Assignment 3 Coversheet
Student Name
CLAIRE GRANT
Student ID number
U3049324
Unit name
Responding to Individual Needs in Education
Semester 2 2011
Unit number
6733
Name of lecturer/tutor
RAEGINA
Assignment name
Assignment 3 – Case Study
Due date
18th November 5pm
You must keep a photocopy or electronic copy of your assignment.
Student declaration re academic integrity
I certify that the attached assignment is my own work. Material drawn from other sources has been
acknowledged according to unit-specific requirements for referencing.
Signature of student:
Claire Grant
Identification of needs of the
student
20%
Date: 17/11/11
Explanation of strategies
used to differentiate
learning and teaching under
headings of content, process,
product and environment
35%
ILP
35%
Literacy criteria
10%
Signed:
RINE Assessment 3
By Claire Grant u3049324
Case Study- Tim p.219
1. Tim has experienced significant trauma since he was a baby and as a result he has
been formally diagnosed with an attachment disorder (Packer.S, 2011). In Tim’s early
life he did not establish strong relationships with his mother or father, which is
essential for a child to develop socially (Helpguide, 2011). This trauma has impacted
Tim’s development as he has great difficulty expressing emotions and developing
and fostering relationships (Helpguide, 2011).Therefore, Tim’s main need is to
develop socially and emotionally for him to achieve academically. He needs to build
trusting relationships with his teachers, peers and other members of the school
community. Tim needs to be able to manage and regulate his emotions and to
appropriately express how he feels. Tim needs to feel safe and secure in all aspects
of his life for him to develop socially and emotionally. He needs to understand limits
and boundaries in the classroom. Children with attachment disorders need to have a
healthy lifestyle (Helpguide, 2011). It is therefore crucial for Tim to have a healthy
diet, have adequate sleep and exercise regularly. He also needs to attain academic
skills to feel a sense of worth and achievement through active learning in the
classroom.
2. Tim’s teacher most importantly needs to have a sound understanding about
attachment disorders to be able to fully support him. His teacher needs to be well
skilled and show patience and be willing to put the time and effort into
individualising learning in order to support Tim. Furthermore, Tim’s teacher needs to
make sure that there is open communication between the school and Tim’s carer,
and other support networks e.g. DOC’S (NSW Government, 2011). The teacher needs
to establish and maintain an environment which has routine, is highly structured and
predictable in order for Tim to feel safe and secure. (Murphy. J, 2002). Just as
importantly for Tim to succeed and achieve work, the teacher needs to build and
maintain a positive trustful relationship with him. This could be achieved through
having a sound understanding of Tim and his needs and through taking a caring,
respectful, fair but firm approach (Murphy. J, 2002).
Tim’s teacher needs to essentially make sure that he has regular social contact with
his classmates and has the opportunity to build relationships with them. Socially, a
buddy system in the classroom would be a good way to help Tim develop social skills
with same age peers. The playground could also pose many social and emotional
challenges for Tim and therefore it is crucial for him to be monitored there. The
teacher on duty would need to create situations that allow social opportunities to
occur. This could be achieved through structured games that involve rules and turn
taking.
Tim’s teacher needs to reinforce that “behaviour is a choice” towards all students to
encourage them to think before they act (Murphy. J, 2002).The teacher needs to
instil all class rules and consequences if these rules are broken (Foreman, 2008,
P.224). To support Tim, the teacher needs to give him immediate positive
reinforcement (verbal praise, working towards a sticker chart or earned time) when
Tim acts appropriately or does something well (Foreman, 2008). His teacher needs to
develop a behaviour management plan to develop appropriate, positive and
compliant behaviour and to reduce negative behaviour with the support of the
psychologist and school counsellor (Foreman, 2008, p.219). Furthermore, a teacher’s
aide would support Tim’s learning. Through studies, evidence suggests that it is
common for babies born to drug users to be easily distracted and therefore have
poor attention (Packer.S, 2011) For Tim, this may mean he will require more
encouragement and redirection in tasks to complete his work. He may also need
frequent lesson breaks between lessons where he can have the opportunity to
undertake a more physical activity to regain his attention. He would also benefit
from an adjusted curriculum and reduced workload where lessons are individualised
to his attention and needs. Individualised learning may require the teacher to create
experiences that are interesting, actively engaging and concrete hands on. Tim’s
teacher will need to provide him with the appropriate scaffolding while learning to
develop skills, concepts, independence and to keep him on task.
