Inclusive Education

Assignment 2: Project

Introduction:

It is likely that educators will experience teaching students with disability throughout their career. This can
generate various challenges for educators, parents and schools. Thankfully, there are numerous ways in
which teachers and schools and can be inclusive of students with disability while still meeting the
requirements of the Australian Curriculum, Assessment and Reporting Authority (ACARA). Inclusion is
important because students become apart of a community where they feel valued, safe and respected by
their peers. Inclusive education should at all levels offer quality and free primary and secondary education
on an equal basis with reasonable accommodations being made for students with special needs (Hyde,
Carpenter & Conway 2014). It is also important to acknowledge the legislation put in place by the
Australian Government to protect the rights of students with disability (Australian Human Rights
Commission 2014). This legislation aims to eliminate discrimination against people with disability and
uphold the rights of students with disability to access education. This project will look specifically at
students with physical disabilities and their implications for school contexts.

Area of diversity:

There is no set definition for physical impairment, but it typically entails the inhibition of an individual’s
motor system that affects their ability to move about (Hyde, Carpenter & Conway 2014). Moreover,
individuals with a physical impairment will occasionally hold an intellectual disability as well. According to
the (Australian Bureau of Statistics 2009) 7.1% of children aged between five and fourteen experience
some form of physical disability, and a further 32% require assistance with mobility. This has implications
for educators who need to be inclusive of students with physical disabilities into regular Australian
classrooms (Australian Human Rights Commission 2014). Some of the more common physical disabilities
found within school settings include cerebral palsy, spina bifida, cystic fibrosis and down syndrome.
However, there are various other forms that educators need to accommodate for if every child is to receive
equal opportunity in everyday schooling. Also important is the distinction that needs to be made between
aging into a physical impairment and aging with a physical disability. (Hyde, Carpenter & Conway 2014)
explain that the ramifications of growing up with a physical disability are quite different from those of
acquiring them at an older age.

This project focuses on cerebral palsy, a leading cause of physical disability in childhood that is acquired at
birth (Rosenbaum, Paneth, Leviton, Goldstein & Bax 2007). It is a complex and non-progressive disability
that sometimes carries associated conditions such as epilepsy, sleep disorders, visual and hearing
impairments, sensory impairments, feeding issues and chronic pain (Bourke-Taylor, Cotter, Johnson & Lalor
2017). Ultimately, it is best to consider the term cerebral palsy as a descriptive label based on a broad
range of presentations that include type, severity and various limb involvement (Hyde, Carpenter &
Conway 2014). The effects of cerebral palsy are multiple. Firstly, over 28 per cent of Australian children
with cerebral palsy cannot walk (Hyde, Carpenter & Conway 2014). Another 11 per cent require a walking
frame, or sticks to walk. Spasticity is also a common effect of cerebral palsy. The term is used to describe
very tight muscles that are a problem in a significant 86 per cent of children with cerebral palsy (Hyde,
Carpenter & Conway 2014).
Thomas Charlton Student ID: 110200221
Inclusive Education
Assignment 2: Project

Description of child:

Jake is a 10 year old male who is currently completing year 4 in a mainstream school and has cerebral
palsy. Specifically, Jake has diplegia, a form of bilateral cerebral palsy where both his legs are affected
(Cerebral Palsy Alliance 2018). Jake also has mild spasticity in his right leg. Despite this, his arms operate at
almost complete function and there are no signs of other impairments. Jake is in a wheelchair most of the
time, which can make it difficult for him to manoeuvre in certain areas of the school. Occasionally Jake will
bring his walking sticks in when there is no physical education (PE) scheduled for the day.

In terms of personality, Jake is a friendly student who has many friends and thoroughly enjoys reading and
writing. His favourite books are about fantasy and exploration. However, Jake is commonly disengaged
with PE due mainly to his low self-esteem in that specific learning area. Jake is also not very interested in
mathematics as he finds most of the content irrelevant and not suited to his learning needs.

