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Inclusive Education – Assessment Two: Project

Project: Hearing Impairments

Defining Inclusion and its Importance in Education Settings

The Australian Curriculum is devoted to creating and providing all Australian students with a high-
quality, inclusive curriculum that promotes equity and excellence in education (Assessment and
Reporting Authority [ACARA] 2017). As stated within ACARA (2017), all students are entitled to
educative programs that are relevant and engaging, derived from a stimulating curriculum and
focussed on their individual learning needs. Inclusion, as described by Hyde, Carpenter and Conway
(2013, p. 7), is a just state of affairs, where all people are involved and included in society, and in
particular, education. Further, Arthur‐Kelly et al. (2008, p. 161), states that to be inclusive, focus
should be placed on the necessary conditions, or changes and adaptations to existing conditions
required to include all individuals and support the participation of children with disabilities or
difference in their communities and schools.

The Department for Education and Child Development [DECD] (2014, p. 4), defines inclusive
education as a learning environment where all children feel a sense of safety and belonging, and
‘have consistent support to learn and participate within all aspects of their learning.’ Similar to
Arthur‐Kelly et al. (2008, p. 161) understanding of inclusion, in recognising the importance of
adaptations to learning environments to create inclusivity, DECD (2014, p. 4) also states that
modifications are essential within the learning environment to allow children to learn on the same
basis as their peers. By creating an inclusive learning environment, all students have an opportunity
to become ‘successful learners, confident and creative individuals and active and informed citizens’
(ACARA 2017).

The Australian education system promotes inclusivity, stating that schools and teachers ‘promote
personalised learning that aims to fulfil the diverse capabilities of each young Australian’ (ACARA
2017). Teachers need to develop high-quality learning experiences underpinned by the content
described in the Australian Curriculum to create engaging learning programs that address each
child’s individual learning needs, whilst challenging their learning (ACARA 2017). This is further
highlighted with the Australian Curriculum recognising ‘that the needs of all students encompass
cognitive, affective, physical, social and aesthetic curriculum experiences’ that promote equity and
excellence within education (ACARA 2017).

To create, promote and implement equitable, quality education within the Australian education
system, the Australian Government has enforced Legislations and Declarations that underpin the

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Australian Curriculum. The Melbourne Declaration on Educational Goals for Young Australians
[MCEETYA] (2008) is one declaration that ‘provides the policy framework for the Australian
Curriculum and encompasses two goals:

Goal 1: Australian schooling promotes equity and excellence.

Goal 2: All young Australians become successful learners, confident and creative individuals and
active and informed citizens.’

Achieving these goals in education is the collective responsibility of everyone involved in the
education of children, and these goals enforce the importance of school sectors providing inclusive
learning programs that promote the intellectual, social, physical, emotional and moral development
and wellbeing of all Australians in the education system (MCEETYA 2008, p. 4).

Further, The Disability Discrimination Act (1992) and The Disability Standards for Education (2005),
require education providers to support the human rights of students with disability to access
education on the same basis as students without a disability. The Disability Discrimination Act (1992)
also states that it is ‘unlawful’ for educational authorities to engage in discrimination against a
person on the basis of the person’s disability. By stimulating an inclusive learning environment, all
students are given an equitable opportunity to learn and become educated civilians.

Hearing Impairments

Defining Hearing Impairment

The area of diversity studied in this report is hearing impairment. Defined by Hyde, Carpenter and
Conway (2013, p. 257), hearing impairment is any extent of reduction of hearing experienced by an
individual. The term ‘hearing impairment’ is an overarching term that describes all extents of
reduction of hearing (Westwood 2003, p. 46). Noted by Hyde, Carpenter and Conway (2013, p. 257),
understanding the severity of hearing loss in children is vital for educators, as hearing is a major
source of receiving information in day to day life. The reduction of hearing interferes with and
depletes a child’s social development; influencing their ability to establish and maintain relationships
within the educational setting and effects their ability to gain stimulation from their surrounding
environment and engage in effective communication (Hyde, Carpenter & Conway 2013, p. 257).
Experiencing a deficit in hearing in the early stages of life, argued by Hyde, Carpenter and Conway
(2013, p. 257) has more significance than hearing loss in the later stages of life. Congenital or early
loss or reduction of the normal range of hearing can compromise and disrupt communication and
the acquisition of language, development of social relationships and essential links between
language and thinking (Hyde, Carpenter & Conway 2013, p. 256). Ultimately, depending on the

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severity of the hearing impairment, children may struggle to reach age-appropriate standards within
areas of development, which can result in further repercussions for their education, literacy
understanding and academic progress (Hyde, Carpenter & Conway 2013, p. 256; Westwood 2003, p.
48).

