102746: Inclusive Education, Principles & Practices

ASSIGNMENT 1: INCLUSIVE EDUCATION, PRINCIPLES & PRACTICES

MODULE REFLECTIONS

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MODULE 3: ALL MEANS ALL

‘All Means All’ occurs when inclusion extends beyond a supportive, engaging classroom and into a
whole-school approach. According to Bagnato et al. (2010), intervention to create an inclusive
school requires adaptations to curricula, assessment methods, and other physical features to provide
equal opportunities for all children attending the school. However, as Sylvana (n.d.) identifies in the
module videos, these adaptations cannot occur without attitudes displaying a willingness for
change. In this instance, ‘all is not quite all’ when teachers and schools segregate or integrate
children with impairments and disabilities. Although the definition of segregation is clear, Moore
(2013) suggests some teachers may confuse integration as inclusion. This is problematic due to
integration consisting of placing an impaired child within a classroom without adapting and
involving them in the same activities as other students, and thus, excluding them from learning
opportunities. However, by promoting inclusion as a whole-school approach, ALL students are
given equal opportunities within an environment that corresponds to student needs and preferences
and thus, allows the same meaningful participation as other children (Moore, 2013).

MODULE 9: TRANSITION & CONTINUITY

However, successful transitions are always achieved when all stakeholders are actively involved in
the process (Conway, 2017). As the sending teacher, it is vital aspects of the future transition are
implemented to gradually introduce and prepare the student(s) for the oncoming context (Conway,
2017). This could involve developing a document in collaboration with appropriate stakeholders (ie.
parents) that provides information about the student’s strengths, interests, and learning capabilities
for the next teacher (Deakin University, 2019). Similarly, as the receiving teacher, integrating
previous and familiar strategies into classroom practices allows the student to comfortably transition
into the new context (Hagarty & Morgan, 2020). Maintaining observation of how the student is
coping within the new environment also emphasises future implications for catering the
environment to their learning needs and other transitions to come (Conway, 2017).

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102746: Inclusive Education, Principles & Practices

REFLECTION
Examining the perceptions of parents/carers revolutionised my ideologies and appreciation towards
inclusive education. Initially, I commenced this unit with limited knowledge upon people with
disability. I was oblivious this referred not only to the individual, but those surrounding them
including parents/carers. However, this aperture became rapidly occupied by new and enlightened
understandings as perceptions such as Fialka’s (2001) empathetically captivated me. This
challenged my inclusive ideologies and emphasised approaches I must adopt. Evidently, literature
foregrounded these approaches through explaining the significance of teacher-parent/carer
collaborative partnerships (Fordham & Johnston, 2014). Embracing this, I must actively involve
parents/carers in decision-making and planning to incorporate their “unique dance steps” (Fialka,
2001, p.27) for inclusive education. Hence, this phenomenon indicates competency for Standard
7.3.1 (AITSL, 2011, p.22).

Meaningful engagement with unit content empowered pedagogical refinement for inclusive
education. Developing an understanding for legislative requirements was challenging for me.
Although vital, I found researching them overwhelming and monotonous. However, investigating
case studies whereby legislation was denied (Alvaro, 2020) produced incentive to comprehend
policy and research how perceptions of disability impacted inclusive education (Poed, 2020).
Subsequently, exploring the social model of disability emphasised my existing medical views of
disability (Foreman & Arthur-Kelly, 2017) and provoked change. By eliminating misconceptions, I
recognised how environments disable the individual (Graham et al., 2020). This promoted
implications for modified practice that supports full participation and learning of students with
disability (Standard 1.6.1, AITSL, 2011).

Finally, my pedagogy now ensures all students receive inclusive education, with and without
disability. Producing my position paper for inclusive education prompted realistic recommendations
for my future practice. Specifically, researching ‘Universal Design for Learning’ (UDL) provided
valuable insights for how removing barriers supports differentiation and yields authentic learning
opportunities for all students (Cologon & Lassig, 2020). Incorporating these approaches into my
pedagogy ensures learning goes beyond differentiation and becomes equally accessible for
everyone (Cologon & Lassig, 2020). However, to achieve true ‘Quality Differentiated Teaching
Practice’ (QDTP) I will need to practise UDL in real-world contexts (Cologon & Lassig, 2020).
Through this, I will genuinely achieve Standard 1.5.1 (AITSL, 2011).

