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Sharp_E_s228720_ECL228_Assignment 2
Rory
Rorys is an aboriginal boy, relocated from Mimili, located in in remote South Australia; he speaks
Pitjantjatjara, the language of his local community. His family speaks Pitjantjatjara at home. Rory is well
above most of the students in athletic abilities and is also a talented artist. However, Rory has a very short
attention span, especially in a class of English speaking teachers and students, he struggles to understand
the conversation and instruction. He prefers hands on learning activities. Once actively participating in an
activity, Rory demonstrates focused and productive engagement in the task. Rorys academic work is
significantly behind other students in the class due to the language barriers and his absenteeism at his
previous school in Mimili.
After speaking with my mentor teacher, it has been suggested that Kai has an appropriate and individual
Education Adjustment Plan (EAP) due to her intellectual disability and vision impairment from Downs
Syndrome. The purpose of the EAP is to enable educators, families and learners to collaboratively develop
appropriate adjustments to the curriculum by taking into consideration the needs of the learner, in
particular those with a disability (NTGDET, 2012). According to NTGDET (2012), students with disabilities
who require significant education adjustments are related to the specific impairment areas of:
Sharp_E_s228720_ECL228_Assignment 2
Hearing Impairment
Intellectual Disability
Physical Impairment
Speech-Language Impairment
Vision Impairment.
According to NTGDET (2012), developing an EAP is an on going process of Gathering Information, EAP
meetings, Design, Implementation and Evaluation.
EAP Meetings- Goal setting, Identify strategies, resources, roles and responsibilities
River will have his own EAP if he is found to be Autistic in order to adjust his program in a manner that
ensures his inclusion in the classroom, in aid of achieving the outcomes of the curriculum. The application
to have River assessed was suggested by my mentor teacher, as we agreed his characteristics are similar
Sharp_E_s228720_ECL228_Assignment 2
to those displayed in autistic children, for example, social difficulties, obsessiveness with routine, and
difficulties in communication (Hyde, Carpenter, & Conway, 2010).
Managing the behaviours of all children can provide its challenges but those with disabilities, disorders and
other learning problems can certainly prove to be problematic when it is in relation to medical conditions
or other factors such as home life (Hyde et al, 2010). In managing behaviours in it important to recognise
signs of distress and/or agitation, as this will give the teacher the power to interrupt this disruption before
it begins (Hyde et al, 2010). Of course sometimes these behaviours cannot be pre-vetted, to prepare for
such situations, some strategies that may assist in managing challenging behaviours, as discussed by
Hyde et al (2010) and AIS (2010) include:
Collaborate and share strategies with parents- have the same goals
Develop a friendly relationship with the child- Listen and talk to the student
Pair the student with someone who can be their mentor or guide
Ensure the whole school and all staff share the understanding of the management program for
consistency.
Adapt the classroom environment to suit the learner, for example the manner desks are set out- will
particular students disruptive or beneficial to their behaviour and learning.
Use natural consequences and natural rewards whenever possible for behaviour management
Sharp_E_s228720_ECL228_Assignment 2
One of the most effective methods for behaviour management is positive behaviour support. This can be
developed through assisting and supporting the child to develop a repertoire of appropriate behaviours
(Hyde et al, 2010). During my last placement I saw a great combination of positive behaviour support and
pairing the child with someone who can be their guide. These strategies worked great for a particular
autistic child, as his mentor was able to show him the expectation of the teacher and talk to him in a
manner with positive peer influence. It was very impressive to see the way the mentor student would
behave so mature, caring and helpful, without even being asked. The autistic child benefited greatly as it
allowed him to join in more activities than what he would be capable of mentally and behaviourally without
the mentors assistance.
Children are encouraged to have a go and participate in each activity, if the student is having difficulties
we have arranged the following program in a manner that will support students in their participation and in
reaching their outcomes.