Causes/Types of Hearing Loss & Associated Behaviours

Increasingly, the inclusion of children who are hearing impaired in mainstream schooling is
supported in contemporary education systems (Hyde, Carpenter & Conway 2013, p. 257). As
described by Hyde, Carpenter and Conway (2013, p. 258), the auditory system is complex, and the
reduction of hearing can result from diverse ranges of conditions that effect the development and
operation of the auditory system.

Otits Media is one infection that can result in hearing impairment (Hyde, Carpenter & Conway 2013,
p. 261; Burnip 1994, p. 5; Commonwealth Department of Education Training and Youth Affairs
[CDETYA] 2000 p. 67). Otitis Media is an overarching term, referring to a range of conditions causing
inflammation or infection of the middle ear (Hyde, Carpenter & Conway 2013, p. 261; Burnip 1994,
p. 5; Commonwealth Department of Education Training and Youth Affairs [CDETYA] 2000 p. 67). This
condition though more prevalent in low socio-economic groups and within Indigenous communities
can affect any child and can cause slight to moderate hearing loss (Westwood 2003, p. 47; Burnip
1994, p. 5). Students experiencing Otitis Media may display behaviours including complaining of sore
ears, the child hearing white noise/buzzing, behavioural issues and lack of engagement, difficulty in
hearing and following classroom instructions and an inability to engage in conversations (Hyde,
Carpenter & Conway 2013, p. 262).

More severe, but less common causes of hearing loss are characterised by damage to the inner ear
(Hyde, Carpenter & Conway 2013, p. 262). Causes of inner ear hearing loss include genetics,
premature birth, prenatal maternal conditions including measles and infections and postnatal
conditions including head trauma, excessive exposure to loud noise, high dosages of antibiotics and
meningitis (Hyde, Carpenter & Conway 2013, p. 262).

The Levels of Hearing Impairment

Hearing impairment can categorised into four hearing thresholds comprising of mild, moderate,
severe and profound (Hyde, Carpenter & Conway 2013, p. 258).

Mild hearing levels range from 20-39dB (decibels) and children in this category experience some
difficulty in understanding speech, often when in noisy environments (Hyde, Carpenter & Conway
2013, p. 258). Educators should note that children may experience difficulty in language acquisition
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and experience difficulty focussing on instructions in the classroom when presented with other
distractions involving noise level.

Moderate hearing is between 40-59dB and students in this category may struggle to hear and
interpret any information presented at a distance other than face-to-face conversation (Hyde,
Carpenter & Conway 2013, p. 258). Students with moderate hearing loss will experience deficits in
speech and language development and will struggle to communicate in environments with excess
noise.

Severe hearing loss is between 60-90dB, and students in this category will experience an inability to
engage in conversations even with a low-level of excess noise (Hyde, Carpenter & Conway 2013, p.
258). Students will experience deficits with consonants and most vowels, and the development of
language and speech will be delayed. In this threshold, children will have a strong reliance on visual
cues, including lip reading and interpretation of facial expressions and hand gestures.

Finally, profound hearing loss is 91dB and students may only hear the loudest sounds within their
environment (Hyde, Carpenter & Conway 2013, p. 258). Similarly to severe hearing loss, these
students will rely on visual cues for the purpose of communication.

As discussed, there are a range of causes of hearing loss and children may be affected by hearing loss
differently, prompting the need for educators to understand hearing impairment and implement
interventions and accommodations to support the learning of children with hearing impairments.
\

Critical Issues and Accommodations

Children who have hearing impairments are faced with a range of challenges within their learning,
effecting their literacy acquisition and attainment, academic achievement and social development
(Hyde, Carpenter & Conway 2013, p. 256; Westwood 2003, p. 48). For the purpose of this report, the
critical issues will be related to students who experience moderate hearing loss.