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REFERENCES
Alvaro, A. (2020). Student with Down syndrome has enrolment 'cancelled' by Launceston school.
ABC News. Retrieved from: https://www.abc.net.au/news/2020-07-22/student-with-down-
syndrome-has-school-enrolment-cancelled/12478980
Australian Institute for Teaching and School Leadership [AITSL]. (2011). Australian Professional
Standards for Teachers. Education Services Australia, Melbourne: New South Wales. Retrieved
from: https://www.aitsl.edu.au/docs/default-source/national-policy-framework/australian-
professional-standards-for-teachers.pdf
Bagnato, S. J., Neisworth, J. T., & Pretti-Frontczak, K. (2010). LINKing authentic assessment and
early childhood intervention: Best measures for practices. 2nd ed. Baltimore: Paul H.
Brookes.

Cologon, K. & Lassig, C. (2020). Universal approaches to curriculum, pedagogy and assessment. In
L.J. Graham (Ed.) Inclusive Education for the 21st Century: Theory, Policy and Practice, p.3-
26. Allen & Unwin, NSW.

Commonwealth of Australia. (1992). Disability Discrimination Act. Retrieved from

http://www.comlaw.gov.au/Details/C2013C00022

Commonwealth of Australia. (2005). Disability Standards for Education. Canberra: Author.

Retrieved from http://ddaedusstandards.info/education.stds.php
Conway, R. (2017). Accommodating transitions across the years. In M. Hyde, L. Carpenter & S.
Dole (Eds.), Diversity, inclusion and engagement (3rd ed., pp.410 - 436). Oxford University
Press.
Deakin University (2019). Transition from an early childhood education and care setting to a
primary school. All Play Learn. Retrieved from:
https://allplaylearn.org.au/primary/teacher/transition-to-primary/

Fialka, J. (2001). The dance of partnership: Why do my feet hurt? Young Exceptional Children,
4(2), p.21-27. doi: 10.1177/10962506010040020

Fordham, L., & Johnston, C. (2014). Family-centred practice for inclusive early years education. In
K. Cologan (Ed.), Inclusive education in the early years: right from the start, p.171-188. Oxford
University Press.

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102746: Inclusive Education, Principles & Practices

Foreman, P. & Arthur-Kelly, M. (2017). Inclusion in Action, 5th ed., p.198-236. South Melbourne,
Australia: Cengage Learning Australia.

Graham, L.J., Medhurst, M., Tancredi, H., Spandagou, I. & Walton, E. (2020). Fundamental
concepts of inclusive education. In L.J. Graham. (Ed.), Inclusive education for 21st century:
Theory, policy and practice (pp.100-121). Allen & Unwin.

Hagarty, I. & Morgan, G. (2020). Social-emotional learning for children with learning disabilities: a
systematic review. Educational Psychology in Practice, 36(2), p.208-222. Retrieved from:
https://www.tandfonline.com/doi/abs/10.1080/02667363.2020.1742096

Moore, T. (2013). Making the Early years inclusive: How can we respond to all children’s needs for
meaningful participation. National Inclusion Conference – Re-imaging Inclusion. Retrieved
from http://reimagininginclusion.org.au/wp-content/uploads/2013/11/Dr-Tim-Moore.pdf

Poed, S. (2020). Legislation, litigation and implications for inclusion. In L.J. Graham.
(Ed.), Inclusive education for 21st century: Theory, policy and practice (pp.100-121). Allen &
Unwin.
Sylvana (n.d.). Learning object: What does inclusion look like for you?. WSU: Western Sydney
University. Retrieved from:
https://vuws.westernsydney.edu.au/webapps/blackboard/content/listContent.jsp?
course_id=_34268_1&content_id=_5949695_1

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ASSIGNMENT 3: INCLUSIVE EDUCATION, PRINCIPLES & PRACTICES

APPLIED PROJECT: UNIVERSAL DESIGN FOR LEARNING

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INTRODUCTION

Pasal is a six-year old boy preparing to transition into kindergarten. Although diagnosed with
cerebral palsy at a young age, Pasal continues to conquer his aspirations in swimming, gymnastics,
and education. Extensively supported by his pre-school, Rashmie (his mother) aspires for Pasal to
transition permanently into a mainstream primary classroom. However, Rashmie fears the pre-
school’s approaches will not be replicated within primary school and thus, neglect this goal.
Therefore, observing Pasal’s interactions within his pre-school enabled an assessment for learning
that rendered implications for his successful transition and continuity. Evidently, Pasal’s interaction
with the dollhouse demonstrated high-cognitive and affective engagement towards play-based
learning (Attard, 2012). This is crucial for Pasal, as enjoyment strengthened his Mathematical
understanding of spatial awareness whilst “building neural pathways between new sensations and
emotional feelings” (Duchesne & McMaugh, 2019, p.190) for self-regulation. Additionally, this
facilitated Pasal’s full participation whilst providing equally accessible education with his peers.
Rashmie emphasised one-on-one collaboration vital for Pasal’s education, as it encouraged
communicational skill development whilst producing enhanced learning outcomes. Vygotsky’s
theory of constructivism (1978) supports this, as collaboration strengthens the construction of
knowledge and deepens understanding (Margetts & Woolfolk, 2019). This approach is also
beneficial for decreasing Pasal’s disposition to lose interest in repetitive tasks. Collaboration fosters
opportunities for scaffolding Pasal’s learning, for instance, refocusing his critical thinking using
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open-ended questions and visual prompts (Travers, Morisano & Locke, 2015). Furthermore,
adapting this approach to Pasal’s needs ensures equal freedom of choice in his education and
encourages endured self-efficacy (Margetts & Woolfolk, 2019). Overall, the observed assessments
for learning emphasised valuable strategies for Pasal’s successful transition and continuity
throughout primary school.

