Assignment 2: Essay Due Date: 5th June 2023

Assignment 2: Case Study

Swinburne Online University

Unit Code EDU30005

Table of Contents Page

Cover Page………………………………………………………………………………………1

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Assignment 2: Essay Due Date: 5th June 2023

Table of Contents………………………………………………………………………………...2

1. Introduction……………………………………………………………………………………3

2. Discussion……………………………………………………………………………………...4

2.1. Strength-Based Approach………………. …..……………………………………...4

2.2 3R’s…………………………………………………………………………………4

3. Common Adjustments for Children……………………………………………………………5

4. Recommendations for Action, Support, and Implementation………………………………….6

4.1 Tara…………………………………………………………………………………6

4.2 Joseph………………………………………………………………………………6

4.3 Lucy…………………………………………………………………………………6

4.4 Fiate…………………………………………………………………………………7

4.5 Mishka………………………………………………………………………………7

5. What Documents were used and Why…………………………………………………………8

6. Appendix A…………………………………………………………………………………….9

7. Appendix B…………………………………………………………………………………...10

8. References………………………………………………………………………………………11

1. Introduction

As a primary school teacher, it is very important to form suitable alterations to establish an

inclusive environment, whilst all children can engage in the educational curriculum in any situation.
This report contains the case study of the five children who are in need of extra support within the

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curriculum and classroom in the primary school setting, as well as support through social, physical
and constructive play together with the rest of their peers in the classroom. The following section
specifies a concise introduction of the five children in this case study whom all have additional needs.

 Tara is five years old, she was born profoundly deaf, and she is an outgoing child who loves
to socialise with her friends. Tare receives speech therapy from her pathologist for her oral
language setback and is challenged to understand language and communication. Children
who have hearing impairment require a strong environment so that they can have an
understanding of body language, facial and gestures aspects (Wearmouth, Gosling, Beams,
& Davydaitis, 2018). This will also include seat allocation in the classroom, eye contact
while talking and time to allow Tara to process what has been mentioned and to respond.
 Joseph is the youngest child in the class at the age of five years old. He is in the process of
being diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). Although Joseph’s
parents do not believe that he has ADHD, they are willing to support the teacher throughout
the assessment. Joseph will be supported by movement breaks, sensory breaks, and shorter
timetables (Kranowitz, 2005).
 Lucy Is a happy and lively six-year-old girl who has Cerebral Palsy. Lucy must rely on her
braces, medication, and adaptive technology to develop her learning. The teacher will need
to have a solid understanding of the adaptive technology to support Lucy’s daily needs.
 Fiate is an only child who is turning 7 years old during his foundation year. His mother has
been Diagnosed with Cancer which has been hard on Fiate. This has indicated that Fiate has
shown signs of separation anxiety because he doesn’t want to leave his mother. Fiate
struggles with showing emotions and may need support from a therapist. The teacher will be
able to support with the emotional and social skills.
 Mishka is an outgoing happy six-year-old girl who has been diagnosed with sensory
proceeding disorder (SPD) and is sometimes overwhelmed by multiple environmental
stimuli which leads to hypersensitivity within the environment (Dean, 2021). The teacher
will need to accommodate sensory equipment within the classroom.

2. Discussion

The classroom in the primary school educational setting should have a positive approach for
all the children, as there is a vast number of children who have different cultural backgrounds and
learning needs (Dunst, 2002, p. 141), This means that the classroom is where the children can feel

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safe and are able to produce their best learning. Teachers are required to design a learning
environment that is inclusive to all learners: this is known as Individual Education Plan (IEP) (see
Appendix B). As a teacher, it is crucial that the classroom is allocated to allow all children to
participate in all activities by having the room set up for all student’s needs as they learn and develop
in a safe and positive environment (see Appendix A). In this section, there will be a discussion on the
inclusive classroom alongside the common adjustments for the classroom framework. Constructing
an inclusive classroom is an effective educational setting; where all children with or without
disabilities can learn to reach their full potential (Halse,2021). All teachers use different methods and
strategies to achieve a positive environment within their classroom settings; regardless of the children
and their culture and learning needs. A teacher Aide will assist the classroom teacher as they are able
to administer the curriculum activities to the individual child, and small groups and show positive
benefits (Slavin, 2018). The strengths recognised in primary school settings encourage and establish
the use of multiple approaches, for example, the strength-based approach, and the 3Rs. Even though
the five children who require additional needs have differences among themselves, two or more
children will benefit from the available teaching strategies.