3. Tim’s teacher will find that creating a positive learning environment, instilling
classroom rules and creating a highly structured classroom environment will be the
easier strategies to implement in the classroom. The teacher will find communicating
between Tim’s carers and other agencies involved and the school challenging due to
time constraints. The teacher may also have difficulty communicating with his
parents due to the fact that they are in jail and have had a history of detachment
towards him. Tim’s teacher may find it hard to maintain a positive attitude towards
Tim long term. The teacher may also struggle with implementing a behaviour
management plan as it is very time consuming and requires commitment and
consistency to change and shape his behaviour (Foreman, 2008, p.221). Time
management will present challenges too as Tim will be unpredictable and may
require more of the teacher’s time. Gaining teachers support could also be a barrier
due to funding. With Tim’s behaviour and needs constantly changing, due to the
complexity of the disorder and his progress, he will require regular review meetings
to develop new goals for the ILP’s. Although Tim’s learning will constantly be
adjusted it is important that Tim must not be isolated in activities from the rest of
the class. The strategies used must be carefully implemented so that Tim feels
included in the classroom environment and that his peers have mutual respect for
him. In regards to overcoming difficulties associated with teaching, the Teacher can
ask their fellow staff members for help, support and guidance (Foreman, 2008, p.
236) about how to implement teaching strategies in the classroom. The teacher can
implement use of technology in the classroom to assist with difficulties they are
having in Tim’s learning (Foreman, 2008, p.236). Technology can manage student’s
behaviour whilst promoting positive relationships in the classroom which may
improve Tim’s learning. The teacher could try classical conditioning of social
inclusion in the classroom environment (Cherry. K, 2011). In Tim’s case, this could be
achieved through associating a positive activity such as using technology with a
negative association -working with a peer.
4. Content
For students with additional needs, the curriculum will need to be adapted to meet
the child’s individual needs. The teacher must make sure that the curriculum
changes to meet the skill level and ability of the student therefore adjustments may
need to be made accordingly. Moderating the rate and presentation of the
curriculum may also help students with additional needs. (Foreman, 2008. P.154)
When creating a literacy activity the teacher can adjust the language, grammar and
sentence type for the student with additional needs in order for them to
comprehend the activity. Another way for students with additional needs to
understand the content is by providing more visual aid or concrete content such as
pictorial cues with words in activities.
Process
The process of how a teacher delivers the content is essential for the learning
experience of all students. Cooperative learning strategies have been found to
achieve learning outcomes, whilst promoting inclusion of students with additional
needs (Foreman, 2008, p.184). Co-operative learning is about placing students in
groups to learn with clear guidelines of task and preparation. Peer tutoring is an
example of peer mediated learning which can also be beneficial to all students
learning(Foreman, 2008. P. 185). Computers and technology assisted instruction is
another process of learning where students with additional needs benefit (Foreman,
2008, p.185). Teachers need to make sure that learning is meaningful to all students.
One way of achieving this is by teaching through practical experiences. For students
with additional needs the teacher may have to create a social story, use a visual time
table to step them through the process or break down tasks in smaller more
manageable steps. Hands on concrete learning experiences are essential for students
with additional needs accompanied with direct instruction and explicit teaching
(Foreman, 2008, p.187).
Product
The product is essential for teachers as they need to assess some form of work in
order to meet the curriculum and learning outcomes. It is important that the teacher
develops individualised learning outcomes for students with additional
needs(Foreman, 2008, p. 165). The teacher must have a different rational of the end
product because students with additional needs may not be able to meet the high
standard of work the marking criteria and curriculum requires. Furthermore, it is
important that the teacher does not have the same expectations that he/she has for
the other students work and process. Therefore, they need to show flexibility with
their expectations. It is central to note that it may take more time for students with
additional needs to produce the end product. Teachers therefore need to
consistently monitor their students learning and provide more time for children with
additional needs like Tim.
Environment
The teacher will have to adjust the learning environment to suit all students’
individual needs. This includes learning in multiple environments rather than just the
classroom such as outdoors, on excursions, in the library and in a computer lab. It is
essential that the teacher creates an inclusive classroom environment(Foreman,
2008, p.199). Promoting positive interactions and a positive atmosphere in the
classroom are vital for inclusiveness. Layout of the classroom, seating arrangements,
visual timetables, pictures and posters on walls are some examples of things the
teacher needs to be aware of when creating an inclusive environment (Foreman,
2008, p. 205-207). It is important that the teacher is consistently using positive
reinforcement for the student with special needs. Furthermore, in Tim’s case it
would be beneficial for the teacher to create spaces and places for him to have quiet
time away from others to feel emotionally secure and social places in the classroom
for him to have the opportunity to learn social skills such as in home corner or a
construction area.
5. Tim needs to have regular access to support agencies to help him develop
emotionally socially and cognitively. Tim’s teacher needs to make sure he continues
to access support from the school counsellor, behavioural specialist and
psychological counsellor who are experienced with children with attachment
disorders. This could occur through the school, community health, health, or private
therapy. It is vital for the counsellor, support workers and teacher to work together
towards developing common strategies that will positively support Tim’s learning
and development. It is also important to make sure that Tim’s family and carer are
being educated about attachment disorders and are receiving weekly family therapy
(Mayo Clinic Staff, 2009). Tim’s teacher should call or email Tim’s carer, family and
community workers weekly. DOC’S should be involved in this process, constantly
monitoring Tim’s life. One support agency which deals with children with attachment
disorder and their families is ‘Brighter Futures’ (NSW Government, 2011). If the
teacher is still concerned about Tim’s progress they should contact DOCS or call the
Child Protection Line immediately (NSW Government, 2011.) Tim’s teacher also
needs to ensure that Tim has a teacher’s aide to support his academic, emotional
and social learning. Tim’s teacher and his teacher’s aide must communicate well and
collaboratively work together to create a learning programme suitable to Tim’s
needs and learning.