SUPPORTIVE & INCLUSIVE LEARNING ENVIRONMENT

Universal Design for Learning (UDL) will be implemented to support not only Pasal’s inclusive
primary education, but all students. This pedagogical approach intends to eradicate barriers to
ensure equal access to substantive and differentiated learning (Cologon & Lassig, 2020). Therefore,

implementing UDL principles (Meyer, Rose & Gordon, 2014) through Cologon & Lassig’s (2020)
five-step methodology (Figure 1) will ensure flexible, responsive, and supportive education for
Pasal and his classmates.

As cerebral palsy affects Pasal’s muscle control, reasonable classroom adjustments must be
considered to support his mobility and participation within all learning experiences (Cerebral Palsy
Alliance, 2018; Graham, 2020) . Subsequently, further individualised adjustments can be
implemented to suit Pasal’s learning interests and strengths amongst other classmates’. For instance,
incorporating collaborative learning to ensure “flexible grouping based on readiness, interests and
(Pasal’s) learning profile” (Cologon & Lassig, 2020, p.190). Flexible grouping is significant for
UDL, as it eradicates the common barrier of ability grouping that detriments low-ability groups and
produces low achievement (Cologon & Lassig, 2020). However, flexible grouping must be
carefully planned and catered to student needs (Tomlinson, 2017), including Pasal’s one-on-one
preference. Similarly, another misconception of UDL is the unrealistic implementation of

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individualised lesson plans (Cologon & Lassig, 2020). Alternatively, teachers should facilitate
whole-class, small-group and individual-balanced learning to ensure authentic engagement across
diverse contexts (Tomlinson, 2017). Aligning with the MeE Framework (Munns & Martin, 2005),
this motivates opportunities for high-cognitive, -affective, and -operative engagement as teacher’s
low expectations are diminished and strength-based “opportunities to engage in meaningful work
with high-level thinking” (Cologon & Lassig, 2020, p.191) becomes encouraged. Additionally,
UDL pedagogies closely link to ideologies for ‘E’ngagement with education beyond school (Munns
& Martin, 2005). Crucial for all students, social and emotional belonging enable successful
transitions into broader society and promote an optimal quality of life (Davis et al., 2020). Thus,
UDL will support Pasal and peers’ inclusive learning environment and beyond.

TEACHING: LESSON PLANS

UNIT OVERVIEW & JUSTIFICATION

Consolidating the unit intention for Pasal’s individual achievement promotes numerous possibilities
for inclusive education. Evidently, utilising the dollhouse for Mathematical learning ensures Pasal’s
prior knowledge and interests are incorporated to support his transition of learning (NESA, 2019).
Building on Pasal’s prior knowledge, this activity is further adapted to suit outcomes for K-6
Mathematics (NESA, 2019) to establish appropriate yet challenging learning. Additionally,
implementing pedagogical practices coherent to Pasal’s strengths further supports his transition and
continuity, including collaborative and play-based learning. These strengths, interest and needs
were further utilised to generate a SMARTER goal (Brown, Leonard & Arthur-Kelly, 2016) aiming
to progress Pasal’s communication skills for endured continuity. Specifically, direct focus upon
Pasal’s use of key vocabulary will indicate goal attainment and deeper understanding of
Mathematical concepts (Margetts & Woolfolk, 2019). Overall, incorporating UDL principles and
practices will enable multiple means of engagement, representation and expression imperative for
inclusive education (Meyer, Rose & Gordon, 2014). This encourages all students to develop general
capabilities for endured belonging and value towards education (Munns & Martin, 2005; NESA,
2019). Although informed by relevant research and theory, implementing UDL over two
hypothetical lessons is meagre for assessing impact of this pedagogical refinement and must be
considered for future applications.

Unit of work/topic: Spatial awareness.

Unit Intention/Goal: Subsequent completion of unit, students will demonstrate how smaller areas
and shapes fit accurately into larger areas using everyday language and contexts.
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SMART(ER) Goal for Pasal: Subsequent completion of unit, Pasal will demonstrate how smaller
areas and shapes fit accurately into larger areas using oral communication skills to develop
Mathematical literacy. Specific focus upon key vocabulary will be monitored for achievement.

