The Proper Application of

Proper Inclusive Practices

ESS419 - Principles of Inclusive Education

possible, ensuring all students can reach their utmost potential (Anderson & Boyle, 2019;

Cologon). This involves both ensuring that students are engaged in their learning by

modifying content to their interest, but also by providing specialised resources and methods

of completing tasks based on the needs and skills of students, as is a right on an ethical and

legal basis (Eccleston, 2010; Foreman, 2017). On a national basis, the ability for all members

of the school to assist students regardless of their needs is supported by multiple forms of

legislation and policies, with the most important of which being the Disability

Discrimination Act 1992 (DDA) and the Disability Standards for Education 2005. Both

pieces of legislation ensure that all students are given the proper and effective education that

they deserve, with considerations in place to ensure they can succeed, regardless of whether

the student is in public, private or specialised schools (Commonwealth of Australia, 1992:

Disability Discrimination Act, 1992). These considerations involve the schools making

“reasonable adjustments” to ensure all students can work to their utmost potential, such as

differentiating tasks based on their skills and abilities, appropriate use of resources for

students and physical considerations within classrooms and the school regarding students

being able to access resources to help the child (Commonwealth of Australia, 1992:

Disability Discrimination Act, 1992). If these considerations are not met by the school and

its teachers in an appropriate manner, they can face major legal consequences from breaking

these laws from not considering the best needs of the child (Boyle & Anderson, 2020;

Foreman, 2017).
Both pieces of legislation were developed based on and supported by both the Salamanca

Statement and the United Nations Conventions on the Rights of the Child, being

internationally recognised documents created by the United Nations to provide the

framework for the treatment of children across the world in schools, and their home lives

(United Nations, 1990; UNESCO Salamanca Statement, 1994). These treaties include aspects

such as ensuring that, all students have access to effective education and resources,

preventing discrimination based on the students’ disabilities, as well as having learning

differentiated based on students’ needs and learning type (United Nations, 1990; UNESCO

Salamanca Statement, 1994). Through the utilisation of international treaties to support

effective treatment of students in schools, it ensures that all teachers and schools across the

world are assitng their students as effectively as possible, with students learning in the least

restrictive environment possible (Magnússon, 2019; Anderson & Boyle; 2019; Grant et al.,

2016).

These legal obligations of teachers are further reinforced by the Australian Institute for

Teaching and School Leadership (AITSL) standards, with Standards 1.5, 1.6: and 7.1

focusing on understanding and helping include students in their learning (AITSL, 2014;

Howes, 2017). By having Australian teachers build their skills based on the AITSL standards,

of which key aspects surround disability and inclusivity, it ensures that teachers can

continually develop their knowledge, understanding and skills surrounding assisting students

with additional needs through professional development, helping students utilise the

resources they require (Cologon, 2013; Byole & Anderson, 2020; Eccleston, 2010).
Collaborative strategies and processes
Ensuring that proper educational strategies are in place when developing policies surrounding

students with additional needs, such as Connor, is crucial to the success of the student and the

policies, as it ensures that the policies are working effectively (Boyle & Anderson, 2020;

Kuhl et al., 2015). This involves all relevant members building on the needs of the student,

reflecting on its success, and mitigating any potential weaknesses of the strategies in place in

the future (references). One of the most effective strategies that can be put in place to assist

students is the creation of an Individualised Education Program (IEP).

An Individualised Education Program is a planning document that analysing the students’

specific learning needs and creating individualised strategies and adjustments to help the

student succeed to their utmost potential, with clear goals for the student to build towards in a

positive, strengths-based approach (Hedin & Despain, 2018; Elder et al., n.d.). These are

made uniquely for each student, based on the student's individual characteristics. These are

typically for students who have additional physical and mental needs, students who require

additional classwork, as well as students who have alternative living and home conditions, to

help them succeed within and outside of the classroom (Cumming & Arthur-Kelly, 2022;

Weishaar, 2010.).

An Individualised Education Program is typically started through a series of collaborative

meetings surrounding the student’s integration in the classroom. These meetings typically

include the involved student, their parent/s, a learning support teacher and the child’s year

advisor discussing how the child is going at school and at home, analysing the students’

individual characteristics, areas that the student requires assistance, what resources are

available, as well as goals for the student to work towards (Kuhl et al., 2015; Elder et al., n.d.;
Eccleston, 2010). This allows for the continual development of students needs and skills in

the classroom, with all involved being able to reflect on the childs ability to achieve their

goals in a holistic, strengths-based manner both at school, and at home (Weishaar, 2010;

Hedin & Despain, 2018).

In these meetings, it is crucial that the child in question can also express their opinions and

thoughts about how they feel in the classroom, if they have the emotional maturity. Doing so

allows the IEP and its meetings to be focused on the child’s experiences and knowledge of

their classroom achievements, areas they would like to improve in, as well as goals they

themselves would like to work towards, allowing them to become a crucial actor within their

own learning (Eccleston, 2010; Boyle & Anderson, 2020). This ensures that the goals are

suited towards the child’s needs and abilities, as well as allowing the child to state which

strategies and resources they believe will/will not work for them, feeling engaged in their

development in school (Elder et al., n.d.; Hedin & Despain, 2018).

After the IEP has been put in place, further meetings should be put in place to continually

evaluate its success, potential improvements, as well as grading whether the strength-based

goals are being achieved. These meetings allow for further building on goals that have been

surpassed, or the implementation of additional resources and strategies to help the student

succeed (Cumming & Arthur-Kelly, 2022).

