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SCENARIO 1: Kyra is eight years old. She is often late for school, she is sleepy in class
and often doesnt see to coprehend !hat is "eing said. She ne#er finishes any class
acti#ities. Other st$dents thin% she is !eird, and say she has a f$nny loo% a"o$t her.
Throughout this response, the themes cognitive development, social and emotional well-
being, and language, are diversely discussed, illustrating approaches that may assist Kyra to
achieve successful learning and personal outcomes.
There are many influences psychological, physical, social, personal or medical, that may
result in Kyras apparent difficulties at school. These influences may cause internal or
external stresses resulting in learning difficulties, or disengagement from learning, requiring
extra classroom support. Kearns !"#!, p. $"#% explains this requirement for additional
support as being related to social, cultural and economic factors. &t is therefore imperative to
firstly determine the causes for Kyras behaviours, before corrections or improvisations can
be implemented to benefit Kyras learning.
Kyras difficulties with comprehension may be a result of physical issues including
undetected visual or hearing impairment, or learning and developmental disabilities. 'elays
relating to such physical issues, could have an impact on what (er), !""*, p. +,$% states is
-the communicative side of language., affecting Kyras speech and language acquisition,
cognitive and learning development. (ent/en also confirms these delays in language
acquisition, -spo)en or written- intelligible. results in difficulties with communication
comprehension. (ent/en, !""0, p. +!!%. These can result in Kyra becoming disengaged in
learning, and lac)ing motivation to be involved or contribute. 1orter !""*, p. ,"% indicates
that such physical issues -can appear to be a behavioural difficulty, when instead it is a
physical problem..
2leep disturbances, poor nutrition and diet may be other contributing factors. 2hould Kyras
sleepiness be a direct result of lac) of sleep, corrective behaviours needs to be developed to
allow Kyra better opportunities to engage in learning, for successful outcomes. -2leep
deprivation can affect cognitive s)ills and academic achievement. 3reat 2chools, !"#!%.
This may also be a contributing factor for Kyra often being late for school. 2trategies need to
be negotiated with Kyras parents or caregivers.
1sychological issues for Kyra may occur as a result of poverty, changes in family structure,
cultural differences, a lac) of understanding of learning requirements, violence, physical and
mental abuse, bullying, insecurity, fear of failure or ma)ing mista)es, and exclusion from
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social groups. These result in stresses, fears and concerns, and may relate to students
thin)ing that Kyra is weird, and loo)s funny. 2uch social difficulties either at school or in
personal circumstances may result in her difficulties in class, lac) of engagement in listening
and learning, or not wanting to contribute as part of a group. 4s her teacher, it is important to
encourage group wor), ensure all students wor) in a safe, inclusive environment, embracing
diversity, with a whole school acceptance of individual differences including what and how
others spea), how other people loo), respecting their needs, wants, values, and self, while
encouraging empathy.
The 5ational 'eclaration on the 6ducational 3oals for 7oung 4ustralians document,
89669'74, !""*%, illustrates a requirement of 4ustralian schools is to promote goals in
equity and excellence in education: and that all young 4ustralians, have a right to become
successful, confident, creative learners and individuals. Teachers need to achieve these goals
through teaching philosophies, theory )nowledge and practical applications, and wor)
collaboratively with students, parents, schools, and at times with the support of outside
groups and trained personnel. ;nce the reasons for Kyras behavioural and learning
difficulties are identified, the teacher is then able to develop a plan to guide, coach and assist
Kyra to reach her full potential. Kearns implies the importance of -applying positive
guidance behaviour management principles. in the classroom Kearns, !"#!, p !!*%, enabling
students to develop appropriate s)ills to meet the goal requirements of 89669'74. These
s)ills need to be included in any action plan to support Kyra and to encourage an inclusive
classroom.
Kyra should be competent in cognitive s)ills including concentrating on activities and
lessons, able to thin) critically, express her thoughts and opinions, and responsible for her
own learning. 9hild 1arenting, !"#!%. Kyras teacher needs to develop strategies to ensure
lessons are presented in an interesting environment best suited for desirable outcomes, not
only for Kyra but all students in her class. &ncorporating group discussions where students
can inform their teacher of what they want to learn, how they want to learn and )nowledge of
Kyras interests and hobbies can assist in designing lesson plans to engage her and other
students in learning. This will assist in meeting their learning styles, particularly if lac) of
interest or challenge in learning is the main issue for Kyra. <esson presentations and
)nowledge should be continuously reviewed and modified to )eep Kyra and other students
engaging in learning as it allows students accountability for their choices and therefore
promoting cognitive development.
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(eing late for school means vital information at the beginning of class is missed, which may
result in Kyra becoming further disengaged from learning and not feeling part of an inclusive
class. =nfortunately, Kyras behaviours and lateness, may also impact on the way other
students view or accept Kyra. 2tudents may exclude her from play, impacting on her self-
concepts, self-esteem and emotional development.
