Professional Documents
Culture Documents
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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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.
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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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