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Inquiry

Project
Engagement and Social Inclusion
For my inquiry project throughout my six-week block I have decided to focus on the
engagement and social inclusion of Harry, a student in the class who is suspected of being
on the Autism Spectrum. Although my focus will be on Harry, the entire class will benefit
from a social inclusion inquiry. As the students all have English as a second language it can
be harder for them to make connections with each other and form friendships.

Engagement
Harry
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Doesnt engage during group times on the floor, is evident by the way he either
lays on the floor or plays with the carpet/paper at the back of the classroom.
Is continually being asked to join the group and sit up.
Seems as if his mind is continually on something different.
Doesnt contribute to the classroom (Packing up activities, cleaning up after
work).
Always the last to enter classroom/line up.
Often appear un-interested in learning activities.
Shows an unawareness of what is happening around him/what others in the class
are doing.
Needs work to be extended, he is not working at the appropriate level of
challenge.
Is not interested in good behaviour chart, is not a motivator for him.

Sensory
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Often finds the class to noisy


Seeks tactile experiences (Slides along carpet, rubs head on carpet/person, when
talking to someone leans on them and holds onto that person).


Strengths and Interests
- Harry is deeply interested in pre-historic times and evolution, particularly
dinosaurs.
- Very knowledgeable in his areas of interest.
- Is information seeking.
- Thinks beyond and deeply in class activities.
- Has a very good vocabulary.

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Uses a variety of communication techniques (drew dinosaur and bird feet with a
stick in the ground when explaining evolution to me).
Uses questions in his conversation.

Strategies to target engagement:

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Provide Harry with fiddle toys during group time

Extend learning by using specific questions and more advanced vocabulary with
Harry during class instruction This engages him and keeps his attention and
gains his participation.

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Provide him with a sensory spot to sit on and/or position him at the front of the
classroom.

Used differentiation to create individual tasks for him that are at a higher level of
challenge, and supported his engagement.
Where possible link learning activities to his specific interests this excited and
engaged him.
Try and find a different motivator for him to gain class contribution such as
cleaning and packing up.
Support the class in being aware of noise levels in the class and how it can affect
other students learning, help them notice when it is to loud so they can adjust it.

Social Inclusion
Harry
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Doesnt engage with other children within the classroom or playground


Doesnt pick up on social cues
Can become a target because of his lack of ability to sop or tell someone about
bullying.
Disinterest in others.
Doesnt make eye contact with others.
After initiating in conversation can talk off in a tangent.

Strategies to target social inclusion:


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Support Harry through conversations about the importance of telling an adult


when another child is bullying him, and support him in stoping it.
Trial changing table positions and see if Harry interacts and gets along with a
particular student?
Create activities, which require group work and support Harry in socially
interacting and building relationships with students.

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