Programming adjustments:
Lesson Plan 1- Introduction SOSE & Values Ed.
Experience: Introduction to SOSE and Values Unit
Date: 13/09/2013
Sharp_E_s228720_ECL228_Assignment 2
English literacy: Use interaction skills including understands the drawing task, providing a
turn-taking, recognising the contributions of
family.
Learning focus:
Rory: Rory will enjoy this lesson and being given the
opportunity to show his artistic flair, if he understands
the task. Providing a demonstration will also be
beneficial to Rory. This demonstration in conjunction
compassion.
SA Curriculum early years: Diversity- Children
Sharp_E_s228720_ECL228_Assignment 2
Requirements/resources:
A3 paper
Pencils
Parr, T. (2003) The Family Book.
Facilitiation/Implementation:
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Sharp_E_s228720_ECL228_Assignment 2
Programming adjustments:
Sharp_E_s228720_ECL228_Assignment 2
Date: 14/09/2013
Rationale:
her.
River: Rivers potential autism could see him struggle
with this discussion of feelings and emotions even
towards his family. The social behaviours of this
disorder make it difficult for him to imagine or
empathize with the way people feel (Hyde et al, 2010).
Learning focus:
[KC6]
Values education: understanding, tolerance &
Sharp_E_s228720_ECL228_Assignment 2
compassion.
Requirements/resources:
Workbooks
Butchers paper
Textas
Facilitiation/Implementation:
Sharp_E_s228720_ECL228_Assignment 2
Programming adjustments:
Kai: Kai may find the words to be confusing if she has
forgotten her glasses. If Kai is given a demonstration
through role-play of the procedure how to wash your
hands it will assist her disability. Kai would find the
Sharp_E_s228720_ECL228_Assignment 2
Rationale:
for speech.
Learning focus:
your best.
Resources:
Workbooks
Sharp_E_s228720_ECL228_Assignment 2
Pencils
Whiteboard
Scissors
Glue sticks
Computers
Paper
Facilitiation/Implementation:
completed.
Sharp_E_s228720_ECL228_Assignment 2
Programming adjustments:
Kai, River and Rory will need to work in pre-selected
Rationale:
Sharp_E_s228720_ECL228_Assignment 2
apparent.
Resources:
Sharp_E_s228720_ECL228_Assignment 2
Oven
Quiche dish
Bowls
Whisks
Metric cups
Metric spoons
Eggs
Spring Onion
Bacon
Milk
Cheese
Safety requirements:
Sharp_E_s228720_ECL228_Assignment 2
Facilitiation/Implementation:
Sharp_E_s228720_ECL228_Assignment 2
Sharp_E_s228720_ECL228_Assignment 2
References:
Association of Independent Schools (AIS). (2010). Behaviour Management Strategies: Children
with Disabilities. Retrieved from: http://www.ais.sa.edu.au/__files/f/45378/behaviour
Australian Curriculum, Assessment, Reporting and Authority (ACARA). (2014) English as an
Additional Language or Dialect: Teacher Resource. Retrieved from:
http://www.acara.edu.au/verve/_resources/EALD_Overview_and_Advice_revised_February_20
14.pdf
Hyde, M., Carpenter, L., & Conway, R. (2010) Diversity and Inclusion in Australian Schools.
Melbourne, VIC: Oxford University Press
Northern Territory Government Department of Education and Training (NTGDET). (2012).
Education Adjustment Plans Information Package. Retrieved from:
http://www.education.nt.gov.au/__data/assets/pdf_file/0017/9062/EducationAdjustmentPlans
Information.pdf
State Government Victoria Department of Education and Training (SGVDET). (2015) Teaching and
Learning Strategies. Retrieved from:
http://www.education.vic.gov.au/school/teachers/teachingresources/diversity/Pages/teachle
arnstrats.aspx
Sharp_E_s228720_ECL228_Assignment 2
Sharp_E_s228720_ECL228_Assignment 2