6. Assistive and Information technologies can greatly improve disabled student’s
wellbeing’s by supporting them physically and cognitively (Department of Education,
Training and Youth Affairs, 2000.) Assistive technologies such as e books, digital
books, palm computers, and other computer based technologies have been found to
greatly assist specific additional learning needs (Foreman, 200, p.156). Studies have
shown that using technology such as computers improves student inclusion in the
classroom. Students with additional needs are more likely to be included in group
work activities with their classmates when information technologies were used in
the classroom environment (Foreman, 2008, P. 236) Technology also helps assist
teachers as they have more time to work with students one on one in the classroom.
Information technology may help create a more inclusive environment in the
classroom, therefore this will potentially develop Tim’s social skills. Using an ipad
may further assist the communication between Tim’s teacher, counsellor, family and
other support networks as they can communicate about Tim’s progress socially and
academically if they are pressed for time. Additionally an ipad will be an ideal
learning tool to use to support literacy and numeracy learning through an alternative
interest based means.
Name: Tim
Team participants: Teacher, Teachers Aide, School Counsellor, Behavioural Specialist, Principle, Case
Manger from DOCS, Parents/ Carers.
GOAL: For Tim to act more socially appropriate with others without becoming withdrawn, aggressive
or oppositional.
Focus area linked to
curriculum
Specific learning
outcome
Intervention plan, curriculum
adaptations, teaching
strategies, resources,
personnel
Monitoring and
evaluation strategies
4.EC.8
Demonstrate
respectful
behaviours
towards people
whom they
identify as
different
Teacher talks to class about 1.
Everyone is different 2. How
we should respect
everybody’s differences. 3.
What is respectful behaviour
and what is not. This is
achieved through role plays
and stories.
Observe classroom
settings and input from
students. Teacher must
make sure all students
understand content
and must specifically
ask all students certain
questions.
Teacher puts students into
small groups to work on the
computer activity together to
practice respectful behaviour.
The teacher’s aide monitors
Tim’s group’s activity.
Ask Tim’s other group
member how they felt
Tim treated them in
their group activity.
Monitor group work at
all times. Teachers aide
must be present
Teacher sets ‘homework’ for
Tim to talk to his carer about
how he behaves at home and
what he can do to improve his
behaviour.
When Tim is respectful to his
peers he is then rewarded
with ‘special time.’
Set behaviour goals each
week for Tim with rewards
when these goals are
achieved.
Signatures:
Principal:
Class Teacher:
Parents / Carers:
Teacher must
communicate weekly
with carer and discuss
Tim’s behaviour
management.
Teacher must monitor
Tim’s ability to be
respectful at all time in
group work situations.
When Tim has alone
time he must also be
monitored.
Bibliography
Cherry. K, 2011, ‘Introduction to Classical Conditioning’ Accessed
15/11/11http://psychology.about.com/od/behavioralpsychology/a/classcond.htm
Department of Education, Training and Youth Affairs, 2000, ‘Technology For Learning;
Students With Disabilities’, Commonwealth of Australia, South Australia.
EQI, 2011, ‘Emotional Literacy’, Accessed 12/11/11, http://eqi.org/elit.htm
Foreman, P. 2008, ‘ Setting the scene: Teachers and inclusion, Inclusion in Action’, South
Melbourne Vic, Cengage Learning
Helpguide, 2011, ‘Attachment And Reactive Attachment Disorders’, Accessed 10/11/11
http://helpguide.org/mental/parenting_bonding_reactive_attachment_disorder.htm
Manning, C, 2011, ‘IEP Ideas’ , Accessed 15/11/11
http://www.attachmentdisorder.net/IEP.htm
Mayo Clinic Staff, 2009, ‘Reactive Attachment Disorder’, Accessed 12/11/11
http://forum.psychlinks.ca/attachment-attachment-disorders-and-abandonmentissues/18634-reactive-attachment-disorder.html
Murphy. J, 2002, ‘Reactive Attachment Disorder: A Summary For Teachers’, Accessed
10/11/11 http://www.attachmentnewengland.com/reactive_attachment_disorder.pdf
NSW Government, 2011, ‘Support Your Family; Brighter Furtures Early Intervention
Programme’, Accessed 15/11/11
http://www.community.nsw.gov.au/parents_carers_and_families/support_for_your_family
.html
Packer.S, 2011, ‘Early Childhood Trauma Experiences and Learning’ , Lecture week 6,
Canberra University, unpublished.