Assessment 1 – Critical Reflection

I have limited experience teaching highly diverse learners, let alone any learners with

impairments that met barriers which significantly disabled their ability to learn. The

few students with impairments which I have taught only required very minor

adjustments with multiple means of representation for barriers to be removed. I now

understand that these are Tier 1 adjustments which utilise Universal Design for

Learning (UDL) guidelines[ CITATION Col20 \l 3081 ].

This unit has challenged my view of students with impairments, primarily through the

introduction of the social model of disability and has motivated me to take an active

role in attempting to remove all my students’ barriers to learning. Not only is this my

obligation under the law (DDA 1992, (Cth); DSE 2005, (Cth)) but is also the most

effective classroom model [ CITATION Gra20 \l 3081 ]. I now view creating an inclusive

classroom, as discussed in Appendix A, as the definition of effective teaching.

As a pre-service teacher, I still lack a great number of skills and the confidence to

apply these skills, but I will persevere, ask for feedback, and strive to reflect on my

own practice. I will employ strategies such as task analysis [ CITATION Placeholder4 \l

3081 ] and formative assessment to inform my scaffolding and differentiation

practices and will seek feedback from my peers on these strategies. I understand I

am somewhat limited as a pre-service teacher, but as a future teacher I intend on

adopting a family-centred practice as discussed in Appendix B, partnering directly

with parents and students so they can inform and improve my teaching style. This

would require clear and regular communication, and humility in accepting their expert

knowledge as complimentary to my own. This is a key component of standards 7.3.1

and 1.6.1 [ CITATION Aus17 \l 3081 ]. I intend on making use of all these strategies and
approaches for students whose adjustments would also be Tier 1, informing my

universal approach and working towards a better understanding of standard 1.5.1

[ CITATION Aus17 \l 3081 ].

 References

AITSL. (2017). Australian Professional Standards for Teachers. Retrieved from

Australian Institute for Teaching and School Leadership:

https://www.aitsl.edu.au/teach/standards

AITSL. (n.d.). Creating an inclusive classroom culture. Retrieved from

https://www.aitsl.edu.au/docs/default-source/research-

evidence/spotlight/creating-an-inclusive-classroom-culture-fact-sheet.pdf?

sfvrsn=5cf3d33c_2

All Means All. (n.d.). Creating an inclusive class culture. Retrieved from For

Educators: https://allmeansall.org.au/for-educators/

Arthur-Kelly, M., & Neilands, J. (2017). Planning Effective Teaching Strategies. In P.

Foreman, & M. Arthur-Kelly, Inclusion in action (5th ed.). South Melbourne,

Vic: Cengage Learning Australia.

Cologon, K., & Lassig, C. (2020). Universal approaches to curriculum, pedagogy and

assessment. In L. J. Graham, Inclusive Education For the 21st Century:

Theory, Policy and Practice (pp. 179-207). Crows Nest, NSW: Allen & Unwin.

De Bruin, K. (2020). Does inclusion work? In L. Graham, Inclusive Education For the

21st Century: Theory, Policy and Practice (pp. 55-76). Crows Nest, NSW:

Allen & Unwin.

Disability Discrimination Act 1992. (Cth). Retrieved from

https://www.legislation.gov.au/Details/C2016C00763

Disability Standards for Education 2005. (Cth). Retrieved from

https://www.legislation.gov.au/Details/F2005L00767
Dunst, C. J. (2002). Family-Centred Practices: Birth Through High School. The

Journal of Special Education, 36(3), 141-149. Retrieved from

https://doi.org/10.1177/00224669020360030401

Mann, G., Hodge, N., Runswick-Cole, K., Gilmore, L., Mavropoulou, S., & Fleming,

K. (2020). Developing productive partnerships with parents and carers. In L. J.

Graham, Inclusive Education For the 21st Century: Theory, Policy and

Practice (pp. 336-357). Crows Nest, NSW: Allen & Unwin.