2ocial interactions in the classroom can be encouraged by Kyras teacher, by incorporating
lesson plans that require the use of teamwor) and group wor), scaffolding, or >ygots)ys
reciprocal teaching methods (er), !""*, p. +,0%. These s)ills may assist Kyra to participate,
contribute, be involved and complete class activities or by giving her a responsibility that she
is happy to ta)e on to assist her in feeling included and supported by other students and the
teacher in her class. ?er teacher can wor) to help Kyra form friendships, and pair the student
with a more confident buddy, -wor)ing to identify strengths. Kearns, !"#!, p.!!!%.
Kyras teacher needs to constantly monitor, review, observe and record any further issues
relating to Kyra and her learning needs, and introduce activities that capture Kyras attention
and interests, and encourages an inclusive, resilient, environment, accepting of all students.
&t is of vital importance that Kyras teacher, her school and support staff, wor) towards
promptly resolving any issues that may cause Kyra difficulties, with a modified learning
program if necessary and opportunities to further assist Kyra wherever support is needed in
cognitive, social and emotional and language areas in Kyras education . Kyras learning
environment and teacher must be constantly open, approachable, welcoming, friendly,
available and encouraging, striving for excellence in s)ills to allow Kyra and other students
to become successful, confident, creative learners and individuals. 9ommunication between
the teacher, Kyra and her parents or carers, is also of vital importance in assisting Kyra with
all areas of her developmental and learning outcomes.
@6A6@65962B
(ent/en, C. @. !""0%. Seeing young children: a guide to observing and recording
behaviour. ,
th
ed. 9lifton 1ar), 57B Thompson 'elmar <earning.
(er), <. !""$%. Child development. ,
th
ed. (ostonB 1earson 6ducation.
(er), <. !""*%. Infants, children and adolescents. ,
th
ed. (ostonB 1earsonD4llyn and (acon.
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3reat 2chools. !"#!%. Sleep: The secret weapon for school success. 2an AranciscoB 3reat
2chools 2taff. @etrieved from http:&&!!!.greatschools.org&parenting&health
Kearns, K. !"#!.% Supporting Education: the teaching assistants handbook. Arenchs Aorest.
52C.
<ee, K. !"#!%. Child evelopment: !our Eight !ear old Child. @etrieved from
http:&&childparenting.a"o$t.co&od&schoollearning
89669'74 see 8inisterial 9ouncil on 6ducation, 6mployment, Training and 7outh
4ffairs
8inisterial 9ouncil on 6ducation, 6mployment, Training and 7outh 4ffairs. !""*%. The
Educational "oals for !oung #ustralians. 8elbourneB 8966T74. @etrieved from
http:&&!!!.ceecdya.ed$.a$&#er#e&'reso$rces&national'declaration'on'the'ed$
cational'goals'for'yo$ng'a$stralians.pdf
1orter, <. !""*%. !oung childrens behaviour: practical approaches for caregivers and
teachers. $
rd
ed. (altimore, 8'.
Marking rubric for a Scenario Resonse
Criteria Excellent Very good Good Satisfactory Unsatisfactory
Response to
readings
Insightful and
critical
examination of
the readings.
Thorough
critical
examination of
the readings
Critical
examination of
the readings
Description of
readings, basic
response.
Inadequate
examination of
readings
Shoing
relationships
beteen
readings and
obser!ations
Strong
e!idence of
original
insights into
relationships
beteen unit
resources and
aspects of
student
de!elopment
Strong
e!idence of
insights into
relationships
beteen unit
resources and
aspects of
student
de!elopment
Some e!idence
of seeing
relationships
beteen
readings,
lecture material
and prior
knoledge,
reference to
some
additional
sources
"!idence of
seeing
relationships
beteen
theories and
student
de!elopment.
#ittle e!idence
of seeing
relationships
beteen set
readings and
student
de!elopment.
$alidating
assumptions
Clear
articulation of
assumptions,
pro!ides !er%
strong
e!idence from
reading.
Clear
articulation of
assumptions,
pro!ides
strong
e!idence from
reading.
Description of
assumptions
pro!ides some
e!idence of
good critical
reading.
&utlines
assumptions,
pro!ides some
e!idence from
readings and
beliefs
'akes
generalised
statements ith
no e!idence to
support claims
Application Strong
e!idence of
appl%ing
theories to
professional
"!idence of
appl%ing
theories to
professional
conduct.
Some e!idence
of appl%ing
theories to
professional
conduct.
#ittle e!idence
of appl%ing
theories to
professional
conduct.
(o e!idence of
linking theor%
to practice.
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conduct.
Referencing $er% )igh le!el
of accurac%,
and
consistenc%
)igh le!el of
accurac%, and
consistenc%
Accurate and
mostl%
consistent
Referencing
using standard
referencing
*oor accurac%
and
consistenc%
*resentation "xcellent, clear
and logical
+ork is !er%
clear and
logical
+ork is clear
and logical
+ork is
comprehensible
ith basic
la%out
+ork has ma,or
errors, missing
ke% information
Comments and o!erall feedback-
An informed aer" .ou sho a confident literar% st%le ith ell chosen ords
and sentence formation.
.ou ha!e offered sound insights and included non ob!ious factors in %our
assessment of the child/s beha!iour. The ider reading of references or
reporting lecture material ga!e more scope to %our report.
0rade- PASS #$%RA&E&
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