P a g e
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
EDU30005- Understanding and supporting Inclusion. Assignment 2: Report.
Due date- 5.6.2023, 5pm.
Rouse, L. (2012) Family-centred practice: Empowerment, self-efficacy, and challenges for practitioners in early childhood education and care,
Contemporary issues in early childhood.
13(1) 17-26.
State Government of Victoria. 2022. Program support groups in kindergarten. https://www.vic.gov.au/program-support-groups-kindergarten
State Government of Victoria. 2023. Preschool Field Officer program. https://www.vic.gov.au/preschool-field-officer-program
State Government of Victoria. 2023. Maternal and Child Health Service. https://www.health.vic.gov.au/primary-and-community-health/maternal-and-child-
health-service
Shinde, N. 2017. The beginning of inclusion–classroom seating discipline.
Learning Curve
, (28), 5-6.
Swinburne Online. 2023. Strength based approach. https://swinburneonline.instructure.com/courses/4423/pages/4-dot-2-strengths-
based-approach?module_item_id=369777
Wearmouth, J., Gosling, A., Beams, J., and Davydaitis, S. 2017. Chapter 4 Understanding, assessing, and addressing difficulties in cognition and learning. In
Understanding Special Educational Needs and Disability in the Early Years: Principles and Perspectives.
Milton: Taylor and Francis Group.
13 | P a g e
EDU30005- Understanding and supporting Inclusion. Assignment 2: Report.
Due date- 5.6.2023, 5pm.
14 | P a g e