Inclusive Education – EDUC 5174

Assessment 2 – Critical Incident Project

Michael Allen – 110045956

Inquiry Question

How can teacher pedagogy and differentiation facilitate inclusion and enhance learning for
students with Foetal Alcohol Spectrum Disorder?

Critical Incident Recap (pitch summary for markers benefit)

- I was heckled by a student in my year 9 girls Physical Education class

- Through discussion with mentor I found out she has Foetal Alcohol Syndrome and
comes from a disadvantaged home life
- Her behaviour was problematic and she was very distracted in class, often struggling
to stay on task and acting out at times
- There were no noticeable support mechanisms in place and limited steps being
taken to accommodate this student
- No Negotiated Education Plan in place
- This was troubling, it made me question the extent to which inclusive policy and
standards were being met

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Critical Analysis: Making Sense of the Literature

Foetal Alcohol Spectrum Disorder (FASD) is potentially the most prolific cause of learning
disabilities in the Western world (Westrup 2013, p. 309). FASD is the result of prenatal
maternal alcohol consumption (Millar et al. 2017, p. 3). FASD is an umbrella term that
encompasses an array of complex learning and developmental disabilities, under this
umbrella the characteristics of individuals can vary significantly (Popova et al. 2016, p. 165).
Children and young people with FASD commonly face multifaceted barriers to full inclusion
in education. Neurodevelopment is effected by FASD, it is not uncommon for students with
FASD to have delayed acquisition of the following; cognitive development, literacy skills,
emotional regulation and social skills (Popova et al. 2016). Westrup (2013) identifies erratic
behaviour, short and spontaneous attention spans and problems with remembering as
being the most significant concerns for teachers of students who have FASD.

Students with FASD often have challenging behaviour due to poor development of adaptive
behaviours (Popova et al. 2016, p. 166). Popova et al. (2016) suggest students with FASD are
often perceived by teachers as ‘troublesome’ as opposed to students who behave poorly
because of their disability. Preconceived impressions of students with FASD are generally
unintentional, but this attitude can create a barrier to inclusion (Pivik, Mccomas & Laflamme
2002). Forlin and Chambers (2011) suggest these attitudes might be the lingering effect of
non-inclusive education, contrary to the goals of the Disability Standards for Education and
Australian Institute of Teaching and School Leaderships standards (AITSL) (Department of
Education and Training 2015; Australian Institute of Teaching and School Leaderships
standards 2017).

Poor behaviour results in students with FASD being removed from class and suspended at a
higher rate than their peers (Popova et al. 2016). Duquette, Stodel and Fullarton (2006, p.
29) noted similar results ten years prior, students with FASD were suspended and expelled
more frequently. Teachers have suggested they feel ill equipped to behaviour manage
students with FASD (Millar et al. 2017, p. 7). Education research has identified a strong
connection between teacher perceptions of students and learning outcomes (Trouilloud,
Sarrazin, Bressoux & Bois 2006). Teachers should differentiate their behaviour management.
Adopting a targeted student-specific approach that focusses on developing understanding

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of inappropriate behaviour is necessary even in older students (Millar et al. 2017, p. 9).
Employing this strategy can equate to improved behaviour (Millar et al. 2017). This would in
turn result in reduced chances of student removal, therefore improving student inclusion.
Additionally, doing so meets the requirements of AITSL Standard 3 (AITSL 2017).

Ferreira and Cruz (2017, p. 2) identify attention deficit as being one of the most common
neurological consequences of FASD. Students with FASD often have issues with attention
that manifest in a way that is similar to students with ADHD (Westrup 2013, p. 315).
Attending to information is necessary for learning. Sensory information that is not attended
to will not be encoded into memory, therefore that information cannot be retrieved from
memory for future use (Woolfolk & Margetts 2016, p. 251). Duquette, Stodel and Fullarton
(2006) identified a range of strategies that help students with FASD better attend to
information. Strategies to improve attention are; break concepts into ‘chunks’ of
information, provide clear and concise instructions, present information visually (not just
orally), flexible pacing, multisensory active learning time, give instructions one at a time and
accommodate through differentiation (Duquette, Stodel & Fullarton 2006). These strategies
capture the sentiment of Universal Design for Learning (Vitelli 2015). Not only would
students with FASD benefit from a teacher incorporating these tactics into their pedagogy.
There would be scope for the teacher to differentiate the nature of resources or tasks to
include more scaffolding to support students with FASD. Tasks with increased scaffolding
that provides focus and creates breaks in the learning would increase the likelihood of a
student with FASD staying on task and benefiting from learning tasks, thus enhancing
inclusion (Duquette, Stodel & Fullarton 2006). Including differentiation of this nature
supports the attainment of AITSL Standard 1.6 and is achievable within the structure of the
Australian Curriculum (AITSL 2017; The Australian Curriculum, Assessment and Reporting
Authority 2016).

