Jasmine McDonald

Inclusive Education – Assignment 2 – Project

In today’s world, there is a huge amount of diversity, whether it be gender, race, disabilities, impairments,
social and cognitive abilities which need to be embraced and catered for in an educational view. Inclusive
practices need to be at the forefront when planning as all people have the right to have a fair chance to
participate in everyday life activities with their needs being recognised and supported. To support this
inclusion of diversity and to ensure engagement in activities, Australia has a range of policies and legislations
to ensure that no one faces any form of discrimination. A type of sensory impairment includes visual
impairments with 55% of Australians having at least one long-term vision disorder (Australian Government,
Australian Institute of Health and Welfare 2016). The needs of the individual child need to be found and
catered for through modifying the learning program and the physical classroom layout to support children.

Inclusion, Policies + Legislation

It is essential that schools and educators understand the diverse nature of the world and therefore, the
importance of inclusion and be able to put this into action to provide all students with an inclusive
education. Inclusion involves achieving equity through all people having the right to have access to and be
able to actively participate in all aspects of daily life (Hyde, Carpenter & Dole 2017). Diversity can include
cultural and linguistic diversity with approximately 23 per cent of Australians speaking different languages at
home besides English (Hyde, Carpenter & Dole 2017). There are different religions and faiths, Indigenous
heritage, impairments, disabilities, disadvantages influencing development of communicative, social and
cognitive abilities, literacy and numeracy skills (Hyde, Carpenter & Dole 2017).

According to the Australian Bureau of Statistics (ABS) in 2018, 4.4 million Australians had a disability and one
in ten have experienced discrimination which happens when people with a disability are not treated as fairly
as people without one (ABS 2018). Schools and educators need to work to include and best support any
child’s inclusion, development and learning no matter what the circumstances and work to stop all forms of
discrimination. To support inclusion of all citizens, Australia has committed to a range of policy and
legislative agreements at state, national and international levels to eliminate all forms of discrimination
(Hyde, Carpenter & Dole 2017). For example, UN Convention Rights of the Child 1989, Disability and
Discrimination act 1992, National Disability Insurance Scheme, the Disability Standards for education 2005,
the Australian Curriculum; Student diversity and Melbourne Declaration on Educational Goals for Young
Australians.

The UN Convention on the Rights of the Child (1989), is a human rights treaty designed to protect children
from forms of discrimination (Hyde, Carpenter & Dole 2017). It states how all children have the right to join
 Jasmine McDonald

in everyday events, opportunities and have the right to an education where schools should respect children’s
human dignity and develop their personality and talents (Convention on the Rights of the Child 1989).
Similarly, the Disability Discrimination Act, 1992, section 22 Education, states how it is unlawful for an
educational authority to discriminate against anyone because of their disability in any way, e.g. not
accepting them into a school, denying students access to resources and excluding them through curriculum
content (Disability Discrimination Act 1992).

The National Disability Insurance Scheme (NDIS) from 2013 aims to increase support for people with a
disability and their families by funding more equipment and personal support (Hyde, Carpenter & Dole
2017). The Disability Standards for Education 2005 addresses five specific areas; enrolment, participation,
curriculum development, accreditation, delivery, student support services, harassment and victimisation
(Hyde, Carpenter & Dole 2017, p.24). The Standards also require that educational settings provide flexibility
to children with disabilities so they can participate in activities or planning alternative activities if needed and
giving additional support to assist achievement of learning outcomes (Hyde, Carpenter & Dole 2017).

Taking note and implementing these legislations, standards and policies is essential for educators using the
Australian Curriculum, Assessment and Reporting Authority (ACARA). Educators need to work through the
learning content and make necessary and effective adaptations to learning tasks to be beneficial for students
who may have a disability to ensure they can still achieve the learning outcome (Hyde, Carpenter & Dole
2017). The Australian Curriculum aims to achieve a high-quality curriculum for all Australian students as all
students are entitled to participate in learning programs that addresses their individual learning needs
(ACARA 2016c). Teachers then use the curriculum to develop their programs to further address all students’
interests, strengths, learning needs while also addressing cognitive, physical and social needs (ACARA
2016c). The Melbourne Declaration on Educational Goals for Young Australians provides the policy
framework for the Australian Curriculum (ACARA 2016c). It was created to focus on the inclusion of students
by promoting equity and excellence and ‘all young Australians become successful learners, confident,
creative individuals, active and informed citizens’ (Australian Government 2008).

