EDU40009-Supporting Inclusion for Primary

Task:

Throughout your teaching career, you will encounter students with a diverse range of additional needs and cultural backgrounds, all within the same school. The purpose of this assignment is to further develop your understanding of the diversity of needs and the inclusive teaching practices that you will need to draw on to cater for all children in the classroom.

Related learning outcomes

This assignment assesses the following unit learning outcomes:

1.Compare and contrast specific disabilities and the additional support they require.

2.Compare and contrast a variety of cultural backgrounds, and how they impact on the primary learning environment.

3.Recommend pedagogical approaches to ensure all children are catered for.

For this task, you will need to read and respond to the case study, demonstrating knowledge and understanding of inclusion practices by:

1. Comparing and contrasting the types of support learners with additional needs and culturally diverse backgrounds require.

2. Recommending how the school would support teachers to best meet these needs of all learners in the school by drawing on inclusive practices.

To do this you will need to:

1.Identify two chosen students with additional needs from the school case study provided and discuss the additional support they require.

2.Identify two chosen students from culturally diverse backgrounds from the school case study provided and discuss the additional support they require.

Case study

This mainstream primary school is located 130km from the capital in a regional city of 15,000 people. It has a student cohort of 370 students from prep to year 6. All classes have one teacher. The prep classroom has a teacher's aide, whilst years 1, 2 and 3 have an integration aide every morning. The Learning Resource Centre, located on campus and staffed with special educators, offers 10 hours per week of support each to grades 4, 5 and 6. Their current practice is to take students out of class for numeracy and literacy small group sessions and an allocation of half an hour per week per grade for the Gifted and Talented program. There is one part-time psychologist on staff. Some students qualify for funding through the state government; this money is paid directly to the school, which has the discretion to use the funds towards resourcing of their choice.

Below is a list of students who have been identified as having additional needs in the primary school.

Jolie and Wilem

Jolie, who has recently joined the class from China, and Willem, who has a family of academic high achievers, both qualify for the 'Bright Sparks' gifted and talented program. Jolie is in grade 2 and Willem is in grade 4.

Jason

He reads well below grade level but has high visual learning skills; the gap between his written language skills and higher order thinking constantly frustrates him. He is in grade 1.

Amos

He is an introverted learner and has a history of being a selective mute. He will often volunteer to leave the class for the 'chill out' room and has been found to pick at himself. He has been referred for further psychological assessment. Amos is in grade 5.

Dirk

He has arrived to the school from South Africa and has difficulty staying in his classroom chair for periods longer than 10 minutes. He works best with his shoes off and prefers to listen to music when he is engaged in a class task. He is highly energetic and only engaged in hands-on activities. Dirk is in grade 3.

Sienna

She has recently been diagnosed with high-functioning Autism and prefers structure and routine. She is notably disturbed when a change occurs in the class schedule. Outbursts and crying can last up to two hours, often resulting in a phone call for her to be picked up to go home. Sienna is in Prep.

Manoj

He is a learner with Indian heritage, who has been demonstrating anger in the playground by hitting and screaming at other children. He finds it difficult to self-regulate and resorts to physical violence. He wears glasses and recently has started to rip the glasses from his face and snap them in half. Manoj speaks Hindi at home and is in grade 6.

Credit [C 60-69%]

To be awarded a Credit for this task, the work must fulfil the requirements of the Pass grade but at a higher standard, as described by the standards statements. 

1.The development of the response – the way ideas, insights, evidence and commentary are used to expand inclusive practices for the diversity of learners.

2.This case study response includes a detailed description of each of the learner's needs.

3.The way evidence from the case study and broader theoretical perspectives is integrated into the response.

4.The relevance, rigour and correctness of the information cited.

5.The correctness and clarity of the writing. That is, the response is error free, well organised, coherent, relevant, and informative.

6.Consider implications of decisions relating to these individual students for inclusive practices for all learners in the class.