Attending to information is a precursor to encoding memories and remembering is essential

to learning (Woolfolk & Margetts 2016). Poor retention of pervious learning will directly
impact on the student’s ability to actively engage and benefit from subsequent learning
(Woolfolk & Margetts 2016). FASD has an effects memory, students with FASD are often
seen to have information go in one ear and out the other (Duquette, Stodel and Fullarton
2006). Kerns et al. (2017, p. 122) recognize that there is currently limited literature on
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cognitive approaches for improving memory in students with FASD. However, general
memory improving strategies can benefit students with FASD (Kerns et al. 2017). Providing
multiple opportunities for learning to be revisited that encourages repetition by the student
is good practice, pairing this with a focus on developing metacognitive skills is even better
(Kerns et al. 2017). This may require the teacher to differentiate the nature of tasks so that
students with FASD are encouraged to cover concepts at a reduced pace but in a way that
allows them more opportunities to repeat what is being learnt. This differentiation ensures
students are included in the learning tasks of their peers by undertaking them in a way that
is suitable for their needs.

Children and young people with FASD often have the burden of disadvantaged home lives in
addition to their disability (Fargland et al. 2012). Westrup (2013) suggests that FASD often
goes unrecognized as a result of being masked by secondary disabilities and poor
communication. Strong connections between schools and family has been shown to
positively impact learning (Garbacz & Sheridan 2011). Therefore teachers should endeavour
to create connections with the families or carers of students with FASD and encourage their
involvement in the educative process, thus meeting the requirement of AITSL Standard 7
(AITSL 2017).

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Conclusion: Making Meaning of the Critical Incident

Popova et al. (2016) pointed out the complex and multifaceted inclusion barriers faced by
students with FASD: behaviour regulation, attention, and memory. Numerous behavioural
and learning patterns one might expect from a student with FASD were observable in the
incident. There was a tendency to behave disruptively, a reduced capacity to focus on
specific tasks and challenges recalling prior learning. There is a mandated obligation for
teachers to meet these complex needs to ensure the full inclusion and learning of students
with a disability (AITSL 2017; Department of Education and Training 2015).

Strategies implemented to support the student in the acquisition of improved behaviour

were absent, behaviour was managed reactively not proactively. Managing behaviour, AITSL
(2017) standard 4.3, is somewhat being achieved. However, failing to create an approach for
improvement may result in future exclusion by removal or suspension (Duquette, Stodel &
Fullarton 2006). If this were to occur it would be in direct contradiction to the mandated
rules of the Disability Standards for Education 2005 (Department of Education and Training
2015). Popova et al. (2016) attributes teacher misunderstanding as being a factor in poor
behaviour management of students with FASD. Schools must enable participation of
students with a disability, exclusion hardly seems like the school meeting their legislative
requirements. Failure to understand the student’s disability and critically analyse relevant
literature (CO1, CO4) seemed to be the likely cause of this approach, effectively setting the
student up for failure.

Losing focus and becoming distracted during learning activities was occurring regularly.
Given the issues with attention students with FASD commonly have, this is not surprising
(Ferreira and Cruz 2017). Content delivery and student tasks were not differentiated, lack of
accommodation means the complex neurological needs of the student were not being fully
met (Westrup 2013). AITSL (2017) standard 1.5 and 1.6 outline the need for teachers to
effectively meet the learning needs of students of all abilities through differentiation and
implement strategies to support the full participation of students with a disability. Content
delivery and task structure somewhat represented strategies identified by Duquette, Stodel
and Fullarton (2006) (listed in critical analysis), however there were no occasions of using
multisensory learning or differentiated forms of expressing learning. Therefore, this would

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indicate that the AITSL Standards (2017) and Disability Standards for Education (Department
of Education and Training 2015) were only being partially met.

The Australian Curriculum, Assessment and Reporting Authority (ACARA) (2016) have
constructed the Australian Curriculum so that future learning builds upon prior learning. If
previous learning is absent then future learning cannot occur without differentiation. Kerns
et al. (2017) noted the challenge faced by students with FASD in retaining information over
time. Strategies that differentiate to provide students with FASD more opportunities for
repetition have been identified as an effective approach to improving retention (Kerns et al.
2017). There was no evidence of such an approach being used for this student in this
context, all students undertook identical tasks. There was differentiation of outcome
expectations but no discernible differentiation employed to help the individual improve
their ability to remember content, suggesting AITSL Standard 3.1 was not being met (AITSL
2017).

