Figure 1: School Logo. (Trinity Parish Schools, 2016) 

GRADE 2 

Weekly Newsletter 
By Tayla Saunders (S00197961), Chloe Vale (S00188076) 
and Alice Spaulding (S00122299) 

Figure 2: Students in uniform. (Trinity Parish Schools, 2016).

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A warm welcome!   Figure 3: School Sign (Trinity Parish Schools, 2016).

Our  year  two  cohort  is  excited  to  meet  our  new  student  Henry  Patterson,  who  is  joining  us 
from  Southern  Autistic  School.  Our  diverse  community  encompasses  a  range  of  learning  and 
physical  needs  and  we  are  looking  forward  to  supporting  the  Patterson  family  through  this 
transition.  In  preparation  for  Henry’s  arrival,  the  year  two  students,  families  and  classrooms 
will  undergo  some  changes  to  welcome  and  support  Henry.  As  a  school  community,  we 
recognise  that  a  child  diagnosed  with  ASD  “may  represent  a  constant  source  of  stress  on  the 
family unit” (Higgins, Bailey & Pearce, 2005, p.124). Such stresses result from the antisocial and 
disruptive  behaviours  associated  with  ASD  and  the  wider  communities  lack  of  understanding 
regarding  such  behaviours.  This  newsletter  therefore  seeks  to  address  this  lack  of 
understanding  through  informing  families  about  community,  classroom  and  teacher  support 
that will be used to support the Patterson family.  
 

Meet Henry and the Patterson’s Family​ ​Figure 4: Family. (YCD Holistic Healing, 2018). 
Our  new  student,  Henry  has  been diagnosed with 
moderate  Autism  Spectrum  Disorder  (ASD)  and 
his  parents  have  made  the  decision  to  advocate 
for his inclusion at our mainstream school.  
 

“Henry  is  a  generally  happy  student  who  loves  to 

learn.  He  does  not  respond  well to sudden or loud 
noises,  however,  he  thoroughly  enjoys  music  and  singing.  Henry’s  use  of  language  is 
predominately  used  when  talking  to  himself  or singing. He has attended a special needs school 
for  a  number  of  years,  but  has  shown  difficulties  forming  relationships  with  others,  using 
gestures, and making eye contact.” ​- Mr & Mrs Patterson (Henry’s Parents) 

 
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​ Community support  

Children  “who  have  any  kind of disability should receive support so that they can live a full life” 

(Australian  Human  Rights  Commission,  1990),  as  the  diversity  of  students  enhances  not 
impedes  on  our  school  community.  In  preparation  for  Henry’s  arrival,  we  would  like  to  share 
some  frequently  asked  questions  about  Autism  Spectrum  Disorder  [ASD]  to  raise  awareness 
about  how  we,  families  and  students,  can  change  our  social  behaviours  to  support  and  be 
inclusive of Henry and children with ASD.  
 
How does ASD affect someone socially? 
ASD is “characterised by impairments in social interactions and communication” (American 
Psychiatric Association, 2000, cited by DeSchryver, Carr, Cale, Blakeley-Smith, 2008, p.15). 
This means that children often have difficulty in “affective contact” (DeSchryver et al., 2008, 
p.15) with others.  
 
What does this mean for your child’s interactions with students with ASD? 
Children with ASD have difficulties establishing and maintaining relationships.The varying 
severity of social difficulties will have effect your child’s interactions. Due to minimal 
understanding and use of non-verbal communication (Autism Spectrum Australia [ASA], 2018), 
students with ASD may appear “aloof and distant” (ASA, 2018). Due to difficulties 
understanding their needs and others (ASA, 2018), children will also have difficulties 
interacting with others in activities and sharing interests.  
 
How can we support students with ASD in our community? 
● Implementing practical strategies such as flash-cards with images of aspects of the 
daily routine and needs, students with ASD are able to interact with peers, despite 
difficulties in communicating and responding to others that surround them (Lindsay, 
Proulx, Scott, Thomson, 2014).  
● Through social communication groups such as “circle of friends” (Morling & O’connell, 
2015, p.145) or “nurture groups” (Morling & O’connell, 2015, p.115), children with ASD 
can be supported through pupil strategies during lunchtimes and breaks in order to 
develop social skills and be involved in social contexts.  
 

 
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How can our community support the Patterson family? 