LESSON 1

Class/Stage: Early Stage 1

Learning Area: Mathematics Topic: Area & 3D Shapes
MAe-10MG: Area • Use direct comparison to decide which shape has a larger
Describes and compares areas using area and explain their reasoning using everyday language.
everyday language. • Use everyday language to describe area, eg surface,
MAe-14MG: Three-Dimensional inside, outside.
shapes. • Sort, describe and name familiar three-dimensional
Sorts and describes representations shapes in the environment .
of three-dimensional shapes using
everyday language.

Learning Goal: Students will Success Criteria: Students will identify if the watermelon
compare and describe smaller and will fit inside an orange and why.
larger areas.

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Key Vocabulary: Differentiation through UDL (Cologon & Lassig, 2020):

• Smaller/bigger than • Open-ended tasks enables access to various content,

processes and scaffolds.
• The same as…
• Collaboration strengthens learning & promotes ZPD
• Area
(Vygotsky, 1978).
• Surface
• Utilises students’ prior knowledge and experiences.
• Inside/Outside
• Flexible grouping.
• Mathematical names for 2D/3D
shapes, eg. Square or sphere.
Pasal’s learning profile:
• Activities must be appropriately spread to enable Pasal’s participation due to his walker.
• Ability to communicate compassionately with others promotes collaborative learning.
• Hands-on and play-based learning caters to interests.
• Provides familiar context yet new and appropriately challenged learning.
• Opportunities to apply prior knowledge across various contexts suit Pasal’s dispositions.
Consideration: implement numerous activities to ensure Pasal engages in small groups and is not
overwhelmed.

LESSON SEQUENCE

Introduction (10 minutes)

1. Introduce learning goal and success criteria. Display throughout entire lesson for explicit
instruction.

2. Teacher facilitates whole-class ‘Know-Want-Learn’ chart (Zouhor et al., 2016) regarding

LG/SC by asking students:

• What do we know about these shapes?

• What do we want to know about these shapes?

Record responses on Interactive Whiteboard (IWB) through SeeSaw.

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Body (40 minutes)

Students rotate between activities at own interest. Although numerous materials provide at each
activity, teacher monitors capacity of students at tasks, ensuring positive negotiations between
students swapping activities.

Activity 1: The Dollhouse

Students interact with what 3D objects can/cannot fit inside the dollhouse.

Activity 2: Shape shifters

Students interact with 3D shapes & objects to compare smaller and larger sizes.

Activity 3: Does it fit?

Students interact with shape-sorters to experiment what sizes and shapes fit into certain areas.

Closure (10 minutes)

Discuss findings and experience with whole-class before asking individual students what they
learned today. Record responses to complete KWL chart and upload to SeeSaw, as shown below.

EVALUATION

Formative Assessment (Beers, 2020; Munns & Sawyer, 2013)

Work Samples: taking pictures of student engagement in activities (with permission) and their
products of learning.

Observation: observing student interactions, discussions and responses throughout to analyse

student engagement.

KWL Chart: emphasises what students know so lesson can build on their knowledge for current.
Also indicates learning improvement and implications for oncoming lesson.
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Student self-assessment: opportunities enables students to realise their own learning through
reflection.

Recording data: upon what key vocabulary Pasal uses within lesson.

APPLICATION OF UDL PRINCIPLES (Meyer, Rose & Gordon, 2014)

Multiple means of Multiple means of Multiple means of

REPRESENTATION: ‘What’ EXPRESSION: ‘How’ ENGAGEMENT: ‘Why’
Teaching: Modes: Interests:
• Act • S • P
ivities involving visual eeing comparisons within lay-based learning
information can also be felt. activities. • C
• Act • H ollaboration
ivities involving auditory andling objects for • S
information can also be seen. comparison. mall-groups
• Sca • U • H
ffolded learning through tilising various concrete ands-on, concrete materials
teacher facilitated discussion materials. • V
and expect LG/SC. • H arious activities
• On earing others explain/reason Challenges:
going support provided by thinking. • R
teacher & peers. • V easoning phenomenon
Learning: erbally describing • U
• Kn phenomenon and choices. sing mathematical language
owledge internalised through Executive functions: conceptually
self-reflection and • G • A
collaborative learning. oal-setting via LG/SC and bstract & authentic
• Aut KWL. • N
hentic & meaningful context • D umerous tasks for persistent
deepens understanding. eveloping strategies when learning
• Co testing ideas. Motivation:
nceptual understanding • S • C
developed through multimodal elf-monitoring learning hoice in tasks
learning. through KWL and classroom • S