Appendix A
Appendix B
 Assessment 3

Part 1 – Inclusion and Learning Plan

Student Profile – Wang

Wang is a sixteen-year-old Year 11 student whose educational goal is to graduate

high school with marks adequate to study law at university. Wang has scored in the

superior range on a Wechsler psychometric test, indicating high intelligence, and

performs well when he gets into a routine of work. To assist him, lesson and unit

goals should be outlined clearly and frequently to combat him feeling overwhelmed

and anxious. Wang has a diagnosis of dysgraphia, an impairment which limits his

fine-motor skills and in turn affects his handwriting [ CITATION Tal19 \l 3081 ]. He uses a

laptop for written tasks, and speech-to-text software at home. Wang has some habits

which are becoming less frequent due to progress with cognitive behaviour therapy

for his obsessive-compulsive behaviours, and his parents have noticed more positive

reductions at home.

Wang enjoys socials interactions which he can prepare for, playing patiently with his

younger cousins and happily chatting with his friends online. He prefers collaborative

work in groups which are calmer and quieter and may remove himself from the room

if it gets too loud. To assist with this classroom noise should be kept to a minimum

and use of too-stern a teaching voice minimised. Wang enjoys videogames and

audiobooks, which should be utilised, along with verbal, as means of representation,

expression, and engagement with the material.

Environment

The physical environment of the classroom should be structured so that all students

are facing the front of the room, even when working collaboratively, so that their
attention can be gained effectively. Wang may prefer to sit near the centre of the

class but should be seated near the door so he can remove himself from the

classroom without bringing attention to himself.

The learning environment should be representative of the seven values of inclusion,

which are set by the teacher: respect for all individuals, empathy for all hardships,

openness to all opinions, curiosity should never by invalidated, trust that every

lesson is student focussed, that the lesson is fair to all students, and taking

accountability for mistakes [ CITATION AITnd \l 3081 ].

Collaboration

Wang and Wang’s mother need to be kept informed of planned classroom strategies

and allowed to give their opinion and suggestions. This requires open lines of active

communication, preferably outside of classroom hours and possibly through email or

Zoom. The teacher should also be welcoming and open of feedback from Wang in

real-time, and any changes should be communicated with his learning support team

(his mother, year advisor and learning support teacher). Specific strategies that

Wang responds to well should be communicated to the learning support team so that

his other teachers can also improve their practice.

Learning intentions

Students will understand the components of third-angle orthogonal-projection

drawings and be able to complete their own. (Engineering Studies, Objective P3.3)

Learning outcome

Wang will accurately depict the chosen item in a Minecraft model and a hand-drawn

sketch.
 Rationale

This learning outcome was chosen for Wang as a scaffolded way for him to complete

a required learning outcome for Engineering Studies which he will struggle with due

to his dysgraphia. Wang desires to do well in the HSC, and his parents are worried

about his confidence and self-efficacy. If he can reach this outcome, it should prove

rewarding to Wang in an academic sense, and as a personal accomplishment. Wang

will connect to the task through use of his current favourite game and may choose to

draw his final sketch in the style of the game. As Wang is proficient with the game,

he will be asked to explain some of the gameplay mechanics to the class as a

means of building his confidence with others, an essential part of his desire to one

day coach a soccer team.

 3 Sequenced Lesson Plans

Note - Students have access to the devices of their own and can access the live

slides. The entry and exit slips are physical copies.

Lesson 1 – resources in Appendix A

Class: Year 11 Subject: Engineering

Studies
Learning intention: Success criteria:

Students will understand the components of third- Students can identify the

angle orthogonal-projection drawings and be able to missing components of

complete their own (P3.3) engineering drawings.

Lesson Structure
Stage Teacher Students Universal Strategies/

Design for adjustments

Learning
Openin Distribute entry Complete Rep – visual “Opening” allows

g slips as students entry slips analysis. for calm

enter. Mark roll and Eng – environment and

continue to settle stimulating routine structure.

students. prior Filling in the

understanding sheets isn’t

Exp – written required; Wang

or typed can type answers

into a document.
We do Prompts answers Suggest Rep – visual Worked example

from entry slips. answers for record of - similar to exit

Collate on slides. entry slips. answers slip.

Eng -
 Exp - verbal
I do Explain the content Listening Rep – visual Direct instruction

on the slides. and and verbal

Prompt for contributing Eng -

comprehension. answers Exp - verbal

when

prompted.
You do Roam and assist Installing Rep - Scaffolding

and getting interactivity provided through

familiar with Eng – pdf tutorial.