The first critical issues a child with moderate hearing loss will be exposed to is their diminished
ability to hear, focus on and interpret verbally communicated information and instructions in
environments with excess noise. As discussed by Hyde, Carpenter and Conway (2013, p. 263),
language defines us as humans, and is central in our thinking and development, and school years are
likely to be a great challenge without proficient language use. This highlights the importance of
ensuring children with moderate hearing loss are in a position to accurately hear and interpret
language used within the classroom. To ensure this is successful, many accommodations can be
made to the environment to support students who are hearing impaired (Hyde, Carpenter & Conway

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2013, pp. 266-269). Firstly, educators can limit the amount of background noise within the
classroom acoustics (Burnip 1994, p. 7). These noises include student’s noise level and movement
within the classroom and electronics including fans, air conditioners, computers and projectors
(Burnip 1994, p. 7). During explicit teaching time, it is vital that educators limit these noises and
repeat instructions to students several times to ensure their understanding (Burnip 1994, p. 7; Hyde,
Carpenter & Conway 2013, pp. 266-269). Teachers can also ask students to repeat the instructions
themselves to show understanding and give a secondary visual display of instructions for students to
refer back to (Hyde, Carpenter & Conway 2013, pp. 266-269; Westwood 2003, p. 52). Further, a
teacher needs to use a clear, loud voice when giving instructions, and ensure a student who is
hearing impaired is placed in a line of sight (Hyde, Carpenter & Conway 2013, pp. 266-269). These
strategies are inclusive of children with hearing impairments, and do not place focus and undue
attention on the child with the diversity. By engaging in these strategies, teachers can ensure that all
students have interpreted instructions and information correctly, supporting their academic
progress.

Further critical issues relate to a delay in the development of receptive and expressive
communication skills and social development. This critical issue may mean that students struggle to
communicate effectively with peers, express their opinion verbally and establish and maintain peer
relationships that are crucial in the school environment (Chen 2012, p. 27; Hyde, Carpenter &
Conway 2014, p. 344). Establishing and maintaining peer relationships develops children’s social
skills and encourages collaboration, teamwork and belonging within the classroom (Chen 2012, p.
27). For these reasons, it is crucial that educators implement strategies to support students in
developing their communication skills. As discussed by Hyde, Carpenter and Conway (2013, pp. 266-
279), children with moderate hearing loss may not hear their own voices when they speak due to
noise levels within the classroom, making it difficult to communicate with peers. To combat this
issue, reverberation within the classroom should be limited by using dividers, curtains, soft covered
finishing’s and carpet (Hyde, Carpenter & Conway 2013, p. 266). To support student’s social
development, Hyde, Carpenter & Conway (2013, p. 267) suggest the implementation of group work,
as this prompts the development of crucial social skills. In using this strategy, it is important to
remind students to speak one at a time and offer eye contact to support the understanding of all
students within the group. Hearing impaired students will also benefit from having a ‘buddy’ that
they can converse with to further build their social skills (Hyde, Carpenter & Conway 2013, p. 267).
The teacher can also model social interactions through role play scenarios which will benefit all
students’ social interactions and communication, whilst not drawing undue attention to the child
with a hearing impairment.
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Another critical issue students who are impaired by moderate hearing loss will experience is the
language deficit that causes learning problems resulting in reduced academic achievement. This
language deficit includes a diminished understanding of sentence structure, phonics and an acute
vocabulary. As discussed by (Moradi et al. 2017), children with hearing impairments may not use
sounds including, ‘s, sh, f, t, or k.’ This is because these are quiet sounds that hearing-impaired
students may not hear when communicating with others (Moradi et al. 2017). Additionally, students
often struggle to hear word endings such as -s or -ed (Moradi et al. 2017). This leads to a
misunderstanding and misuse of verb tense, pluralisation and possessiveness, effecting their literacy
and language understanding. Further, (Moradi et al. 2017) argues that vocabulary develops more
slowly in children who are hearing impaired, further impacting on their literacy attainment. To
support children with hearing impairments develop their literacy and language skills and
understandings, educators can use visual aids that show the correct use of language (Hyde,
Carpenter & Conway 2013, p. 266; Westwood 2003, p. 52). Educators can also use visual cues with
matching pictures to support the development of their vocabulary (Westwood 2003, p. 52). Further,
Hyde, Carpenter and Conway (2013, pp. 266-269) express that educators can implement multi-
modal literacies including picture books, texts and videos with subtitles to support the development
of literacy understandings. By using written language and visual literacies, children with hearing loss
will be able to learn language functions visually, rather than relying on hearing verbal language.