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• De interactions elf-reflection and ownership

velopment of general of learning
capabilities encouraged, ie. • O
personal & social capabilities. pen-ended tasks enables
application of own
understandings
• C
ollaborating with peers
(Margetts & Woolfolk, 2019) (Cologon & Lassig, 2020) (Munns & Sawyer, 2013)

LESSON 2

Class/Stage: Early Stage 1

Learning Area: Mathematics Topic: Area & Patterns
MAe-10MG: Area • Cover surfaces completely with smaller shapes.
Describes and compares areas • Make closed shapes and describe the area of each shape.
using everyday language. • Record area comparisons informally by drawing, tracing, or
MAe-8NA: Patterns & Algebra cutting and pasting, and by using numerals and words
Recognises, describes and • Create patterns with objects and drawings.
continues repeating patterns.

Learning Goal: Students will Success Criteria: Students will produce their own patterns
demonstrate how smaller shapes using one big shape, minimum two small shapes and
fill a bigger area. colours. For example:

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Key Vocabulary: Differentiation through UDL (Cologon & Lassig, 2020):

• Smaller/bigger than • Open-ended tasks enables access to various content,

processes and scaffolds.
• The same as…
• Collaboration strengthens learning & promotes ZPD
• Area
(Vygotsky, 1978).
• Surface
• Utilises students’ prior knowledge and builds on previous
• Inside/Outside experiences.

• Mathematical names for • Flexible grouping.

2D/3D shapes, eg. Square or
sphere.
Pasal’s strengths, interests, & needs:
• Resources must be readily accessible for Pasal’s optimal participation to prevent
disengagement.
• Ability to communicate compassionately with others enhances collaborative learning.
• Hands-on and play-based learning caters to interests.
• Creative thinking embraced.
• Pasal’s independence and ownership of learning encouraged throughout activity.
• Flexible grouping enables Pasal to work one-on-one rather than large-group contexts.
• Pre-cut & digitally imported shapes will support Pasal’s participation and successful learning.

LESSON SEQUENCE

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Introduction (15 minutes)

1. Introduce learning goal and success criteria. Display this throughout entire lesson for explicit
instruction.

2. Ask students to ‘think, pair, share’ (Kaddoura, 2013) what shapes they can see in the SC. After
two minutes, share ideas through whole-class discussion and draw these shapes on the white
board with their names (Figure 2). Emphasis how smaller shapes were used to fill the big
square.

Figure 2: smaller & big shapes.

3. Students ‘think, pair, share’ (Kaddoura, 2013) what else they notice about the SC. After two
minutes, collect ideas and build understanding by further explaining how colours and shapes
are used to make patterns.

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Body (30 minutes)

4. Explain to students they will be creating their own pattern using the resources, shapes and
colours of their choice. Display figure 2 on IWB to assist ideas and have resources readily
available, including:

• Recycled paper

• Coloured pencils/crayons

• Pre-cut shapes (optional for use)

• Glue sticks

• Charged iPads for the application iMark or Google Docs (shapes can be hand-drawn or
imported)

*SCISSORS MUST BE HANDLED BY TEACHER, to avoid injuries and unexplained haircuts!

5. Call students by birthday month to collect resources and avoid congestion. Students encouraged
to create individual work whilst interacting with others. Teacher to monitor students and provide
assistance throughout activity.

Closure (15 minutes)

Students share final product with class, prompted by teacher questioning:

• What big shape did you use?

• What small shapes did you use?

• How did you make your pattern?

Teacher is to upload work samples to SeeSaw and display their works on classroom wall (digital
products will be printed). Students self-assess learning by putting an emoji on the ‘feelings chart’
(Figure 3).

Figure 3: Feelings Chart

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EVALUATION

Formative Assessment (Beers, 2020; Munns & Sawyer, 2013)

Observation: observing student interactions, discussions and responses throughout to analyse

student engagement.

‘Think, pair, share’: listening to student conversations for constructed and shared
understandings.

Student self-assessment: opportunities enables students to realise their own learning through
reflection.

Learning Goal/Success Criteria: provides clear goal and intention to assess learning against.

Recording data: upon what key vocabulary Pasal uses within lesson.

Summative Assessment (Beers, 2020; Brown, Leonard & Arthur-Kelly 2016)

Work Samples: final product demonstrates competency towards overall unit intention/goal.

Rubric: utilised to assess whether outcomes were achieved (Appendix 1)

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Individualised rubric: catered to Pasal’s SMART(ER) goal (Appendix 2) and utilised to assess
communication skill progression. Also emphasises pedagogical effectiveness of UDL for
supportive and inclusive education.

