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Sal is the second new student and she is a 7 year old local girl. Sal is very tall and strong girl
for her age. Sals family live locally, but Sal has attended another school within the area. Sals
professional parents are concerned about Sals education needs. Sal and Alex share birthdays
close to each other. Sals file indicates she has been assessed by a Psychologist and diagnosed
as being gifted in all areas of development. Sal complains of headaches during lessons. With
Sal being tall for her age, she makes friends with girls older than her. This concerns Sals
parents that she struggles to form friendships with her peers. Sal enjoys playing sports,
singing and performs very well academically. Within the classroom Sal plays by herself
although Sal is very happy to assist other struggling students, when they need help.
Frankie is the third new student and he is a 7 year old boy and comes from an Indigenous
family, and is the youngest of 3. Frankies family speak their native language within their
family home. Frankies file shows he was born with Tetralogy of Fallot, which is a congenital
heart defect. This causes the natural flow of the blood through the heart to be reversed
(National Heart, Lung & Blood Institute, 2011). Due to his condition Frankie has had
numerous absences from School and his medical condition causes him to become weak and
tired after playing games. Frankies parents are concerned with both his health and
educational needs. Frankie has had open heart surgery and is susceptible to catching colds
and other infectious illnesses. Frankie just recently returned back to the class, after having
another stay in hospital. Due to the amount of absents, Frankies intelligence is average for
his age, but close to being below the average level for his age group.
The teaching program is focusing on family with a special emphasis on how different people
from the past and present play an important part in our lives. The areas of the Literacy
Curriculum being used include Speaking and listening, Writing and representing, Expressing
themselves and Thinking imaginatively and creatively. The other Curriculums include HISEPast and present: Stories and histories, this looks at how different cultures use their customs
and languages; and the Visual arts Curriculum. This teaching program has been designed to
be taught over five lessons, where the students will be given the opportunity to not only
express in words but also they will be able to create a visual display of what their family
means to them (NSW Board of studies, 2012).
Working with a multidisciplinary team, each member brings their experiences and skills to
the consulting meeting, so that positive strategies can be developed with the student
benefiting from this consultation process. The purpose of the multidisciplinary team is to give
the stakeholders the opportunity to express their opinions, concerns and any other vital
information, which can be used to create a clear set of goals for the individual student. These
goals can then be implemented into the teaching program (Hyde, Carpenter & Conway, 2010,
p. 122).
The multidisciplinary team would include different stakeholders for the three students. Alexs
multidisciplinary team would include the general education teacher, the special education
teacher, the Principal, Alexs mother and a member from his extended family, the teachers
aide and Alex himself. Sals multidisciplinary team would include the general education
teacher, the special education teacher, the Principal, the Psychologist (who diagnosed Sal),
the teachers aide, Sals parents and Sal herself. Frankies multidisciplinary team would
include the general education teacher, the special education teacher, the Indigenous support
worker, the teachers aide, the Principal, Frankies medical team (Doctors, Physiotherapist
and nurses), Frankies parents and Frankie (Hyde et al., 2010, p. 122-123).
For each of the individual students an Education Adjustment Plan is created. These Education
Adjustment Plans help to pin point the learning priorities and how to reach the goals set for
the student. All of the stakeholders are informed of the goals and the tools to be used to reach
these goals. This informs all of the stakeholders of the learning tools and goals for the
student. The following are the goals set for each of the three new students and they are
written in the Education Adjustment Plan style.
tasks, without diverting from the task. Alex will receive one on one attention from the
teacher. The teacher will provide prompting when it is required for Alex to stay on task. Alex
will be given a piece of a puzzle, this will be placed onto his desk as a reminder to complete
his work and any tasks assigned to him. At the end of the day, Alex will return to the teacher
all of the puzzle pieces he has collected throughout the day. The number of pieces will be
written into a book, so that at the end of the week, Alex will be able to see the improvement
in his being able to focus on his work. Alex will then be able to pick from a box, a reward to
take home. This reward will serve as a reminder to Alex at home, that when he completes a
task, he benefits from this achievement (Weinstein, 2013).
communication skills so that Alex will be able to communicate with his fellow classmates
within and outside the classroom. The teacher will monitor Alexs behaviour and encourage
Alex to work with the teacher in maintaining his physical behaviour to decrease incidents of
Alex hurting other students on a daily basis. Alex will be shown how to use positive hand
gestures to greet his fellow classmates and praise him when he does not push in or takes over
during class activities (Northern Territory Department of Education and Training, 2012, p. 67).