Minecraft relatable

Creative interests

mode Exp –

interactivity
Closing Distribute exit slip Complete Rep – written Reinforcing

question. exit slips. and visual

Eng -

Exp - written
Wrap- Collect slips from Submit exit Rep - Wang can directly

up students and verbal slips. Eng - tell the teacher

answers from Exp - written the answers to

Wang. Ask Wang if the exit slip.

he’d be comfortable Prepare Wang for

in recapping the possibly

controls for the demonstrating

class next lesson. Minecraft controls

next lesson.
 Lesson 2 – resources in Appendix B

Class: Year 11 Subject: Engineering

Studies
Learning intention: Success criteria:

Students will understand the components of third-angle Students can model

orthogonal-projection drawings and be able to complete their chosen item in

their own (P3.3) Minecraft

Lesson Structure
Stage Teacher Students Universal Strategies/

Design for adjustments

Learning
Opening Distribute entry Complete Rep – text. “Opening”

slips as students entry slips Eng – allows for

enter. Mark roll stimulating calm

and continue to prior environment

settle students. understanding and routine

Exp – written structure.

or typed Filling in the

sheets isn’t

required;

Wang can

type answers

into a

document.
We do Prompts Suggest Rep – visual Worked

answers from answers for record of example

entry slips. entry slips. answers prompts

 Collate on slides. Eng - thinking about

Exp - verbal modelling

task.
Ask for a Demonstrate Rep – digital Peer tutoring

volunteer to basic multimedia

demonstrate Minecraft Eng –

Minecraft gameplay stimulating

controls mechanics. prior

(Wang was understanding

asked in prior Exp - verbal

lesson)
I do Explain the Listen and Rep – visual Direct

content on the contribute and verbal instruction

slides about the answers Eng –

modelling task. when relatable

Prompt for prompted. interest

comprehension. Exp -
You do Roam and In groups, Rep – visual Collaboration

(individual assist. Rectify select and Eng -

and and grouping discuss how interactivity

collaborative) problems. to model their Exp – digital

chosen item. modelling

Individually,

model the

chosen item.
Wrap-up Explain how to Rep -

submit the model Eng -

for homework. Exp -
 Lesson 3 – resources in Appendix C

Class: Year 11 Subject: Engineering

Studies
Learning intention: Success criteria:

Students will understand the components of third- Students can sketch their

angle orthogonal-projection drawings and be able to chosen item in third

complete their own (P3.3) angle view and with all

engineering drawing

components.
Lesson Structure
Stage Teacher Students Universal Strategies/

Design for adjustments

Learning
Openin Distribute entry slips Complete Rep - “Opening” allows

g as students enter. entry slips visual for calm

Mark roll and Eng – environment and

continue to settle relatable routine structure.

students. interests Filling in the

Exp – sheets isn’t

written or required; Wang

typed can type answers

into a document.
We do Prompts answers Suggest Rep – Worked example

from entry slips. answers for visual prompts thinking

Collate on slides. entry slips. record of about focus of

answers direct instruction.

Eng -
 Exp -

verbal
I do Explain the content Listen and Rep – Direct instruction.

on the slides about contribute visual and

third-person view and answers verbal

the drawing task. when Eng –

Prompt for prompted. relatable

comprehension. interest

Exp -
You do Roam and assist. Individually Rep – Task analysis

sketch the visual informed scaffold

chosen item. Eng – to remain on slide.

invested Wang is permitted

time into to remove curves

chosen from his chosen

item item by drawing in

Exp – the style of his

hand- Minecraft model.

drawn

sketch.
Wrap- To complete drawing Rep –

up for homework for next verbal and

lesson. typed

Eng -

Exp -
 Monitoring method

Monitoring of Wang’s learning outcome will take place throughout the three lessons,

as the outcome is gradually achieved. Formative assessment through exit slips will

be used with the class, which will signpost Wang’s progress. It is expected that

Wang will excel in lesson two when modelling in Minecraft, so if there are any issues

with this stage of the outcome, an intervention must occur. Wang’s contribution to

class discussion may also provide some indication of understanding but is limited

due to his anxiety. Wang will have achieved the outcome when he can communicate

the item accurately through the medium of Minecraft model, and hand-drawn sketch.

The additional learning expectations of the subject are to demonstrate understanding

of the required components of an engineering drawing.