APPLICATION OF UDL PRINCIPLES (Meyer, Rose & Gordon, 2014)

Multiple means of Multiple means of Multiple means of

REPRESENTATION: ‘What’ EXPRESSION: ‘How’ ENGAGEMENT: ‘Why’
Teaching: Modes: Interests:
• Activ • Seeing
• C
ities involving visual information activities. reative & hands-on
can also be felt. • Handling
• O
• Activ • Utilising
ne-on-one
various
collaboration
ities involving auditory materials. • C
information can also be seen. • Hearing
oncrete materials
• Scaff reason thinking. • M
olded learning through LG/SC, • Verbally
ultimodal approaches.
modelling and teacher-facilitated phenomenon and choices. Challenges:
discussion. Executive functions: • A
Learning: • Goal-setting
pplying learned
via LG/SC.
thinking to
• Kno • Developing
new contexts.
strategies when
wledge internalised through self- producing ideas. • U
reflection and collaborative • Multiple
sing mathematical
tools for language
learning. construction. conceptually
• Auth • Pre-cut
• shapes & readily C
entic & meaningful context digital shapes facilitate ritical & creative thinking for
deepens understanding. participation. abstract application
• Abstr Motivation:
act thinking enhanced through • C
multimodal learning. hoice in tasks
• Deve • S
lopment of general capabilities elf-reflection and ownership
promoted, ie. critical & creative of learning
thinking. • O
• ‘Thin pen-ended tasks enables

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k, pair, share’ encourages application of own

reflection and co-understanding understandings
of phenomenon. • C
ollaborating with peers.
(Margetts & Woolfolk, 2019) (Cologon & Lassig, 2020) (Munns & Sawyer, 2013)

PLAN FOR COLLABORATION & CONTINUITY

Programmes for substantive collaboration are crucial for the successful transition and continuity
throughout Pasal’s primary education. According to Fordham & Johnston (2014), merging unique
knowledge and understanding of a child’s dispositions consolidates the common aspirations and
priorities achievable through collaborative practice. Evidently, previous assessment for learning
unveiled Rashmie’s valuable insights for how she and the pre-school specifically prioritise the
continuous development of Pasal’s communication skills and thus, aspires for primary school to
persist this goal. Incorporating this for Pasal’s SMARTER goal ensured my pedagogical practices
were informed by contributing perceptions of all stakeholders involved with Pasal’s transition into
inclusive, primary education (Brown, Leonard & Arthur-Kelly, 2016; Dunst, 2002). Additionally,
adapting pedagogical practice through partnerships with Rashmie, pre-school educators and other
relevant professionals will likely reduce Rashmie’s fear of neglect and exclusive education
(Fordham & Johnston, 2014). This professional and ethical engagement is crucial for Australian
teachers, as purposeful interactions with parents/carers, colleagues, and community demonstrates
competency towards AISTL Standard 7 (2011). Therefore, the following plan will be implemented
to ensure authentic collaboration with relevant stakeholders for Pasal’s optimal transition and
continuity with inclusive education.

1. Collaborative Planning

COLLECTION JUSTIFICATION
(Bartlett & Burton, 2009)

WHEN? • Before & during transition.

• After, being sending teacher.
WHO? • Parents/carer (Rashmie) & Pasal
• Pre-school Teacher/s (Sarah)
• Speech therapist
• Physiotherapist
• Future receiving teacher
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WHERE? Due to current COVID-19 crisis, collaborative planning will

commence via Zoom. Google Docs/Drive will also be utilised to
collaboratively contribute to Pasal’s plan for successful transition &
continuity.
WHAT? • Plan for and implement effective teaching and learning (Standard
3, AITSl, 2011).
• Learning experiences, such as UDL (Cologon & Lassig, 2020)
• Specific activities and modifications to support Pasal’s
participation.
• Discussions upon successful/unsuccessful teaching and learning,
how to improve this.
• Consolidating Pasal’s short- and long-term goals and how can
achieve this (Dunst, 2002).

HOW? Informed by Fialka (2001):

• Remove ‘professional headphones’ to understand other’s
perceptional assets
• “To truly get to know the child, we must also get to know each
other” (p.27)
• Perceive all as ‘critical contributors’ to Pasal’s success.

2. TRUE Family-centred Practice

COLLECTION JUSTIFICATION
(Bartlett & Burton, 2009)

WHEN? • Before & during transition.

WHO? • Parents/carer (Rashmie)
• Pasal.
• Possibly speech therapist & physiotherapist (depending on
families privacy and confidentiality).
WHERE? • Flexible, depends on families social and emotional needs
(Graham, 2020).
• Usually Zoom or classroom.
WHAT? • Teaching strategies catered to Pasal’s interests, needs and
strengths (Standard 1, AITSL, 2011).
• Learning preferences, such as one-on-one collaboration (Margetts
& Woolfolk, 2019)
• General well-being and approach to Pasal’s learning
• Consolidating Pasal’s short- and long-term goals and how to
achieve this (Dunst, 2002).
HOW? Informed by Dunst (2002) & Graham (2020):
• TRUST IS KEY
• Companion trust when supporting social and emotional needs of
partners.
• Competence trust when confidence and agreement is fulfilled
• Commitment trust to ongoing, professional interactions.