Children with ASD are increasingly included in general education settings, physical proximity 
alone does not result in friendship development, acceptance and belonging (Sreckovic, Schultz, 
Kenney, Able, 2018). We ask families and children to consider the following when meeting and 
interacting with Henry.  
 
1. Learn what makes Henry unique. Our classroom community “recognises everyone is 
different, have their own strengths, interests and perspectives” (Sreckovic et al., 2018 
p.77) and wishes to celebrate this. 
 
2. Provide opportunities for interaction, collaboration and learning (Sreckovic et al., 2018 
p.78). Our teachers strive to provide in class opportunities, how else might our 
community provide such opportunities to facilitate friendships. 
 
3. Respect one another. Our community aims to be accountable for our actions and how 
they are inclusive and contribute to the group values (Sreckovic et al., 2018 p.79). 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

Figure 5: Students in class. (Trinity Parish Schools, 2016). 

 

 
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Classroom Support  Figure 7: My Classroom (Rissmiller, 2018)   

Many  students,  like  Henry  are currently enrolling into 

mainstream  schools,  (Lindsay,  Proulx,  Scott  & 
Thomson,  2014).  Fellow  students  and  educators  need 
to  ensure  inclusion  is  prioritised  in  all  learning  and 
participation,  (Department  of  Education, Employment 
and  Workplace  Relations,  2009).  This can be achieved 
through  inclusive  practices  embedded  in  the 
day-to-day routines and events within the classroom.  
     
When  transitioning  from  one  school  to  another,  unfamiliarity  and  unpredictability  can  be 
overwhelming  for  students  with  ASD,  (Giuliani  &  Pierangelo,  2018).  In  order  to  aid  the 
transition process, practical inclusive strategies can be use. They may include, 
❖ Visual  displays:  All  students,  including  Henry  like  and  respond  well  to  visual  routines 
and  instructions  (Alston  &  Kilham,  2004),  because  they  are  able  to  acknowledge, 
prepare  and  expect  when  transitions  are  going  to  take  place  in  the  classroom.  The 
visual  displays  could  be  “written  words,  pictures/pictographs,  or  objects  that  depict 
certain  activities”  (Giuliani  &  Pierangelo,  2018,  p.160). For Henry, this may also consist 
of  an  action  that  takes  place  to  signal  the  end  of  the  lesson  or  activity,  using  a  timer, 
allowing for choice and/or social stories, (Giuliani & Pierangelo, 2018). 
❖ Inclusion of music: Students with ASD generally respond positively to music, which may 
not  be evident in mainstream context. Thus, music can be integrated into the classroom 
to  promote  engagement  by  being  contextually  relevant,  meaningful,  and  at 
developmental level, (Ogle, 2015). 
❖ A  special  space:  All  students  can  become  overwhelmed  and  unbalanced  with  what  is 
occurring  around  them.  For  Henry,  this  is  heightened sensitivity and sensory overload, 
(Alston  &  Kilham,  2004;  Giuliani  &  Pierangelo,  2018).  In  order  for  the  classroom  to 
cater  for  this  need,  a  space  can  be  made  for  Henry  and other student's. The space may 
include  earmuffs,  sensory  toys  and/or  calming  strategies  to  use  when  one  is  feeling 
distressed or uneasy.  
 

 
By  implementing  inclusive  classroom  strategies  suggested,  Henry and students who have ASD 
will ensure a smoother transition into mainstream schools.

 
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Teacher support  ​
Figure 8: Teacher and students. Vander Ark, 2013). 

 
At St Pauls Primary School, it is our philosophy 
to  welcome  all  students  wholeheartedly,  and 
provide  them  with  the  best  opportunity  to 
grow  and  learn  in  a  supportive  and  enjoyable 
environment.  As teachers here, we believe our 
professional  conduct  plays  a  significant  role, 
and  the  quality  of  relationships  we  build  with 
our  students,  their  families  and  carers, 
community  and  colleagues  is  central  to  this 
(Victorian Institute of Teaching, 2018).  
 
Our  school  is  guided  by  the  Disability  Standards  for  Education  to  make  our  learning 
environment  more  accessible  in  terms  of  enrolment,  curriculum,  support  services  for children 
with  special needs as well as eliminate victimisation and harassment (DET, 2012). While we are 
committed  to  adjusting  our  school  environment to become more inclusive of Henry’s needs, as 
a  Victorian  school,  we  follow  the  Victorian  Curriculum,  which  has  been  developed  using 
inclusive  curriculum  content  and  achievement  standards,  regardless  of  disabilities  and 
additional needs (Australian Curriculum Assessment and Reporting Authority, 2009).  
 