Classroom setting/context:

The chosen learning experience initially takes place in the classroom and then proceeds outside to the
basketball court and oval area. The layout of the classroom includes grouped tables, a standing table, a
reading area with beanbags and two desktop computers. Laptops are also available for hire if the whole
class needs access. The desktops are available if a student needs to print some work, or has been provided
with some free time. The whole classroom is designed specifically so Jake is not restricted and can access
any area with ease. This means having appropriate space in between the tables and other learning areas.
Moreover, Jake has his own special area with an appropriate desk and special chair that keeps his posture
upright. During some pair and group activities Jake can have a buddy sit on his desk and work with him.
Resources including scissors, coloured pencils, sharpeners and rulers are specially positioned at a suitable
height in order for Jake to access them whenever he needs. Allowing Jake the power to access resources
on his own provides him with more independence and lessens his reliance on others (Hyde, Carpenter &
Conway 2014).

Lesson plan:

The lesson plan below aims to demonstrate key strategies and methods for helping Jake become more
engaged in mathematics. This particular mathematics lesson is also quite active and if done properly, can
improve Jake’s confidence in PE.

CONTEXTUAL DETAILS

Name Tom Charlton

Year Level / Age Range 4 School Hypothetical Primary School
No. of Students 21 Date 31/10/2018
Location Classroom/Outside on the Oval and Basketball Estimated Duration of Activity 80 minutes
Court
Thomas Charlton Student ID: 110200221
Inclusive Education
Assignment 2: Project

AREA OF LEARNING Mathematics

TOPIC Measurement and Geometry – Converting measurement scales (ACARA 2018).

BROAD OUTCOME Students will participate in a scavenger hunt measurement activity

applying their knowledge of measurement to convert scales.

SPECIFIC LEARNING OUTCOME/S Students will apply their knowledge of measurement scales
and converting skills to locate objects described on the scavenger hunt activity sheet. Students
will identify the objects they locate and describe them on the activity sheet. Students will use
the objects listed on their activity sheets to create a whole class discussion about the methods
and strategies applied to help them complete the activity successfully.

SPECIFIC LEARNING OUTCOME/S (JAKE) Jake will actively participate in the learning experience
with his partner to complete the scavenger hunt measurement activity. Jake will locate at least
5 objects outlined on the activity sheet individually using his knowledge of measurement scales
and converting skills. Jake will describe the objects he identifies on the activity sheet
individually using his pencil. Jake will engage in the class discussion and discuss at least one of
the methods and/or strategies he used to complete the activity successfully.

PREPARATION / ORGANISATION/ RESOURCES

 Scavenger hunt measurement activity sheet.
 Pencils
 Measuring tape
 Workbooks
 Scissors
 Glue
 Clipboards
PROCESS: Introduce/ develop/ conclude lesson RESOURCES
What will I do? What will the students do? What materials will be used?

What skills and strategies will we use?

What behaviour management strategies will I use?
Introduction of Learning Experience:  Smartboard
displaying
1. The teacher instructs students to sit on the carpet in front of commons
the smartboard. Sufficient room will be supplied for Jake to measurement
Thomas Charlton Student ID: 110200221
Inclusive Education
Assignment 2: Project
park his wheelchair at a suitable distance from the scales.
smartboard.  Scavenger hunt
2. The teacher introduces the lesson to students by initiating a activity sheet
whole class discussion about the different scales we can use to with examples
measure length and width. Ensure students are putting their from home.
hands up and being respectful of other students’ ideas.
3. The teacher asks students the question, “How do you convert
different measurement scales?” It would be a good idea to let
Jake exchange his ideas surrounding the question if he has
his hand up. Early engagement can have positive results for
the remainder of the lesson.
4. Demonstrate common methods involved with converting
measurement scales (millimetres to centimetres, centimetres
to metres, etc.).
5. Show students the scavenger hunt measurement activity
sheet (see appendix 1) and explain the task (have examples
found from home on the scavenger hunt measurement
activity sheet to scaffold students’ understanding of what
types of objects they will be measuring around the school).
Jake will be properly informed of the scavenger hunt activity
beforehand so he is not shocked when the whole class finds
out. This positive one-on-one conversation will assure Jake
that he will be able to successfully participate in the task and
that the lesson has been adjusted in order for him to do so.