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102746: Inclusive Education, Principles & Practices

Data collection

COLLECTION JUSTIFICATION
(Bartlett & Burton, 2009)

WHEN? • Before (assessment of learning)

• During (impact of UDL for inclusion in mini unit of work)
• After (pedagogical refinement)
WHO? • Pasal
• Other classmates
• Myself
• Other present professionals, ie. second teacher.
WHERE? • Within classroom.
WHAT? • Assess, provide feedback and report on student learning (Standard
5, AITSL, 2011).
• Formative and summative assessment.
• Observational data of Pasal’s collaboration and communication
skills with peers (Marion & Priest, 2014).
• Student self-assessment for reflective and deeper learning (Munns
& Woodward, 2006).
• Work samples from all students.
• Specific focus upon Pasal’s use of key vocabulary (NESA, 2019).

HOW? Informed by Bartlett & Burton (2009):

• Digital records of observational data.
• Storing data & work samples on SeeSaw and Google Docs.
• Monitoring Pasal’s vocabulary and recording when and how key
words are used (Appendix 1).

Data Analysis

COLLECTION JUSTIFICATION
(Bartlett & Burton, 2009)

WHEN? • During transition

• After each lesson.
WHO? • Pasal
• Other classmates
• Myself
• Other present professionals, ie. second teacher.
WHERE? • Post-lessons/experiences.

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102746: Inclusive Education, Principles & Practices

WHAT? • Assess, provide feedback and report on student learning (Standard

5, AITSL, 2011).
• Triangulation of data types (Wilson, 2014).
• Multiple means of engagement, representation and expression
(Meyer, Rose & Gordon, 2014).
• Rubrics for summative assessment of inclusive teaching and
learning for Pasal and other students.
HOW? • Triangulating data types reveals internal and external processes
impacting learning (Wilson, 2014).
• Evidence of multi-means emphasises effectiveness of UDL
pedagogical practices (Cologon & Lassig, 2020).
• Rubrics provide direct insight to impact of pedagogical practices
and implies necessary refinements.

REFERENCES
Attard, C. (2012). Applying a Framework for Engagement with Mathematics in the Primary
Classroom. Autsralian Primary Mathematics Classroom, 17(4), p.22-27. Australian
Association of Mathematics Teachers. Retrieved from:
http://content.ebscohost.com/ContentServer.asp?
T=P&P=AN&K=84012449&S=R&D=ehh&EbscoContent=dGJyMNXb4kSep7A4v
%2BvlOLCmsEieqK5Ssa24SbKWxWXS&ContentCustomer=dGJyMPGqtk
%2B3rLNQuePfgeyx44Dt6fIA
Bartlett, S. & Burton, D. (2009). Key issues for education researchers. Retrieved from:
https://ebookcentral.proquest.com
Beers, M.J. (2020). Formative and Summative Techniques to Assess Student Learning. High
Impact Teaching for Sport and Exercise Psychology Educators, p.150-195. Retrieved from:
books.google.com
Brown, G., Leonard, C., & Arthur-Kelly, M. (2016). Writing SMARTER goals for professional
learning and improving classroom practices. Reflective Practice, 17(5), p.621-635. Retrieved
from: https://doi.org/10.1080/14623943.2016.1187120
Cologon, K. & Lassig, C. (2020). Universal approaches to curriculum, pedagogy and assessment. In
L.J. Graham (Ed.) Inclusive Education for the 21st Century: Theory, Policy and Practice, p.3-
26. Allen & Unwin, NSW.

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Davis, J., Gillet-Swan, J., Graham, L.J. & Malaquias, C. (2020). Inclusive education as a human
right. In L.J. Graham. (Ed.), Inclusive education for 21st century: Theory, policy and
practice (pp.100-121). Allen & Unwin.
Duchesne, S. & McMaugh, A. (2019). Social, Emotional and Moral Development. Educational
Psychology: For learning and teaching, 6th Ed., p.154-203. Cengage.
Dunst, C.J. (2002). Family-Centered Practices: Birth Through High School. The Journal of Special

Education, 36(3). Retrieved from:

https://journals.sagepub.com/doi/abs/10.1177/00224669020360030401

Fialka, J. (2001). The dance of partnership: Why do my feet hurt? Young Exceptional Children,

4(2), p.21-27. doi: 10.1177/10962506010040020

Fordham, L., & Johnston, C. (2014). Family-centred practice for inclusive early years education. In

K. Cologan (Ed.), Inclusive education in the early years: right from the start, p.171-188.

Oxford University Press.