S.M.A.R.T Goal (Weinstein, 2013) for Sal: Sal will develop positive relationships with her
peers within and outside the classroom, by encouraging Sal to participate within classroom
discussions and activities. Sal will be encouraged to develop these relationships as Sal works
as part of a team during the classroom lessons. The team activities will provide Sal with the
opportunity to express her understanding of the lesson, and this will be reflected in her work.
By the end of the lessons, the group activities will give the teacher insight into how Sal has
developed positive relationships with her peers, and Sal will be able to assist other students
who require assistance to complete an activity or task (Northern Territory Department of
Education and Training, 2012, p. 6-7).
with support for his medical condition, by making sure that the teaching staffs are made
aware of Frankies medical condition. This will allow the teaching staff can watch out for
signs of Frankie becoming tired or developing any symptoms of a cold or other illness.
Creating a silent reading area with beanbags, were Frankie can go and sit and listen to the
lesson, while resting. Having an Indigenous Support Worker working alongside Frankie, to
assist him with making the connection between the lessons, this is delivered in English, so
that he can relate it to his native language (Northern Territory Department of Education and
Training, 2012, p. 6-7).
the community circle by expressing his ideas during class discussions. With the assistance of
the Indigenous Support Worker helping Frankie to understand the lesson, Frankie can then
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become more confident in speaking and sharing his thoughts and ideas. By using Indigenous
stories in the teaching program, this will allow Frankie to incorporate his Indigenous heritage
into his learning (Northern Territory Department of Education and Training, 2012, p. 6-7).
With the use of a tool such as Ten gems for the brain (Pheloung & Liljeqvist, 2004), can
assist with the developing of the students gross motor skills. This tool is designed to be used
with all levels of abilities, as the different movements within the program help the student
develop the different gross motor skills, needed for everyday living. The different movements
assist the brain in working and connecting their hand and body coordination skills, without
causing too much of a physical strain on the body. Linking this activity with Frankies doctors
list of activities which he can participate in, will assist with his health. The other students Sal
and Alex will also benefit from this activity as they too will develop their coordination skills
(Pheloung & Liljeqvist, 2004).
Plumridge (1993), states that by introducing simple changes to the way the classroom is
viewed from a able students point of view and changed it how a student with a disability or
special need viewed the classroom. This would affect how the classroom is set up with the
outlay of the desks and areas for reading would reflect the physical needs of these students. In
the case of the classroom, by designing an area where the students can go to for quite reading
with bean bags to sit in, this would benefit Frankie. As Frankie does get tired easily, there
would be a special bean bag just for him to sit in, as he is susceptible to catching colds and
other illnesses, the other students would not be allowed to use this bean bag. When Frankie
becomes tired, he would be allowed to go and sit in this area and still listen to the lesson and
not be excluded from the classroom. Plumridge (1993) also states that consideration needs to
be given to students with medical and other special needs, so that as these students need
equipment that can be adaptive, then so do the classrooms (Plumridge, 1993, p. 25).
As a teacher it is important that each student within the class is valued and included within all
of the lessons, so that they are able to achieve and meet their learning needs. To achieve this
by changing of the use of book and web tool within the lessons, such as introducing an
Indigenous story to the lesson and the Indigenous Support Worker, will allow Frankie to
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relate to the story and to his fellow class mates. The tool of Ten gems for the brain (Pheloung
& Liljeqvist, 2004), will also improve the gross motor skills of all three students and built
their confidence with forming friendships with their fellow class mates. By giving Alex and
Sal opportunity for contributing to the class discussions, will also build their confidence in
knowing that they are a valued member of the class. With the use of the puzzle pieces for
Alex help to keep his mind on the task and he will be able to realise that he is capable of
completing a task. In conclusion there are a number of different things which can be added to
the teaching program so that all three of the new students can be included into the classroom.
References
Dust Echoes (2007). Brolga Song [Video file]. Retrieved from
http://www.abc.net.au/dustechoes
Hyde, M., Carpenter, L & Conway, R. (2010). Diversity and Inclusion in Australian
Schools. South Melbourne: Victoria, Australia. Oxford University Press.
Malbunka, M. (2004). When I was little, like you. Crows Nest, Australia. Allen & Unwin.