Lesso Contribution to Exit Slip/ Quality of Components of

n opening deliverable model/drawing drawing

discussion
1 N/A N/A
2 N/A
3
 Part 2 - Social Inclusion Support Plan
Intention
It is important that we are consistent when supporting inclusive education and social

inclusion in our school. This means that we need to employ strategies to remove

barriers from any students accessing an inclusive school experience. Wang has

interests and hobbies that prove he is interested in further socialising, but his actions

in the school playground suggest that he is encountering barriers.

Learning Environment
The characteristics that we need to foster in our playground are those of respect,

empath, openness, curiosity, trust, fairness, and accountability [ CITATION AITnd \l

3081 ]. As we already model these in our classrooms, we need to emphasis these

values to our students, as they will empower us to remove the barriers to social

inclusion in the playground. As it is, Wang prefers to remove himself from loud areas,

often retreating to the library, and from unpredictable environments, sitting with small

groups of female students.

Approach
The approach the teaching team will take involves one of Wang’s passions, soccer.

Wang loves Manchester United however refrains from playing soccer during

lunchtime in the playground. This is likely due to the loud and unpredictable nature of

playing on the oval.

Justification
This approach has been selected because physical exercise is lacking in Wang’s

routine, which is very important for those with anxiety and obsessive-compulsive

behaviours [ CITATION Fre21 \l 3081 ]. Team sports are a time-tested method of

inclusion, if run under ethical leadership [ CITATION Dag18 \l 3081 ]. Finally, those who
are excluded are may be the targeted benefactors but are not the lone benefactors

from social inclusion [ CITATION Sle19 \l 3081 ].

Implementation
Introduce the game as a calm way to work on their skills.

The strategy should first be offered to mature students in Wang’s peer group who

demonstrate an interest in sports. The first couple of sessions should be as

controlled as possible to allow Wang to ease into idea, before extending the strategy

in allowing other students to join. A sign-up sheet should be posted, and a corner of

the oval sectioned off to allow for a controlled environment. The sessions should

include begin with drills, with suggestions of which drills from the students, allowing

Wang to expand his coaching vocabulary. Small games should conclude the

sessions, either refereed by the supervising support worker, or by one of the

students.

Evaluation
Starratt’s ethical leadership framework as discussed by Harris et al. (2020) suggests

that care, justice and critique should play a large part in the evaluation of social

strategies. The aims of the strategy are to incorporate physical activity into Wang’s

lunchtime, with the focus of him socialising through a team sport he loves. Periodic

feedback from Wang will be the biggest influence on how this strategy proceeds

forward along with monitoring by the supervising support worker.

 References

AITSL. (n.d.). Creating an inclusive classroom culture. Retrieved from

https://www.aitsl.edu.au/docs/default-source/research-

evidence/spotlight/creating-an-inclusive-classroom-culture-fact-sheet.pdf?

sfvrsn=5cf3d33c_2

Dagkas, S. (2018). “Is social inclusion through PE, Sport and PA still a rhetoric?”

Evaluating the relationship between physical education, sport and social

inclusion. Educational Review, 70(1), 67-74.

doi:10.1080/00131911.2018.1399629

Disability Standards for Education 2005. (Cth). Retrieved from

https://www.legislation.gov.au/Details/F2005L00767

Freedman, D. E., & Richter, M. A. (2021). A narrative review of exercise and

obsessive-compulsive disorder. General Hospital Psychiatry, 71, 1-10.

Retrieved from https://doi.org/10.1016/j.genhosppsych.2021.03.014

Harris, J., Ainscow, M., Carrington, S., & Kimber, M. (2020). Developing inclusive

school cultures through ethical practices. In L. Graham, Inclusive education

for the 21st century: Theory, policy and practice (pp. 247-265). Crows Nest,

NSW: Allen & Unwin.

Slee, R. (2019). Belonging in an age of exclusion. International Journal of Inclusive

Education, 23(9), 909-922. doi:10.1080/13603116.2019.1602366

Tal-Saban, M., & Weintraub, N. (2019). Motor functions of higher education students
with dysgraphia. Research in Developmental Disabilities, 94. Retrieved from
https://doi.org/10.1016/j.ridd.2019.10347
Appendix A – Lesson 1 Resources

Entry Slip
Lesson PowerPoint
Exit Slip
Appendix B – Lesson 2 Resources

Entry Slip

Lesson PowerPoint
Appendix C – Lesson 3 Resources

Entry Slip
Lesson PowerPoint