Moving forward as a teacher it is important to learn from imperfect examples. Learning

through continued professional development results in increasingly inclusive and supportive
teachers and schools (Bačáková & Closs 2013). Reflecting on the critical incident there was a
disconnection between best practice in theory and what happened in reality. Proactive
pedagogies had not been defined or implemented and differentiation was minimal.
Approaching matters surrounding inclusion and student diversity looks like; applying current
inclusion strategies (CO2), evaluate complex needs and apply person centred pedagogy
(CO4), and meet all policy and legislative requirements (C06). The conclusion that can be
drawn from this particular incident is that enhancing the quality of inclusion at the site
should be a priority.

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Personal Action Plan: Planning for the Future

Based on the limited effectiveness of strategies I observed, this action plan will be primarily
focussed on behaviour management approaches to reduce likelihood of student removal,
differentiation to that supports effective attention, and differentiation that enhances
remembering (Millar et al. 2017; Kerns et al. 2017).

Millar et al. (2017, p. 9) recommend teachers implement proactive approaches for

improving behaviour regulation in students with FASD. The suggested approach is a student-
specific strategy that develops an understanding of appropriate and inappropriate
behaviours (Millar et al. 2017, p. 9). The proactive method I intend on using is a Restorative
Justice approach. Restorative Justice is a way of following up incidences of poor behaviour
that encourages reflection (understanding what was wrong with the behaviour), accepting
accountability, and restoring relationships (Toews 2013). This strategy means that the
specific needs of a student with FASD are being met and maintains inclusion in an evidence
supported way (CO1, CO2, CO4). Approaching behaviour management in this way is
beneficial to more than just students with FASD, it manages classroom behaviour (AITSL
Standard 4.3) and encourages personal emotional and social development.

Understanding the unique and complex neurological needs of a student is essential to

implement appropriate differentiations (Popova et al 2016). This relates directly to standard
1.1, 1.2, 1.5 and 1.6 of the AITSL Teacher Standards (AITSL 2017). In order to achieve this I
will be applying principles outlined within the UDL and strategies recommend within the
literature that relates specifically to teaching students with FASD (Vitelli 2015; Duquette,
Stodel & Fullarton 2006).

Instructions will be as explicit and concise as possible, making sure not to provide too much
information all at once. Due to FASD having an impact on attention, it is important student’s
attention is directed to the most critical information (Kerns et al. 2017). Additionally, verbal
instructions should be paired with another form of information representation
(multisensory representation) (Duquette, Stodel & Fullarton 2006). For example, when
learning a movement in Physical Education the movement cues will be key words only, and
each cue will be supported with a demonstration (visual stimulus). This approach meets the
specific needs of the individual with FASD while also optimising learning for their peers,
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effectively addressing AITSL Teaching Standards 2.1 and 3.3 and Disability Standards for
Education (AITSL 2017; Department of Education and Training 2015).

Supporting students full learning inclusion will requires resources and tasks to be
differentiated. Duquette, Stodel and Fullarton (2006) propose increasing the amount of
scaffolding provided to student with FASD assisting them in maintaining their attention. This
will be achieved through the creation of resources that vary slightly from the majority of the
class (as required). These resources will break down tasks into smaller ‘chunks’, allowing the
student with FASD to focus on one thing at a time. There will also be additional prompts
within resources to help guide the students learning. Accommodations of this nature are
required to meet the Disability Standards for Education 2005 and AITSL Standard 1.6
(Department of Education and Training 2015; AITSL 2017).

Students with FASD commonly have trouble remembering, it is important that teachers
pedagogy targets memory improvement (Kerns et al. 2017). Kerns et al. (2017) identified
that increasing opportunities for repetition as an approach for supporting students,
including students with FASD, remember better. Therefore tasks and resources should be
designed with this in mind. Applying this to my future practice will involve ensuring lessons
are planned to provide adequate time for students to repeat learned concepts multiple
times. Additionally, previously learnt content will be revisited on occasion to reinforce this
repetition. Take the following specific example, learning a tennis serve. Students will be
given opportunities to practice this technique multiple times within a lesson, future lessons
will include revision instead of treating it as expected prior learning. Implementing a
strategy like this meets the requirements of AITSL Standard 3: Plan for and implement
effective teaching and learning (AITSL 2017). This adjustment to teaching supports the
whole class while specifically seeking to include the student with FASD by understanding
their needs (CO2, CO4).