Body of Learning Experience:  Pencils and

clipboard.
1. Hand students a scavenger hunt measurement activity sheet
each. Jake and a close friend will be handed the activity sheet
first and make their way out to the starting point. This will
save valuable time getting the learning experience started
with the entirety of the class.
2. While Jake and his buddy make their way outside the teacher
will inform students that a number have objects have been
located in areas that are close to the starting point for Jake’s
benefit. Students will be clearly notified not to remove these
objects and should instead, challenge themselves by looking
in different areas.
3. Students travel outside and work individually, in pairs or in
groups of three (maximum) to find objects around the school,
which match the measurements on the scavenger hunt
measurement activity sheet. Jake will participate in the
scavenger hunt with his close friend.
Thomas Charlton Student ID: 110200221
Inclusive Education
Assignment 2: Project
4. Before the lesson, the teacher will arrange certain objects on
the activity sheet within a close proximity of the starting
point so Jake does not spend his whole time wheeling
around aimlessly. Objects will also be positioned in a spot
where Jake can locate and identify them himself without
having his close friend do the work for him.
5. The teacher will monitor students at this time and provide
assistance when required. The teacher will aim to pay special
attention to Jake and scaffold his learning if required. This
can be through providing hints of where objects are, or what
specific objects he should aim to look for.

Conclusion of Learning Experience:  Completed

scavenger hunt
1. Bring students back to the classroom sitting on the carpet in activity sheets.
front of the whiteboard. Jake and his buddy will be informed
just before the rest of the class finishes the activity so there
is sufficient time to return to the classroom ready for the
reflection.
2. Go around to a few students and have them tell the rest of the
class one or two objects they found throughout the task that
they found interesting. The teacher will encourage Jake to
share at least on object he found while doing the activity.
3. Ask a number of students to explain the different methods
they used to complete the scavenger hunt measurement
activity. The teacher will encourage Jake to share a method if
he did not share something in the previous discussion.

Analysis:

This learning experience is designed to meet Jake’s interests and learning needs while adhering to the
achievement standards outlined by ACARA. (Schenker 2005) describes that activity performance limitations
are found to impact on the overall participation of students with cerebral palsy. Thus, decreasing the
quantity of performance limitations for Jake is a major goal for the learning experience. The idea of a
scavenger hunt being incorporated into a mathematics lesson is linked to Jake’s keen interest in
Thomas Charlton Student ID: 110200221
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Assignment 2: Project
exploration. At the same time, Jake applies his developing knowledge and skills to use measurement, a key
component within the numeracy general capability (ACARA 2018). Jake also reaches a year 4 achievement
standard when he uses a scaled instrument (measuring tape) to measure the lengths of objects (ACARA
2018). (Hyde, Carpenter & Conway 2014) advise that the first consideration teachers need to make with
children who are physically impaired is that the classroom be arranged to minimise physical barriers. This is
achieved throughout the lesson as a result of the classroom’s assembly and the time provided to Jake
when moving between different learning areas.

Support services:

There are an abundance of support services offered to teachers, schools and parents that help
accommodate the needs of children with physical disabilities. One key support network is Novita, which
provides South Australian schools with valuable disability supports, services and equipment (Novita 2018).
It may be that, from time to time, the services of a special teacher aide will be required in certain learning
activities that need one-on-one assistance (Hyde, Carpenter & Conway 2014). Choice, Passion, Life (CPL)
offer this service to more than 5000 adults and children living with cerebral palsy and other physical
disabilities (CPL 2018). Additionally, family support for children with cerebral palsy is essential if they are to
reach their full potential in life. The Cerebral Palsy Alliance provides family-centred therapies, life skills
programs, equipment and support for families living with cerebral palsy and other disabilities (Cerebral
Palsy Alliance 2018). In all, these are just a sample of some more common services provided to children
and families living with cerebral palsy in Australia.

