1002096 Research Teaching and Learning 1

Assessment 2
Engagement With An Educational Issue

Name: Vanessa Niccol

Student Number: 15073105
Tutor: Dr Evelyn Hibbert
Word count: 2037
Introduction

Inclusion is not just a catchall phrase or singular pedagogy to describe a facet of

education but a process in which schools and educators are able to recognise and
overcome obstacles potentially limiting the success of learners by providing for all
students (United Nations Education Scientific and Cultural Organisation [UNESCO]
2009; UNESCO 2017). Driven by the 90’s educational efforts, lead by the
Commonwealth of Australia’s Disability Discrimination Act of 1992, much focus was
placed on the inclusive rights and integration of the disabled, however in today’s
modern classroom disability is only one learning need amongst a broader spectrum
requiring teachers to utilise more universal strategies (Shaddock, Smyth King &
Giorelli, 2007; Westwood, 2013). An educator’s role does not exist in isolation and is
governed by several guidelines (Australian Institute for Teaching and School
Leadership [AITSL], 2011), which influence their ability to teach effectively, this will
be explored through disability in the diverse classroom, engaging in the use of
collaborative curriculum and what this means for the key learning area of design and
technology. Through critical analysis of the paper The Inclusive Secondary Teacher:
The Leaders Perspective key insights highlighted by Pearce, Gray and Campbell-
Evans (2009) will be utilised to improve upon the classroom activity “A matter of
style”(Digital Technologies Hub, n.d) to reinforce a more inclusive outcome.

Disability, legislation and the diverse classroom

The Commonwealth of Australia’s Disability Discrimination Act 1992 describes

disability as being one or a combination of several elements, which may cover
physical, biological or mental impediments including partial or loss of limbs, presence
of harmful organisms, malformation, malfunction and disfigurement, disorder, illness
or disease affecting ability to perceive, process and learn, it also “includes behaviour
that is a symptom or manifestation of the disability” (The Commonwealth of
Australia, 1992, p.4-5). In conjunction with the United Nations Education Scientific
and Cultural Organisation (2009) beliefs that “education is a basic human right and
foundation for a more just and equal society” (p.9) illustrates that marginalisation and
segregation of those with disabilities is a social justice issue as exclusion can lead to
discrimination and can obstruct their ability to connect with social groups and have
equitable access to resources (Dempsy, 1996).

With the introduction of the Disability Discrimination Act in 1992, the federal
government provided disability funding for the states and territory governments to
allocate as “education comes under the jurisdiction of state and territory
responsibility” (Cumming, Bassett and Dunn, 2012, p.55). While legislation requires
the disabled be provided the opportunity to be included into mainstream classrooms
and educational services, Cumming, Bassett and Dunn (2012) describes the guidelines
as being “broad and leave the specifics of interpretation and implementation up to the
state and local education authorities”(p.56) this is corroborated by Boon, Wilson &
Curwood (2014) who convey the view that the creation of policy, practice and
‘equitable national funding’ was a point of contention across ‘state and educational
authorities’ (p.45). With the introduction of the Disability Standards for Education
2005 the Commonwealth of Australia further solidified the necessity to promote the
rights of students with a disability by removing avenues for discrimination by
‘educational authorities’ clarifying and promoting responsibilities and training for
schools and teachers (Australian Government Department of Education and Training,
2015; Sharma 2014).

With schools now requiring flexibility in their approaches to the provision of

education, teachers need to acknowledge and cater for the diversity of their learners in
the classroom, as students will have a large collective pool of prior knowledge, life
experience, cultural beliefs, influences and varied intrinsic and accumulated
characteristics (Sharma, 2014; Westwood, 2013).