National Heart, Lung, and Blood Institute. (2011). What is Tetralogy of Fallot? Retrieved
from http://www.nhlbi.nih.gov/health/health-topics/topics/tof/
NSW Board of Studies. (2012). Human society and its environment syllabus. Retrieved from
http://syllabus.bos.nsw.edu.au/hsie/history-k10/
Pheloung, B. & Liljeqvist, J. (2004). Ten gems for the brain. The move to learn movement
sequences. (3rd ed.). Retrieved from http://www.movetolearn.com.au
Plumridge, D. (1993). The student with a genetic disorder: educational implications for
special education teachers and for physical therapists, occupational therapists, and
speech pathologists. Retrieved from
http://web.b.ebscohost.com.ezproxy.cdu.au/ehost/ebookviewer/ebook/ZTAwMHh3d1
9fNDY1ODUwX19BTg2?sid=1ffe01a0-ff94-467b-9614765f99ef2a1c@sessionmgr111&vid=1&format=EB&1pid=1p_25&rid=0
Lesson Plans
Lesson Plan 1- Primary
Unit/Topic: English
Date:
Introduction (Set):
Teaching Approaches
20 mins
Time
Main Content:
10
10 mins
RESOURCES
(Include equipment required for class and/or for teacher preparation)
Smartboard, Smartboard pens, Writing books and pencils.
SAFETY CONSIDERATIONS/MATERIALS
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Date:
Introduction (Set):
Teaching Approaches
12
15 mins
Time
15 mins
RESOURCES
(Include equipment required for class and/or for teacher preparation)
Smartboard, Smartboard pens, Flower worksheets and pencils.
SAFETY CONSIDERATIONS/MATERIALS
14
Date:
15 mins
Introduction (Set):
Teaching Approaches
Time
15 mins
Main Content:
Ask the students to go back to their desks and
write in their writing books- and write the
differences they found between the two stories.
Allow the students to write down what is on the
Smartboard.
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Date:
15 mins
Introduction (Set):
Teaching Approaches
Time
15 mins
Main Content:
Ask the students to go back to their desks and
write in their writing books- a list of stories that
they know and are told at home in their family.
Ask the students to include in their writing as to
the setting the story is told-is the story read or
spoken at bedtime, is it told at the dinner table.
Recap the lesson-Family can mean many things to
different people, but the most important part of a
family is that you are loved.
FrankieEncourage
Frankie to share any
stories that are told within
his family. Give Frankie
plenty of time to share in
the discussions. Have
Frankie work with the
Indigenous
Support
Worker, so that he can
connect the lesson with
his own life experiences.
Keeping an eye out for
signs
of
Frankie
becoming tired. Allow
Frankie to move to the
silent reading area to rest,
encourage Frankie to
move his beanbag out so
that he can still see the
board and listen to the
lesson.
Teaching Approaches
As the students are
working on their workwalk around the class
room and give the
students who need help
the help they need. Keep
an eye out for students
who are working quietly
and may need the
assistance from me.
Alex & Frankie- Give
Alex and Frankie time to
complete the task. Allow
them to use pictures so
that they can make the
connection to the words
used in the task.
Alex- Reward Alex when
he completes the task, by
giving him a piece of his
puzzle. Point to the
picture and word prompts
on Alexs desk, as a way
of encouraging Alex to
stay on task. Give Alex
one on one attention while
he is completing the task.
SalGive
Sal
the
opportunity to help other
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20
Date:
15 mins
Introduction (Set):
Teaching Approaches
Eg DOL strategies, grouping
strategies
Alex- Ask the students to
share if they have ever
been made to feel
different. Allow Alex to
share his experiences.
Have Alex sitting at the
front of the class while
seated on the floor.
Remind Alex of the
puzzle
pieces
for
completing a task. Prompt
Alex to share in the class
discussions. Give Alex
time to think and share.
Sal- Ask Sal if there has
ever been a time when she
had to spend some time
away from her family.
Encourage Sal to share in
class discussions. Give
Sal opportunity to share
21
Time
15 mins
Main Content:
Ask the students to go back to their desks and
write in their writing books- and write their
feelings into 2-3 sentences. Allow the students to
use words on the board- as these are the students
feelings.
Give the students a sentence starter If I was in
the story I would feel
When they have finished, remind the students that
family is about where we belong and are loved.
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