When teaching a child who has a moderate hearing impairment, it is crucial to implement all
strategies mentioned to support their learning. By linking the strategies previously mentioned within
the discussion, children who have hearing impairments will be supported in developing their
understanding of literacy and language, influencing academic success and experience development
socially, improving the success of peer relationships. When implementing strategies, it is important
to remain inclusive of all children, and ensure to teach in a manner that does not draw undue
attention to the child with diverse learning needs.

Supports and Resources to Support Students

To support the academic and social success of children who are hearing impaired, there are an
abundance of resources and supports available to parents/caregivers, teachers and the child
themselves. Students who experience mild to moderate hearing reduction often still engage in
speaking as the main form of communication. However, children with severe hearing loss may use
different methods of communication, rather than verbalised speech. These methods include, sign
language (hand communication of English language) or finger spelling. Though this form of
communication is effective for students to communicate with others who know sign language,

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Westbrook (2003, p. 50), explains that using only signed language as a form of communication may
raise challenges in being accepted into the wider community. Unfortunately, sign language is not
used regularly by English speakers, and Westbrook (2003, p. 50) explains that due to this, students
using sign language may still struggle to communicate. However, encouraging the teaching and use
of sign language within the classroom will create an inclusive environment for the student with
diverse needs, and ‘Sign Language 101 2015’ is a support website that can assist in the teaching of
sign language through video technology and education programs.

To further support a student with a hearing impairment, the school setting may develop a
Negotiated Education Plan (NEP) now titled ‘One Child, One Plan’ with the collective input from
parents, audiologists and the educator (DECD 2014). This plan entails strategies and planning tools
educators need to implement to support the learning needs of the student and states the
responsibilities of each party to ensure the student’s success.

Another resource available to students with hearing impairments are hearing aids (Rekkedal 2012, p.
500; Westbrook 2003, p. 51). These aids adjust to give amplification of the frequency of sounds as
needed by the individual student to assist in their hearing (Rekkedal 2012, p. 500; Westbrook 2003,
p. 51). Along with this device, teachers can use microphones to assist in the hearing aid receiving the
sounds needed, rather than sources of external noise (Rekkedal 2012, p. 500; Westbrook 2003, p.
51).

Finally, Hyde, Carpenter and Conway (2014, p. 264) and Westbrook (2003, p. 48) encourage
students, their parents and teachers to attend early intervention and education programs. ‘Hearing
Australia 2019’ offers counselling, rehabilitative services and training to support students with
hearing loss and their parents and teachers. Similarly, ‘Aussie Deaf Kids 2019’ and ‘Can Do for Kids
2019’ are websites with links to support groups, education programs and information for parents
and teachers, and children with hearing impairments.

By researching, learning about and engaging with the supports and resources available for students,
parents and teachers; students with hearing impairments are supported in achieving academic and
social success.

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LESSON PLAN
Year level: Subject:
Year 3/4 Science

Australian Curriculum and/or EYLF Links:

‘Science Understanding - Earth’s resources are used in a variety of ways’ (ACARA 2017, ACSSU032).
‘describing how a resource such as water is transferred from its source to its point of use’ (ACARA 2017).

Achievement standard/s and/or EYLF outcomes:

‘Students describe changes to objects, materials and living things. They identify that certain materials and
resources have different uses and describe examples of where science is used in people’s daily lives’ (ACARA
2017).

LESSON CONTEXT MODIFICATIONS/ACCOMODATIONS RESOURCES

Introduction Ensure that background noise is limited (I.e.) turn off air
conditioners, fans, projectors & remind students of the
appropriate noise level.