-His supportive father provides a safe and caring home environment, allowing Connor to

build his self-confidence; seen with his father allowing him to do jobs and work on trucks.

This builds a level of safety for Connor from his family, as well as allows for a strong basis

for future interventions to occur to build areas that he is weak in.

-His high desire to help those around him, seen with his continual positive interaction and

attitude with others. This positive behaviour allows Connor to engage with the school in an

effective and helpful manner, allowing any additional support to his learning to become more

effective through Connors positive engagement with his learning.

However, some focus areas for Connor include:

-His reading ability being significantly lower than normal. If his literacy skills are not

improved, Connor will have significant difficulty in his later schooling and adult life,

preventing him from interacting effectively with the world around him. Connors decreased

literacy skills are further compounded by his difficulty to follow multiple instructions, with

the multiple instructions overwhelming him and preventing him from following them

effectively.

- Connors inability to work without structured explanation or verbal reminders, which

prevents him from completing higher order tasks, such as critical analysis and evaluating

different perspectives, or adapting to different scenarios. If these skills are not developed,

Connor will have significant difficulties in his adult life when he is faced with unfortunate

circumstances.
Long-term goals
Goal 1: Connors second long-term goal is to increase Connors literacy ability through

extensive intervention and support within the classroom, as well as through additional

support at home. This would culminate in developing Connors reading and literacy age of

from his PM literacy age of 8, up to a literacy age of 12 by the end of the year. This would

be done in the two following ways to build all aspects of Connors grammar text, word, and

visual knowledge to ensure his reading, writing and literary understanding are continually

developed (NESA, 2013;):

1. Have Connor practice his reading, literacy, and ability to reflect on texts by having

him read and deconstruct narrative texts surrounding trucks and/or World War Two,

reading the text out loud and answering various questions surrounding it. This would

develop his weakened areas of understanding and interpreting creative texts, whilst

utilising his strengths of report-based writing to interpret fictional scenarios, how and

why characters acted in the way they did, while utilising his personal interest areas to

keep him engaged in his learning (Elder et al, n.d.).

2. Have Connor utilise his knowledge and interest in World War 2 to read and write

potential “what if” stories based in World War 2. This will allow Connor to build his

ability to analyse events from other peoples’ perspective and how narratives are

typically constructed, the literary techniques that are used, such as hyperbole and

metaphor, whilst differentiating his writing from his traditional “report-centric”

format, to a story-based focus (Cumming & Arthur-Kelly, 2022).

child Psychologist fortnightly, over the next 6 months, with a focus on building Connors

ability to interact positively and confidently with his peers, and his in-class focus. This would

be done through the utilisation of role-play scenarios with the psychologist interacting in

various scenarios, as well as the practice of various strategies to focus and follow multiple

instructions, with Connors’ end goal being to have a close relationship with 3 classmates, and

one of his teachers. This development of Connors’ ability to interact with others outside of

his family would allow him to develop his self-confidence interacting with those around him,

helping him interact with those around him in a positive and confident manner, developing

new relationships with those around him (Berndt, 2010; Mayer et al., 2008). The use of role-

play scenarios within Connors’ psychologist meetings allows for an effective analysis of

Connors goals and development throughout the sessions that can be built in the future both by

the psychologist, but as well as allows for safe and effective development of these skills,

which can be developed at school (Berndt, 2010; Elder et al., n.d.). The strategies will also

assist Connors’ schooling and academic life, with the development of his ability to focus and

interact positively with others helping him follow instructions more effectively and

interaction with unstructured time, learning to utilise those around him to work effectively

and not disrupt others (Emmer & Evertson, 2012; Mayer et al., 2008).
 Short-term SMART goals

Short term Goals Links to Curriculum (ACARA, 2013; NESA, 2012;

NESA, 2018)

Goal 1: Encourage Connor to interact with various peers Personal and Social Capabilities: Social Awareness &

across classes by utilising group-based lessons 3 times Social Management

per week, over the next 3 months to help Connor Intercultural Understanding: Interacting and

communicate effectively with others empathising with others

Goal 2: Over the next three months, Connor will focus Personal and Social Capabilities: Social Awareness &

on interacting with his peers outside of class, interacting Social Management

with at least 3 other peers per day in a positive manner, Health and Physical Education Curriculum: PD4-10:

developing his interpersonal skills and confidence applies and refines interpersonal skills to assist

interacting with others themselves and others to interact respectfully and

promote inclusion in a variety of groups or contexts

Goal 3: Build Connors ability to follow multiple Literacy Capabilities: Comprehending texts through

instructions at once using simplified language and written listening, reading, and viewing

instructions in lessons over the next 2 months, with an English Curriculum Years 7-8: EN4-1A: Responds to

end goal of Conner following 3-step instructions. and composes texts for understanding, interpretation,

critical analysis, imaginative expression, and pleasure

Goal 4: When a task utilises ICT devices such as laptops Information and Communication Technology

to type, have Connor focus on developing his speed and Capabilities: Communicating with ICT

quality of his typing and literacy twice per week, with a English Curriculum: EN4-1A: Responds to and

typing speed of 40 words per minute by the end of term. composes texts for understanding, interpretation, critical
 analysis, imaginative expression, and pleasure

Goal 5: Utilising written or digital communication tools, Literacy Capabilities: Composing texts through

Conner will create a two-paragraph short story on speaking, writing, and creating

something that has happened in his personal life by the English Curriculum: EN4-5: Thinks imaginatively,

end of week 7. creatively, interpretively, and critically about

information, ideas and arguments to respond to and

compose texts
References
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