Visual Impairment

Vision impairment is a type of sensory impairment used to describe the condition of having loss of sight or
having low vision (Hyde, Carpenter & Dole 2017). The severity of the vision impairment can vary; including
no useful vision, mild vision loss (even with correction), blurriness, monocular (one eye), restriction in central
or peripheral vision, binocular, fixation, colour vision or a combination (Hyde, Carpenter & Dole 2017, p.244).
It has been estimated that there are about 19 million children in the world who have a visual impairment,
while 1.4 million are blind (Solebo & Rahi 2014). Vision assists children with obtaining accurately detailed
 Jasmine McDonald

information about the world as without it, children have a more limited ability to incorporate information
learnt (Hyde, Carpenter & Dole 2017). Vision loss can negatively affect a child’s educational performance as
it has an impact on the amount of information that can be gained from the environment as it is the ‘primary
integrating sense and plays a vital part in learning’ (South Australian School for Vision Impaired 2018).
Therefore, children who suffer from vision loss can have more troubles with ‘gaining stimulation from their
environment’ as ‘approximately up to 80% of learning is visual’ (Hyde, Carpenter & Dole 2017, p.240 + South
Australian School for Vision Impaired 2018).

In children many vision problems might not be detected by traditional tests (Hyde, Carpenter & Dole 2017).
Educators need to have a good critical understanding of visual impairments so they can observe how the
child uses their vision in daily activities (Hyde, Carpenter & Dole 2017). There are physical (crossed, watery,
inflamed eyes) or behavioural indicators (tilting the head when looking at books, holding material too close
to the face when reading) of students which may show signs that they have a mild to moderate visual
impairment (Talay-Ongan 2004, p.278). Educators can put support structures in place to assist the child with
their learning which can be done more effectively by knowing how much vision a child has and how they use
it (Hyde, Carpenter & Dole 2017, p.245).

Modifications

It is essential for the teacher to make appropriate modifications for the child with a vison impairment to help
them develop their learning and achieve learning outcomes. As all students are different it is important for
the teacher to find out the needs of the individual child, their visual impairment and preferred learning style
to make a more inclusive classroom environment. Children with visual impairments have diverse, time-
consuming and specific needs which need to be accommodated (Solebo & Rahi 2014). This can be done
through discussions with the child and their parents to determine the extent of the child’s remaining visual
abilities (Talay-Ongan 2004). It is important to recognise that learning might take more time, practice,
encouragement and use a lot of verbal cues to assist the child (Talay-Ongan 2004). From this the teacher can
make modifications to the learning environment, the curriculum and to instructions given when explaining
tasks. Learning environments need to have a range of manipulative, concrete and auditory experiences that
encourages the student’s independence (Talay-Ongan 2004, p.279 + Reimer et al. 2011). Things to consider
when making modifications include the visual adaptions of colour, contrast, time and space, appropriate
lighting, suitable text size and spacing, seating position, low-vision devices, assistive technology and
appropriate materials (Hyde, Carpenter & Dole 2017, p.250).

Specific modifications for the student with a visual impairment (refer to appendix 1 for scenario) include
giving verbal instructions. When giving instructions for a task it is important to be loud, clear and consistent
 Jasmine McDonald

so students can clearly hear and understand what to do. Furthermore, limiting surrounding environmental
noises (one person talking at a time, shutting the windows e.g. if birds are chirping outside, etc.) as much as
possible so the student can concentrate on the information being said is also important (Talay-Ongan 2004).
If there are class discussions the teacher should verbally repeat slowly and clearly student ideas to ensure
that the student with the visual impairment could hear in case they couldn’t see the point written on the
board if they forgot their glasses. Using the strategy of chunking the instructions as a way of breaking them
down into smaller, easier to remember instructions (refer to lesson plan).