Curriculum Collaboration

One of the standards for an Australian professional teacher, at the graduate level,
requires educators to employ a range of pedagogical strategies to ensure complete
participation of students with a learning disability; this means a teacher must have a
broad depth of knowledge in regards to disability and its appropriate legislation
(AITSL, 2011; Sharma, 2014).
In devising an inclusive program that is universal in design, teachers have the
opportunity to modify the curriculum, activities and material to not only provide
alternate ways for differing students to learn but match the content and strategies to
their current ability (Foreman, 1996; Shaddock, Smyth King & Giorelli, 2007;
Westwood, 2013). To create a relevant learning experience a teacher should assess the
student’s individual needs and goals to employ carefully selected curriculum
modifications ensuring methods and content accommodate those with learning
difficulties (Foreman, 1996; Westwood, 2103). The NSW Education Standards
Authority [NESA] (2018) promotes the use of a “collaborative curriculum planning”
(p.1), which allows teachers to develop a “pattern of study most appropriate for the
student” (NESA, 2018, p.1) with options to assess if students need to engage in more
relevant, life skills based outcomes (NESA, 2018).

Key Learning Area – Design and Technology

Information and communication technology [ICT] is an intervention, which can help

facilitate pedagogical approaches in an inclusive educational environment, providing
learning opportunities and assistance to students (Istenic Starcic & Bagon, 2014).
Research conducted on ICT demonstrates the benefits of assisted technology for those
with a disability, with its potential to act as both a learning tool and equaliser among
students (Au, 1996; Westwood, 2013). This is not to be confused with the curricular
objectives related to the design and technology field, though with the presence of
technology in the classrooms opportunity for technological assistance may be more
readily available (Istenic Starcic & Bagon, 2014).

Pedagogical strategies used by teachers to create comprehensive and inclusive

educational programs are not simply restricted to design and technology, however,
they can be utilised to not only tailor the curriculum to the individual student but also
allow students to develop their critical and creative thinking (Arthur, 1996; Conway,
2002).
Critical Analysis – The Inclusive Secondary Teacher: The Leaders Perspective

Through the paper The Inclusive Secondary Teacher: The Leaders’ Perspective
Pearce, Gray and Campbell-Evans (2009) seek to gain the insight of “what skills,
attributes and knowledge teachers in secondary schools need in order to comply with
legislation and the changed nature of the secondary school population” (p.104). The
authors discuss the results found in the studies with neutral overtones, adequately
answering the questions posed by reflecting and building on the existing knowledge
and research available, this can be seen through their use of coding with “Shulman’s
Model of Teacher knowledge” (Pearce, Gray & Campbell-Evans, 2009) and through
aspects of both the Quality Teaching Framework and the Australian Professional
Teacher Standards where there is also a requirement for teachers to know their
content, pedagogical strategies, appropriate activities and providing environments
which foster positive outcomes and classroom management (Pearce, Gray &
Campbell-Evans, 2009; AITSL, 2011; Ladwig & Gore, 2006; Arthur, 1996). While
all insights about skills, attitudes and knowledge identified in the results have
significant merit, it would be difficult to apply all to the following activity as there is
either no way of knowing the “learning profiles of the students” “the impact of their
disability” appropriate “goal setting” displaying “empathy” (Pearce, Gray &
Campbell-Evans, 2009, p.108-116) to appropriately tailor the interventions at this
stage. Therefore the focus will be placed on the importance of providing opportunities
for social development and peer support as discussed in the paper.

The research paper conveys a unique insight into the perspective of those in
educational leadership positions, it consists of a purposive population whose specific
characteristics or knowledge are suitable for the research question; however there are
elements of ambiguity in the sample population potentially allowing for bias (Kervin,
Vialle, Howard, Herrington & Okely, 2016; Shank, Pringle & Brown, 2018). As 72%
of the sample population is from Western Australia and understanding that there is
“Slight variation in each of the federal states with regards to eligibility for funding
under state disability programs” (Sharma, 2014, p.629) it is not particularly clear if
this may have influenced their view in the area of resources and support provided.
Pearce, Gray & Campbell-Evans, (2009) explicitly state the limitations of the sample
size, conveying that the participant group “was small and restricted to two states”
(p.107), there is also an inconsistency with the demographic data, where it states there
are 16 consultants, only 5 have their roles specified leading one to questions was the
entire sample utilised if research was restricted to two states.