Graham, L.J. (2020). Inclusive education in the 21st century. Inclusive Education for the 21st
Century: Theory, Policy and Practice, p.3-26. Allen & Unwin, NSW.
Kaddoura, M. (June, 2013). Think Pair Share: A Teaching Learning Strategy to Enhance Students’
Critical Thinking. Educational research Quarterly, 36(4), pp.3-24. Retrieved from:
https://web.a.ebscohost.com
Margetts, K. & Woolfolk, A. (2019). Educational Psychology, 5th Ed. Pearson, Australia.
Marion, E. & Priest, B. (2014). Observing Teaching: A Lens for Self-reflection Journal of
Perspectives in Applied Academic Practice, 2 (2), p.2-9. Retrieved from:
http://epubs.surrey.ac.uk/845677/
Meyer, A., Rose, D.H., & Gordon, D. (2014). Universal design for learning: Theory and Practice.
Wakefield, MA: CAST Professional Publishing. Retrieved from:
https://ebookcentral.proquest.com/lib/uwsau/detail.action?docID=4603679
Munns, G. & Martin, A.J. (2005). It’s All About MeE: A Motivation and Engagement Framework.
Retrieved from: https://www.aare.edu.au/data/publications/2005/mun05400.pdf
Munns, G. & Woodward, H. (2006). Student engagement and self-assessment: The REAL
Framework. Assessment in Education: Principles, Policy & Practice, 13(2), p.193-213.
Routledge Publications.

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Munns, G. & Sawyer, W. (2013). Student engagement: the research methodology and the theory. In
G. Munns, W. Sawyer & B. Cole (Ed.), Exemplary Teachers of Students in Poverty (pp.14-
32). Abingdon, UK: Routledge.
Tomlinson, C.A. (2017). How to Differentiate Instruction in Academically Diverse Classrooms, 3rd
Ed. Alexandria, VA: Association for Supervision and Curriculum Development.
Travers, C. J., Morisano, D., & Locke, E. A. (2015). Self-reflection, growth goals, and academic
outcomes: A qualitative study. British Journal of Educational Psychology, 4th Ed., p.224–
241. Routledge Publications.
Vygostky, L. (1978). Mind in Society, Massachusetts Institute of Technology Press. Cambridge:
Massachusetts.
Wilson, V. (2014). Research Methods: Triangulation. Evidence Based Library and Information
Practice, p.74-75. Retrieved from: journals.library.ualberta.ca
Zouhor, Z., Bogdanovic, I. & Segedinac, M. (2016). Effects of the Know-Want-Learn Strategy on
Primary School Students’ Metacognition and Physic Achievement. Journal of Subject
Didactics, 1(1), pp.39-49. University of Novi Sad, Serbia.

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APPENDICES
Appendix 1: Rubric for unit intention/goal.
Limited Working Achieved
Unit Intention/goal: Subsequent completion of unit, students will Towards
demonstrate how smaller areas and shapes fit accurately into larger areas
using everyday language and contexts.
MAe-10MG:
Describes and compares areas using everyday language.
• Use direct comparison to decide which shape has a larger area and explain
their reasoning using everyday language.
• Use everyday language to describe area, eg surface, inside, outside.

• Cover surfaces completely with smaller shapes.

• Make closed shapes and describe the area of each shape.

MAe-14MG:
Sorts and describes representations of three-dimensional shapes using
everyday language.
• Sort, describe and name familiar three-dimensional shapes in the
environment .
MAe-8NA:
Recognises, describes and continues repeating patterns.
• Record area comparisons informally by drawing, tracing, or cutting and
pasting, and by using numerals and words
• Create patterns with objects and drawings.

Critical & Creative thinking: generates and evaluates l knowledge through

critical and creative applications of Mathematics.

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102746: Inclusive Education, Principles & Practices

Literacy: demonstrate skills to learn and communicate confidently in

collaborative contexts.
Numeracy: recognise and understand role of Mathematics to personal
experiences.
Personal & Social capability: ability to coherently share learning and
interact positively with others.
Difference & Diversity: work collaboratively and demonstrate appreciation
for ideas of all group members.

Appendix 2: Rubric for Pasal’s SMARTER goal

Key-word & Limited Working towards Achieved

Application Word was used Word was used with Word was used
without context or little to no conceptual frequently with
N/A. meaning. standard conceptual
understanding.
Smaller

Bigger

Smaller THAN

Bigger THAN

The same as

Area

Surface

Inside

Outside

Other words:
Including Mathematical
names for shapes

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Appendix 3: Figures 1-3

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