Lighting is another important factor to take into consideration. E.g. trying to reduce the glare on the
whiteboard or smartboard for the student if the sun is shining through the window or if it is caused from
where the student is sitting and the angle of the light hitting the boards. This makes it difficult for the
student to read what the boards say. Strategies that could be put in place include shutting any blinds or
curtains or turning the lights off that are near the boards when using them. The lighting was also taken into
consideration when choosing a place for the student’s desk [refer to lesson plan, Hyde, Carpenter & Dole
2017).

When using the whiteboard, it is important to remember to use dark coloured markers (e.g. black) what
work properly and write big and clear enough to make it easier for the student to be able to read it. Also
ensuring there is big enough spacing between words / sentences [refer to lesson plan, Hyde, Carpenter &
Dole 2017). When using the smartboard, it is important to use a basic, clear, large font to make it easier to
read. Utilising the smartboard is also beneficial e.g. when creating class brainstorms as this allows the
teacher to either email or print off a copy of the brainstorm once it is finished so the student can have a copy
right next to them at their desk rather than constantly having to look up and try to read the board [refer to
lesson 2, Hyde, Carpenter & Dole 2017).

It is possible to use technology such as using computer features that allow written text to be read aloud to
the student or verbal to written text so the student can say what they want typed (Talay-Ongan 2004 +
Solebo & Rahi 2014). This can be used when needing written instructions to be repeated or listening back to
work they have already typed (refer to lesson plan). Other ways to assist students with a visual impairment is
using audiotaped or talking books as this allows more time being spent listening to the words of the book
and gaining an understanding to then have a chance to start a learning task sooner than if they had to read
the whole text. This strategy can also be used for whole class activities if a class novel is being read, everyone
can listen to an audiobook version and have the choice of reading along as well (Talay-Ongan 2004). Using
computers allows the student to be able to enlarge the text (Hyde, Carpenter & Dole 2017).

It is also essential to take into consideration of the physical classroom layout and make any necessary
modifications to ensure the child can move around safely and comfortably. In this case, the classroom will be
 Jasmine McDonald

set out so there is plenty of room to move around the space, e.g. there is room to walk behind someone’s
chair if they push it out to get up and move around without bumping into things. There would be no sharp
objects left on the edges of desks or shelves for the student to accidently bump into (Reimer et al. 2011).
There will also be enough floor space to ensure there is ample room to move around and to clearly see the
board [(refer to lesson plan) + Reimer et al. 2011]. Seating position is taken into consideration e.g. when
sitting on the floor the student positions themselves so their right eye can predominantly see the front. Their
desk is situated close to the front of the room, so the whiteboard and smartboard can both be seen (the
tables are in groups, not single desks so the student doesn’t feel singled out and stuck up the front alone).
The desk is also positioned so the student is over the side of the room where their right eye can easily see
the boards and so they don’t have to turn as much and spend longer trying to refocus on the words. The
layout of the room has ensured that there are no cupboards or shelves that students need to regularly
access in front of the boards to minimise students walking in the way [refer to lesson plan, Hyde, Carpenter
& Dole 2017). When students are handwriting, ensuring exercise books have dark, bold lines so the student
can more easily see where to write in-between and using dark colours when writing on white paper.

Some additional strategies / modifications include using low-vision devices e.g. hand-held magnifiers used
for close work, stand magnifiers when two hands are needed to complete a task, monocular (hand-held
device to be held up to one eye to focus on something in the distance and magnification [(way of increasing
the size of an image) Hyde, Carpenter & Dole 2017 + Schurink et al 2011]. If a child is completely blind one
possible strategy is using Braille. This is a system used by blind people where combinations of raised,
patterned dots are used to represent letters, characters, etc., that are read by touch as it is a written
language (Dictionary.com 2019). Braille is good for literacy learning however, the speed of processing
information through Braille is much slower and will only be useful if the student knows how to use this
system of reading (Talay-Ongan 2004, p.279).