A Matter of Style Activity

In the A Matter of Style activity students will explore the use of cascading style sheets
in web page construction, learning its role in the design and function of websites and
knowing how to apply it (Digital Technologies Hub, n.d). Focusing on the knowledge
and understanding outcome of the year 9 and 10 design and technology curriculum,
the activity requires students to “analyse simple compression of data and how content
data are separated from presentation” (Digital Technologies Hub, n.d). The full
activity combines teacher and student centred learning strategies using direct
questions and discussions facilitated by the instructor, as well as allowing the student
to explore and research websites of their choice (Digital Technologies Hub, n.d).

Activity Revisions

Pearce, Gray & Campbell-Evans (2009) convey the idea that “inclusive teachers
understood that the social and emotional development of their students was a
prerequisite for their academic development” (p.110) in order to nurture this
development it is important to provide opportunities in which students may join social
activities and groups, utilising peer-support (Dempsey, 1996; Pearce, Gray &
Campbell-Evans, 2009).

A Matter of Style “asks students to explore these [website templates] and to select a
favourite from the collection.” (Digital Technologies Hub, n.d) by applying peer-
group work, partnering up students in groups of two, several benefits arise from this
modification. Spendlove (2008) discusses the belief that group work consists of two
aspects, the first involves the task at hand, explicitly stated in the lesson, in this case it
is selecting their favourite template design and the second is the engagement of
students in conversation, cooperation, negotiation and communication. Social skills
are not always explicitly taught and through the use of co-operative learning activities
they have the opportunity to further develop (Conway, 1996). Westwood (2013)
conveys another benefit of group work involving attention spans, with attention kept
if there is “constant interaction between teacher and student and student and student”
(p.47).

Employing Vygotsky’s Zone of Proximal Development theory, students are able to

engaging in a task guided by a more competent peer in an environment that is
nonthreatening, where they get to discuss what is being learnt with direction and
feedback (Arnett, 2013; Westwood, 2013). With students working in pairs on this
task the teacher is then free to move around and assess the classrooms engagement
with the activity and provide help where necessary (Westwood, 2013)

Another task in the activity requires the students to “place a piece of paper in front of
their screen. Students walk around the classroom and vote for the top three by ticking
on three around the room” (Digital Technologies Hub, n.d) the modification for this
task would include providing the students with physical counters instead of a piece of
paper they are required to mark, enabling learners to engage in interesting tasks that
are simplified and easier to understand (Curruthers, 1996; Foreman, 1996; Westwood,
2013). Pearce, Gray & Campbell-Evans (2009) discuss giving “students with
disabilities responsibilities or leadership roles” (p.111) by providing a learner with the
opportunity to contribute with something as simple as collecting and adding up the
counters to find out how the website templates are ranked, shows the value of their
contribution and assists with peer recognition and acceptance (Conway, 1996;
Dempsey, 1996).

Conclusion

In order to provide a universal program suited to the diversity of the classroom,

teachers need to employ a “variety of curricular and instructional approaches”
(Arthur, 1996, p.119) in order to provide an inclusive environment which
acknowledges a students learning profile, knowledge, encourages learning and
positive social interaction (Foreman, 1996; Pearce, Gray & Campbell-Evans, 2009).
Through the perspectives of educational leaders in the research paper
The Inclusive Secondary Teacher: The Leaders Perspective by Pearce, Gray and
Campbell (2009) the identified insight recommends developing a student’s social
skills and peer interaction, this recommendation was then applied to the design and
technology activity A Matter of Style by Digital Technologies Hub (n.d) providing
modifications that may be more effective for those with learning needs.

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