2.1 Strength-Based approach

o As teachers incorporate the strength-based approach whilst interacting with the children,
families and health professionals who are included in the inclusive settings; they can identify the
children’s needs and support their motivation and achievements (Fenton, Walsh, Wong, &
Cumming, 2014, p. 27)

2.2 3R’s

o The 3Rs are a successful approach to endorse an inclusive classroom; the 3Rs are known
as Respect, Relationships, and Responsibility. “In order to respect, one must understand.
To understand, Relationships must be developed.” (Rodgers,2015). This allows the
children to establish respect for the other children and teachers within the primary school
setting, which gives the children a safe and inclusive environment. Constructing a
relationship with the children develops a safety net for when the children are learning or
sharing their emotions.

3. Common Adjustments for Children

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 Mishka and Tara are both hypersensitive to noises; however, they both love to socialise with others.
The classroom layout in Appendix A; illustrates by seating Tara and Mishka near the teacher’s
desk will support them through their learning needs.
 Joseph and Misha both have sensory issues, all children will be interested in sensory experiences.
Having a learning area that allows a sensory stimulation encounter as shown in Appendix A
will be a beneficial achievement for Joseph and Mishka to be included in the educational
framework.
 Lucy and Fiate are the only two children who have a healthy connection with their families. The
children can create a family tree as an activity; this can be for a buddy system which will
benefit the whole class, as it will allow all the children to participate in and help transition into
the classroom. This activity can be linked to the Australian Curriculum (AC9EFLA08) it will
allow all the children to “recognise and develop an awareness of vocabulary used in a familiar
context relating to everyday experiences, and personal interests” (ACARA,2023), the children
will share their family trees with the other children in the class and develop an understanding of
each other.
 All the children who have learning disabilities will have a visual board, this will include the schedule
for the day and the classroom rules. This will support all the children so that they understand
what comes next; visual timetables will be at the children’s eye level and always accessible and
visible (Halse,2021).
 It is essential that the teacher analyses the seating arrangements of the classroom to allow all children
to feel respected. For example, placing Mishka, Tara, Lucy, and Joseph near the teacher but
with children, they work well with. This way they can receive extra support and not disrupt the
class.
 To assist inclusion in the classroom, the teacher can make common adjustments for experiences, for
example, Joseph who has ADHD; can have allocated time to assist with his learning needs so
that he can complete his work (Kranowitz, 2005). For Joseph to accomplish his learning a
teacher aide will be supporting him for the extra time and brain breaks.

4. Recommendations for action, support, and implementation

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Teachers and teacher aides work together adequately, and the quality of the development
and training for both roles are connected to the learning outcomes (Webster et al., 2011, p. 3). The
teacher aide can reduce the workload for the classroom teacher by providing extra adult support
within the inclusive classroom.

4.1 Tara

Tara is determined to learn when she is provided with visual cues and clear instructions as
she has cochlear implants and language delays. Beattie (2006) clarifies that the Auditory Oral
Approach intends to establish speech and listening skills (Wearmouth, Gosling, Beams, & Davydaitis,
2018), this will help Tara to be part of the class. The strategies that will be in place are Tara will be
near the teacher, she will be able to follow instructions and complete her work with the help of the
teacher speaking clearly, the use of Information and Communication Technology (ICT) activities, and
assistive listening devices. Tara will have a report from the speech pathology that will support Tare in
the classroom setting this is shown in Appendix A.