Support Services

There are many support services around the world to assist people both inside and outside of a school
classroom who have a vision impairment. For example, outside of school support services include; Guide
Dogs SA/NT, The Royal Society for the Blind (RSB), World Sight Day, Vision Australia (Blindness, low vision,
opportunity), Royal Institute for Deaf and Blind children, Can: Do 4Kids and colour blind awareness. These
support services are good as they aim to benefit everyday life experiences for people with visual
impairments. Vision Australia works with families to create a personalised approach which are specific for
the needs of the child. Can: Do 4Kids is a sensory service which also work with families and caregivers to help
children to ‘develop social and life skills, communication, gross motor, attention and concentration,
 Jasmine McDonald

cognition,’ etc. (Can: Do 4Kids 2019). There are also several support services and resources that would be
useful inside of school. Depending on the level of the child’s visual impairment, they could require an SSO in
the classroom for additional support.

Schools and educators need to work together to create an inclusive environment where all degrees of
diversity are catered for and students feel safe and comfortable to be themselves. Teachers get to know
students to gain a better understanding of their interests and needs and use this information to make
suitable modifications to the learning environment and tasks, so everyone has a fair chance at achieving set
learning outcomes.
 Jasmine McDonald

References

Australian Bureau of Statistics (ABS) 2018, Disability, Ageing and Carers, Australia: Summary of Findings, cat.
No. 4430.0, ABS, Canberra.

Australian Curriculum Assessment and Reporting Authority (ACARA) 2016, Student Diversity, The Australian
Curriculum v8.3, viewed 30 October 2019, < http://www.australiancurriculum.edu.au/>.

Australian Curriculum, Assessment and Reporting Authority (ACARA) 2016a, F-10 Curriculum, Humanities
and Social Sciences: Geography, Year 4 Curriculum v8.3, Australian Curriculum, Assessment and Reporting
Authority, viewed 30 October 2019,

Australian Curriculum, Assessment and Reporting Authority (ACARA) 2016b, F-6/7 Humanities and Social
Sciences — Concepts for developing geographical thinking, v8.3, Australian Curriculum, Assessment and
Reporting Authority, viewed 30 August 2018,
<http://docs.acara.edu.au/resources/F6_7_HASS_Concepts_for_developing_geographical_thinking.pdf>.

Australian Curriculum, Assessment and Reporting Authority [ACARA] 2016c, Resources, Student diversity,
Overview, Student diversity, F-10 Curriculum v.8.3, Australian Curriculum, Assessment and Reporting
Authority, viewed 30 October 2019, <https://www.australiancurriculum.edu.au/resources/student-
diversity/>.

Australian Institute of Health and Welfare 2016, ‘Australia’s health 2016, 3.15 vision and hearing disorders’,
Australian Government, viewed 30 October 2019, <https://www.aihw.gov.au/getmedia/48ee92a8-d373-
4354-8df2-d664a974034f/ah16-3-15-vision-hearing-disorders.pdf.aspx>.

Can: Do 4 Kids 2019, Our services, Can: Do 4 Kids, viewed 30 October 2019,
<https://www.cando4kids.com.au/>.

Convention on the Rights of the Child 1989.

Dictionary.com 2019, Braille, Dictionary.com, viewed 30 October 2019,

<https://www.dictionary.com/browse/braille>.

Disability Discrimination Act 1992.

Disability Standards for Education 2005

Hyde, M, Carpenter, L & Dole, S 2017, Diversity, inclusion and engagement, 3rd edition, Oxford University
Press, South Melbourne, Vic.

Kivi, R & Boskey, E 2019, Astigmatism, Healthline, viewed 30 October 2019,

<https://www.healthline.com/health/astigmatism>.