Resources:

Educators need to choose appropriate resources that aid their students’ learning and development. This is
no exception for students with physical disabilities. Although, the resources acquired may be a little
different for those students with physical impairments as opposed to other students who do not possess
physical impairments. In relation to children who have cerebral palsy, it is essential they have a
comfortable desk set up for enhanced learning experiences. (Cerebral Palsy Alliance 2018) suggest good
sitting posture and furniture of the appropriate size is essential for the student’s successful participation in
classroom activities. Furthermore, good sitting posture will reduce postural fatigue experienced by many
students with cerebral palsy. This may require modifications to be made to chairs especially so that they
can sit well during the day and concentrate on their lessons. This includes posture cushions; a pelvic belt,
side supports or foot rests (Cerebral Palsy Alliance 2018). Additionally, a child with moderate cerebral palsy
may have to use mobility aids, such as calipers, a wheelchair and walking sticks or a walker (Hyde,
Carpenter & Conway 2014). This will help movement around the classroom and school much quicker and
easier.

Conclusion:

In all, this project has provided some ideas and strategies for educators to consider when teaching a
student with a physical impairment. Although some students with cerebral palsy may show similar
characteristics to Jake, each will be different in their own right. Therefore, it is the role of the educator to
Thomas Charlton Student ID: 110200221
Inclusive Education
Assignment 2: Project
respond to each of their student’s needs, interests and abilities to help them feel more included in their
learning as well as the wider school community. This presents many challenges for teachers, but can be
attended to with the right amount of knowledge, support and resources to guide their pedagogy.

Reference list:

Australian Bureau of Statistics 2009, Education, Australian Bureau of Statistics, viewed 3 November 2018,
<http://www.abs.gov.au>.

Australian Curriculum Assessment and Reporting Authority (ACARA) 2018, The Australian Curriculum:
Mathematics, Australian Curriculum, viewed 2 November 2018,
<https://www.australiancurriculum.edu.au/f-10-curriculum/english/>.

Australian Human Rights Commission 2014, Disability discrimination, Australian Human Rights Commission,
viewed 28 November 2018,
<https://www.humanrights.gov.au>.

Bourke-Taylor, H, Cotter, C, Johnson, L & Lalor, A 2017, ‘Belonging, school support and communication:
Essential aspects of school success for students with cerebral palsy in mainstream schools’, Teaching and
Teacher Education, vol. 70, no. 1, pp. 153-164.

Cerebral Palsy Alliance 2018, Cerebral Palsy Alliance, Cerebral Palsy Alliance, viewed 29 October 2018,
<https://www.cerebralpalsy.org.au>.

CPL 2018, Choice, Passion, Life, CPL, viewed 4 November 2018,

<https://www.cpl.org.au>.

Hyde, M, Carpenter, L & Conway, R 2014, Diversity, inclusion and engagement, 2nd edition, Oxford
University Press, South Melbourne, VIC.

Novita 2018, Novita: Cerebral Palsy, Novita, viewed 30 October 2018,

<https://www.novita.org.au/disability/cerebral-palsy/>.

Rosenbaum, P, Paneth, N, Leviton, A, Goldstein, M, & Bax, M 2007, ‘A report: The definition and
classification of cerebral palsy, April 2006’, Developmental Medicine and Child Neurology, vol. 49, no. 109,
pp. 8-14.

Schenker, R 2005, ‘Participation and activity performance of students with cerebral palsy within the school
environment’, Disability and Rehabilitation, vol. 27, no. 10, pp. 539-552.

Appendix:

Appendix 1: Scavenger hunt activity sheet

Thomas Charlton Student ID: 110200221

Inclusive Education
Assignment 2: Project

Thomas Charlton Student ID: 110200221