Begin with discussion -
ask students whilst they are
sitting at their desks if they
remember what we have been
learning about in science.
Discussion - Have students sit in a circle and one at a Talking stick
time, ask each student to say one thing they have been
learning about previously within science lessons. Use a
‘talking stick’ that students hold to know when it is their
turn to speak.
Remind students to talk one at a time and use eye
contact and a loud tone when discussing their ideas.

Discussion - ask students to
discuss in groups what they
remember about the water cycle
and ground water. Ask students if
they think they know how water
makes it to our taps – and then
discuss as class.
Discussion – ask students to do a Think, Pair, Share to Bell to gain
discuss what they remember about the water cycle and attention
ground water. Remind students to actively listen and
take turns expressing their idea. Ensure that students Large classroom
are in pairs, rather than groups to ensure each student space for
has the opportunity to express their ideas, and ensure discussion
students show eye contact with their buddy. Have
students use the entire classroom space to find their own
space to discuss. Use a bell to gain attention of students
when discussion time is over.
Use the menti-meter app and classroom iPads so that Menti-meter app
students in their pairs can record anything they recall
about the water cycle. This allows the whole class Classroom iPads
discussion to take place visually.

Body of Lesson Show video – ensure that the subtitles have been turned https://www.yout
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Show video: (only until 1.03)
https://www.youtube.com/watch?
v=cGi4PugN4qY
Show Slideshow and discuss each
slide.
Show and explain to students the
filtering system model using a
textbook and add water to show
how filtration works.
Students write a practical report,
detailing what they saw in the
experiment. Students then draw
the filtration system from the
activity.
Conclusion/ Reflection
To conclude – students write one
fact about the water cycle on
sticky note and add to ‘what
stuck with you today’ poster.
This lesson was implemented in a year 3/4 EAL/D science class throughout third year placement in an intensive
English learning setting. Accommodations have been made to the lesson plan to support a student who experiences
mild to moderate hearing loss as a result from Otitis Media.
The accommodations made aim to promote inclusivity without drawing direct attention to the child with diverse
learning needs.
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on. Ensure that the hearing impaired student is placed in ube.com/watch?
front of the smartboard. v=cGi4PugN4qY
Write summary statements on the board of crucial With subtitles
information shown throughout the video (visual cue). Ask
students to verbalise what they learnt throughout the Whiteboard and
video to show their understanding. markers
Slideshow – Show the slideshow and use questioning to Pre-made
ensure all students have interpreted the information slideshow
shown. Ensure that the text on the slideshow is large and
bold so that it is accessible for students. Ensure to use a
loud, clear voice when speaking. Ask students to repeat
the information shown on each slide.
Use a filtration model using a bottle with sand, pebbles Filtration model
and water to visually model the filtration system. Have (made with a
each student participate in the experiment by allowing bottle, sand,
them to pour water into the filtration system. Ensure that pebbles and
students sit in a circle so that the experiment is visually water)
accessible for all students.
Jug to pour water
Give each student visual cues with matching pictures
that show the process of filtration to ensure their Cue cards with
understanding. When giving instructions to students to matching pictures
perform the task, ask students to repeat the instructions
& have the instructions written as a visual cue for
students to refer to.
Have students discuss with their buddy from previously What stuck with
what they learnt from the lesson today. Students then you today poster
individually record what they learnt and add it to the
what stuck with you today poster. Students may write Sticky notes
questions they still have or something they learnt from
the lesson. Pens/pencils
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Word Count:
Report – (not including in-text referencing, headings or quotes)
2365 words
Lesson Plan – (not including in-text referencing, quotes or lesson plan proforma)
644 words

Total Words
3009 words

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Reference List

Arthur‐Kelly, M, Foreman, P, Bennett, D & Pascoe, S 2008, ‘Interaction, inclusion and students with
profound and multiple disabilities: towards an agenda for research and practice’, Journal of Research
in Special Educational Needs, vol. 8, no. 3, pp. 161–166.

Australian Curriculum, Assessment and Reporting Authority [ACARA] 2017, ‘Student Diversity’,
viewed 24th October 2019 < https://www.australiancurriculum.edu.au/resources/student-diversity/>

Australian Educational Ministers 2008, Melbourne Declaration on Educational Goals for Young
Australians, Australian Educational Ministers, viewed 24th October 2019, <
http://www.curriculum.edu.au/verve/_resources/national_declaration_on_the_educational_goals_f
or_young_australians.pdf>

Australian Government 2005, Disabilities Standards for Education, Australian Government, Ruddock
F.M, viewed 24th October 2019, <https://www.legislation.gov.au/Details/F2005L00767>

Burnip, L. 1994, ‘Hearing impairment, phonological awareness, and the acoustic environment of the
classroom.’, Australian Journal of Remedial Education, vol. 26, no. 1, pp. 4–11.