Reimer, A., Cox, RF., Nijhuis-Van Der Sanden, MW. & Boonstra, F. 2011, ‘Improvement of fine motor skills in
children with visual impairment: An explorative study’, Research in Developmental Disabilities, vol. 32, no. 5,
pp. 1924–1933.

Schurink, J, Cox, RF., Cillessen, AH., van Rens, GHM. & Boonstra, F. 2011, ‘Low vision aids for visually
impaired children’, Research in Developmental Disabilities, vol. 32, no. 3, pp. 871–882.

Solebo, AL & Rahi, J 2014, ‘Epidemiology, aetiology and management of visual impairment in
children’, Archives of Disease in Childhood, vol. 99, no. 4, pp. 375–379.
 Jasmine McDonald

South Australian School for Vision Impaired 2018, Curriculum, SASVI, viewed 30 October 2019,
<http://www.sasvi.sa.edu.au/curriculum.htm>.

Talay-Ongan, A 2004, ‘Perceptual impairments’, in A Talay-Ongan (ed.), Early development risk and disability,
Pearson Education, Frenchs Forest, N.S.W., pp.269-283.

The Australian Government 2008, ‘Melbourne Declaration on Educational Goals for Young Australians’,
Ministerial Council on Education, Employment, Training and Youth Affairs, viewed 30 October 2019,
<http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Yo
ung_Australians.pdf>.
 Jasmine McDonald

Appendix 1
Scenario

This student is a male who is currently 9 years old and is in Year 4. Since birth this student has had minimal
vision in their left eye and has an astigmatism in their right eye which causes difficulty with up close tasks
e.g. reading and with viewing things such as the whiteboard or smartboard which are further away. This
student at times forgets to bring their glasses to school, therefore experiencing blurry, fuzzy or distorted
vision. This student heavily relies on verbal instruction to understand and complete tasks, however, struggles
to remember large chunks of information therefore, requiring information to be repeated. The school is very
supportive of being inclusive of all students and works with the parents of the child to cater for their needs.

Lesson Plan

*Modifications are written in blue text

 Jasmine McDonald
Humanities and Social Science Education
Lesson Plan

Topic: Preserving Environments Achievement standard

Lesson Outcome:
Year level: 4 By the end of the lesson, students will be able to explain the importance of environments and
be able to list and explain several strategies to protect environments (Mangroves) that
provide habitats for animals in writing.
*Modification:
 When explaining the importance of environments – students will have a choice if this
is done verbally, written or using technology (i.e. mini video).
 I.e. the student can record themselves saying the information, use a voice to text
feature on their computer, or if they type the information, they can use the text to
voice feature to read their explanation.

Achievement Standard – Geography (ACARA):

 Students recognise the importance of the environment and identify different possible
responses.
 They propose individual action in response to a local geographical challenge and identify some
possible effects of their proposed action.
Sub-strand/subject: Geography
Content descriptors
Knowledge and Understanding
The importance of environments, including natural vegetation, to animals and people (ACHASSK088).
Researching
Locate and collect information and data from different sources, including observations (ACHASSI074).
Evaluating and reflecting
Draw simple conclusions based on analysis of information and data (ACHASSI079).