4.2 Joseph

Joseph has ADHD and will need a structured classroom. The classroom will have
combined areas for each learning approach, for example, sensory play, a reading corner, an ICT
area, as well as a visual timetable, and rewards charts; this will allow Joseph to appreciate the
parallel learning method (Kranowitz, 2005) Joseph will be on an IEP which will be assisted through
the National Consistent Collection Data on School Students with Disabilities (NCCD) program to
provide inclusion support within the classroom (NCCD, 2022). Having a workspace closer to the
teacher will allow Joseph to have a more passionate learning approach in the classroom. It is
suggested that there will be extended times allowed for Joseph to complete activities and extra
brain breaks during the planned classroom framework with the support of a teacher aide.

4.3 Lucy

It is recommended to establish an IEP as shown in Appendix B so that Lucy has adjustable

furniture and can physically get around the classroom. For example, an adjustable desk with enough leg
space, as well as enough movement to manoeuvre around the classroom the teacher aide will be able to
assist with Lucy’s furniture and make sure she is comfortable. Lucy will be allocated near the teacher so she
can decrease the one-on-one support method and allow her to learn through her adaptive technology
(Fenton, Walsh, Wong, & Cumming, 2014, p. 27). Children require the freedom to be independent so that
they can strengthen their encouragement in school experiences (Michaelis,1986). Lucy wears braces on her
legs whilst she is walking; she will benefit from the buddy system to allow her to always have a friend with
her, as well as help her have a successful transition and develop her self-esteem. All schools are
recommended to enforce the Students with Disability Policy as it ought to be part of the legal commitment

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under the Equal Opportunity Act (2021), Disability Discrimination Act (1992), and Disability Standards for
Education (2005).

4.4 Fiate

Having a buddy system in place for the inclusive classroom will be beneficial for Fiate as it will
help him associate with others in the school environment. The intention of the buddy system is to encourage
a successful transition for all the children who are starting in the primary school setting. It is suggested that
the classroom teacher should have a communication book; this will allow the parents and teachers to
communicate daily. Doing this may encourage Fiate to write letters or draw pictures for his mother. The
Department of Education (2022) illustrates that classroom teachers may consider collaborating and
generating a professional relationship with the families; this will support the inclusive classroom. Fiate will
have an interest when creating his family tree during an activity (AC9EFLA08); this will support him in
strengthening connections within the classroom framework by having his family tree on display.

4.5 Mishka

Mishka will benefit from an IEP as shown in Appendix B; this will support the noise-cancelling
headphones which will decrease the stimulation of noise in a loud classroom environment; as well as some
sensory items. For example, A weighted blanket will allow Mishka to sit on the carpet with the class
without feeling the carpet, playing with a sensory toy whilst listening to the teacher through story time
(Dean, 2021). Mishka will be supported with an engagement plan to support their Sensory Processing
Disorder and her communication skills. According to Spencer and Marschark (2010), children with SPD
generally are overwhelmed in their communication (Wearmouth, Gosling, Beams, & Davydaitis, 2018).
Mishka will have support from the ICT, which will support activities when the headphones are in use, it
will also allow Mishka to concentrate and understand the activity.

5. What documents were used and why?

In the primary school environment, the teacher is required to implement strategies to assist
in an inclusive learning environment for the five children with additional needs, and their peers. For

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this to happen, the teachers and the professional learning support will create a IEP for each child with
learning disabilities; within this IEP it will have their learning goals for the year which will support
the arrangement of the classroom. The ACARA (2023) identifies each child requires the cognitive,
physical, social, emotional, and creative curriculum profile (ACARA,2023). The Disability Act
(1992) and the Disability Standards for Education (2005) has included protecting children’s rights
with disability. All children within the education setting will have the right to appropriate education,
this involves children with disabilities, and extra demands throughout the inclusion of all other
children.