Chen, X 2012, ‘Culture, Peer Interaction, and Socioemotional Development’, Child Development

Perspectives, vol. 6, no. 1, pp. 27–34.

Commonwealth Consolidate Act 1992, Disability Discrimination Act 1992 - Sect 22 Education,
Commonwealth Consolidate Act, Austlii, viewed 24th October 2019, http://www8.austlii.edu.au/cgi-
bin/viewdoc/au/legis/cth/consol_act/dda1992264/s22.html

Commonwealth Department of Education Training and Youth Affairs, 2000, ‘Submission to the
Human Rights and Equal Opportunity Commission Inquiry into Rural and remote education’, HREOC,
Emerging themes – Rural and Remote Education Inquiry, HREOC Sydney NSW 2000, p 67.

Department for Education and Child Development [DECD] 2014, Children and Young People with
Disability, Government of South Australia, Department for Education and Child Development, viewed
24th October 2019, <
https://www.education.sa.gov.au/sites/g/files/net691/f/studentswithdisabilitie-1.pdf?
v=1501654661>

Hyde. M, Carpenter. L & Conway. R 2014, ‘Understand Hearing Impairment’, Diversity, Inclusion &
Engagement, 2nd edn, Oxford Univeisty Press, Melbourne, pp. 256-273.

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Moradi, S, Lidestam, B, Danielsson, H, Ng, E.H.N. & Ronnberg, J, 2017, "Visual Cues Contribute
Differentially to Audiovisual Perception of Consonants and Vowels in Improving Recognition and
Reducing Cognitive Demands in Listeners with Hearing Impairment Using Hearing Aids", Journal of
Speech, Language, and Hearing Research,  vol. 60, no. 9, pp. 2687-2703.

Westwood, P 2003, ‘Students with Physical Disabilities and Sensory Impairments’, Westwood. P,
Commonsense Methods for Children with Special Educational Needs: Strategies for the Regular
Classroom, 4th edn, RoutledgeFalmer, London, pp. 36-53.

Rekkedal, A.M. 2012, "Assistive Hearing Technologies among Students with Hearing Impairment:
Factors that Promote Satisfaction", Journal of Deaf Studies and Deaf Education,  vol. 17, no. 4, pp.
499-517.

Assessment feedback
School of Education

Course: Inclusive Education EDUC 3055

Assignment 2 (60%): Project
Student Name: Rebecca Jones Marker: Jenny Panopoulos
Topic: Hearing Impairment

Key components of this assignment Performance on Component

Logical planning/organisation/sequencing of Below requirement Satisfactory Good Very good Exceptional

information

Clarity of arguments and information Below requirement Satisfactory Good Very good Exceptional
presented/analysis

Below requirement Satisfactory Good Very good Exceptional

Detail provided/depth of coverage

Below requirement Satisfactory Good Very good Exceptional

Insights into critical issues

Modified lesson plan Below requirement Satisfactory Good Very good Exceptional

Reference to the relevant Below requirement Satisfactory Good Very good Exceptional
literature/resources/reference list

Bibliographic conventions/in-text Below requirement Satisfactory Good Very good Exceptional

referencing/acknowledgement of sources

Student literacy/expression/punctuation etc Below requirement Satisfactory Good Very good Exceptional

ADDITIONAL COMMENTS

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ASSIGNMENT GRADE

The Graduate qualities being assessed by this assignment are indicated by an X:

X GQ1: operate effectively with and upon a body of knowledge X GQ5: are committed to ethical action and social responsibility

GQ2: are prepared for lifelong learning X GQ6: communicate effectively

X GQ3: are effective problem solvers GQ7: demonstrate an international perspective

GQ4:can work both autonomously and collaboratively

Rebecca Jones – ID: 110232780

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Tutor: Jenny Panopoulos