Timing Procedure Organisation and resources

Lesson Context:  Excursion to the Mangroves

 Students would have previously learnt about different types of environments and the importance of preserving  Pen
these environments from going on the excursion to the Mangroves where they for example, explored the  Paper
importance of natural vegetation to animals and people.
 Jasmine McDonald
Lesson Introduction  Whiteboard + markers
Activity 1: Re-cap/class discussion  Lesson takes place in the classroom.
 Students recap what they learnt in relation to the importance of environments, including natural vegetation to  Students will be seated on the floor in one
10 animals and people and why it is important to protect them, from going on their excursion to the Mangroves by big group, in front of the whiteboard.
having a whole class discussion/brainstorm. *Modifications:
minutes
 Teacher creates/writes a brainstorm on the whiteboard of the student’s responses.  Classroom layout – set out so there is
 Teacher explains the instructions for the next part of the lesson. plenty of room to move around e.g. room
*Modifications: to walk behind someone’s chair if they
 Creating brainstorm on the whiteboard need to use dark coloured markers (e.g. black) that work push it out to get up and move around
without bumping into things.
properly, write big and clear enough so it is easier to read.
 No sharp objects left on the edges of
 The lighting– depending on where the student is sitting the lights could be reflecting on the board desks or shelves for the student to
making it too hard to read the writing. accidently bump into.
- The lights near the whiteboard might need to be turned off and / or any curtains or blinds to stop the  When sitting on the floor the student sits /
natural light coming in and creating that glare. positions themselves so their right eye can
 Teacher to verbally repeat clearly / slowly what student’s call out to ensure the student with the visual predominantly see the front / boards.
impairment could hear in case they couldn’t see because they forgot their glasses.
 Alternative to using the whiteboard is to create a brainstorm using the smartboard.
- This allows the teacher to either email a copy of the brainstorm or print off a copy once it is finished so
the student with a visual impairment can take a copy back to their desk rather than constantly having
to look up and try to read the board.
- When using the smartboard, a basic, clear, large font to make it easier to read.
 When explaining instructions for the next lesson if a visual aid is used such as a power point slide,
ensure that the information is also verbally said and broken down into smaller chunks, so it is easier to
remember.
Body of Lesson  Electronic device
Activity 2: Further research  Handouts from excursion
 Students work in small groups to conduct further research and explore about strategies to protect  Paper
environments the Mangroves.  Textas
 Students will be seated in small groups at
 Students construct a small information poster, detailing 1-2 different strategies to protect
their desks.
30 environments. *Modifications:
minutes  Teacher provides students with guided questions such as:  The student’s desk is situated close to the
- What is the strategy and what will it involve? front of the room, so the student can see
- How can it help? the boards (tables are in groups, not
- Why is it important? single desks so the student doesn’t feel
- How effective is the strategy and why? singled out and stuck up the front alone).
*Modifications:  Room layout has ensured that there are
 Small groups allows other students to read information out loud and have a designated person to no cupboards or shelves that students
regularly need access to, to minimise
 Jasmine McDonald
record each group members ideas. students walking in the way of the board.
- Brainstorm can be typed so everyone has a copy and can clearly read it e.g. the text can be enlarged.  The student is sitting so their right eye is
- If it is hand written, use dark colours on white paper (black rather than yellow). closest to the front, so they don’t have to
 Posters can be A3 so they aren’t too small with information all squished on to fit. turn as much.
 Lighting was also taken into consideration
- Can space the writing out.
when placing the student in a seat to
 Students can have the choice to create information posters by hand or using technology. minimise the glare it created on his
 Print off a copy of the guided questions for the student to keep next to them, so they are easier to refer computer screen, on the whiteboard and
to. smartboard.
- Ensure the text is big, clear and in a simple font.
 Throughout this whole time, the teacher moves around the class and checks for understanding and
verbally repeats any instructions when needed.

Lesson conclusion  Whiteboard + markers

Activity 3: Recap as a class  One big group on the floor, sitting next to
10  Students return to the floor and sit with their group members. group members
minutes  Each group shares one strategy that they came up with/researched to protect environments.
 Teacher records each group’s strategy on the whiteboard.
*Modifications:
 When each group is sharing and showing their information posters, instead of holding it up from where
they are in the circle which can be hard to see / read, each group passes their poster around the circle
to have a look at.
- Strategies will also be verbally said and recorded on the board.
 Jasmine McDonald

Assessment feedback
School of Education

Course: Inclusive Education EDUC 3055

Assignment 2 (60%): Project
Student Name: Marker:
Topic:

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

Detail provided/depth of coverage

Below requirement Satisfactory Good Very good Exceptional

Insights into critical issues

Below requirement Satisfactory Good Very good Exceptional

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

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 X GQ5: are committed to ethical action and social
knowledge 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