Part of my plan is for when I feel the need for additional support. Millar et al. (2016) noted
the responses of many teachers, they felt they did not have the skill set required to
effectively manage and teach students with FASD. Bačáková and Closs (2013) suggest that
purposeful continued professional development and engagement with peers improved
inclusive teaching. AITSL (2017) mandates teachers to engage in professional learning to

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meet the requirements of Standard 6. Therefore, when faced with a challenge and feeling as
though I could be doing something more effectively, I will proactively seek the knowledge
and guidance of those within the school who are there to support teachers.

To summarise the goals of this action plan, the ultimate intention is to strive to do more
than the minimum. Tailoring my pedagogy proactively to meet the needs of students with
specific needs will be a lynch pin of my practice. Being a forward thinker with planned
differentiations will allow me to best serve the needs of every student in the class.
Standards and policy will be viewed as something to reach in the most rich and authentic
way possible, not as a superficial check box to be ticked and forgotten about. This is an
ethical duty of mine as a prospective teacher, and not something I take lightly.

Word Count

Less than 2420 (2200 +10%)

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Reference List

Australian Curriculum, Assessment and Reporting Authority 2016, Curriculum, Australian

Curriculum, Assessment and Reporting Authority, viewed 1 November 2017, <
http://www.acara.edu.au/curriculum>.

Australian Institute for Teaching and School Leadership 2017, Teacher Standards, Australian
Institute for Teaching and School Leadership, viewed 1 November 2017, <
https://www.aitsl.edu.au/teach/standards>.

Bačáková, M & Closs, A 2013, 'Continuing professional development (CPD) as a means to

reducing barriers to inclusive education: research study of the education of refugee children
in the Czech Republic', European Journal of Special Needs Education, vol. 28, no. 2, pp. 203-
216.

Department of Education and Training 2015, Disability Standards for Education 2005,
Department of Education and Training, Australian Government, viewed 1 November 2017, <
https://docs.education.gov.au/node/16354>.

Duquette, C, Stodel, E & Fullarton, S 2006, 'Teaching Students With Developmental

Disabilities: Tips From Teens and Young Adults With Fetal Alcohol Spectrum
Disorder', Teaching Exceptional Children, vol. 39, no. 2, pp. 28-31.

Fagerlund, Å, Autti-Rämö, I, Mirjam, K, Pekka, S, Hoyme EH, Mattson, SN & Korkman, M

2012, 'Adaptive behaviour in children and adolescents with foetal alcohol spectrum
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child & adolescent psychiatry, vol. 21, no. 4, pp. 221-231.

Ferreira, DL & Cruz, MS 2017, 'Intelligence and Fetal Alcohol Spectrum Disorders: A
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Forlin, C & Chambers, D 2011, 'Teacher Preparation for Inclusive Education: Increasing
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pp. 17-32.

Garbacz, SA & Sheridan, SM 2011, 'A Multidimensional Examination of New Zealand Family
Involvement in Education', School Psychology International, vol. 32, no. 6, pp. 600-615.
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Kerns, KA, Macoun, S, Macsween, J, Pei, J & Hutchison, M 2017, 'Attention and working
memory training: A feasibility study in children with neurodevelopmental disorders', Applied
Neuropsychology: Child, vol. 6, no. 2, pp. 120-137.

Millar, JA, Thompson, J, Schwab, D, Hanlon‐Dearman, A, Goodman, D, Koren, G & Masotti, P

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Pivik, J, Mccomas, J & Laflamme, M 2002, 'Barriers and Facilitators to Inclusive

Education', Exceptional Children, vol. 69, no. 1, pp. 97-107.

Popova, S, Lange, S, Burd, L, Nam, S & Rehm, J 2016, 'Special Education of Children with
Fetal Alcohol Spectrum Disorder', Exceptionality, vol. 24, no. 3, pp. 165-175.

Toews, B 2013, 'Toward a restorative justice pedagogy: reflections on teaching restorative

justice in correctional facilities', Contemporary Justice Review, vol. 16, no. 1, pp. 6-27.

Trouilloud, D, Sarrazin, P, Bressoux, P & Bois, J 2006, 'Relation between Teachers' Early
Expectations and Students' Later Perceived Competence in Physical Education Classes:
Autonomy-Supportive Climate as a Moderator', Journal of Educational Psychology, vol. 98,
no. 1, pp. 75-86.

Vitelli, EM 2015, 'Universal Design for Learning', Journal of Special Education Technology,
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Westrup, S 2013, 'Foetal Alcohol Spectrum Disorders: As prevalent as autism?', Educational

Psychology in Practice, vol. 29, no. 3, pp. 1-17.

Woolfolk, A & Margetts, K 2016, Educational psychology, 4th edn, Pearson Australia,
Melbourne, VIC.

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