In  compliance  with  the  Equal  Opportunity  Act  2010,  it  is  our  pleasure  to  make  reasonable 
changes  to  our  school  to  allow  students  with  disability,  such  as  Henry,  to  participate  the 
education  we  provide  (Human  Rights  Commission,  2018).  We  ensure  that  these  changes  will 
not  cause  disruption  to  other  student’s  learning,  rather,  they  will  be  in  addition to our already 
established practice. Thus, meaning, the content in which your child is taught will not differ, but 
for  some  learners,  such  as  Henry,  adjustments  will  be  made  to the instructional processes and 
assessment  strategies  to  best  suit is learning capabilities (VCAA, 2009). Through collaboration 
with  Henry’s  family,  this  newsletter  has  introduced  our  school  community  to  features  of 
Autism  Spectrum  Disorder  (ASD)  and  our  hope  is  that  we,  together,  develop  the  skills  and 
sensitivities  to  support  not  only  Henry,  but  all students, through this transition into our school 
(VIT, 2018).  

 
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References 
 
Alston, J., & Kilham, C. (2004). Australian Journal of Early Childhood. ​Adaptive Education for 
Students with Special Needs in the Inclusive Classroom, 29 ​(3), 24-33. Retrieved from 
http://go.galegroup.com.ezproxy2.acu.edu.au/ps/dispBasicSearch.do?userGroupName=acuni
&prodId=AONE 
 
Australian Curriculum Assessment and Reporting Authority. (2009). Victorian Curriculum. 
Foundation-10. Victoria, Australia: Victorian State Government 

Australian Human Rights Commission. (1990). ​Convention on the rights of the child. R
​ etreived 
from https://www.humanrights.gov.au/convention-rights-child 
 
Australian Institute for Teaching and School Leadership (2014). ​Australian Professional 
Standards for Teaching.​ Accessed at: http://www.aistl.edu.au/teach/standards 

Autism Spectrum Australia [ASA]. 2018. ​Characteristics. R

​ etrieved from 
https://www.autismspectrum.org.au/content/characteristics#Social  
 
Department of Education and Training. (2018). ASD Teaching and Learning Strategies. 
Victoria, Australia: Victorian State Government 

Department of Education, Employment and Workplace Relations [DEEWR], (2009). Belonging, 

Being and Becoming. ​The Early Years Learning Framework. ​Retrieved from 
https://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_ea
rly_years_learning_framework_for_australia.pdf 
  
Giuliani, G. & Pierangelo, R. (2018). ​Teaching Students with Autism Spectrum Disorders: A 
Step-by-Step Guide for Educators. R ​ etrieved from https://ebookcentral.proquest.com 
  
Higgins, D., Bailey, S. & Pearce, J. (2005). Factors associated with functioning style and coping 
strategies of families with a children with an autism spectrum disorder. ​SAGE Publications & The 
National Autistic Society, 9​(2), 125-137. Retrieved from 
http://journals.sagepub.com.ezproxy2.acu.edu.au/doi/pdf/10.1177/1362361305051403  
 
Human Rights Commission. (2018). Disability and Education. Victorian Equal Opportunity and 
Equal Rights Commission.  
 
Lindsay, S., Proulx, M., Scott, H., & Thomson, N. (2014). International Journal of Inclusive 
Education. ​Exploring teachers' strategies for including children with autism spectrum disorder in 
mainstream classrooms, 18 ​(2),101-122. doi:10.1080/13603116.2012.758320 
 

 
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Ogle, L. (2015). Young exceptional children. ​Music Strategies to Promote Engagement and 
Academic Growth of Young Children with ASD in the Inclusive Classroom, 18 ​(2), 19-28. 
doi:10.1177/1096250614523968  
 
Owen-DeSchryver, J., Carr, E. G., Cale, S. I. & Blakeley-Smith, A. (2008). Promoting social 
interactions between students with autism spectrum disorders and their peers in inclusive 
school settings.​ Focus on Autism and Other Developmental Disabilities, 23​(1), 15-28. Retrieved 
from 
https://search-proquest-com.ezproxy1.acu.edu.au/docview/205064276?accountid=8194  
 
Morling, E. & O’connell, C. (2015). ​Supporting children with autistic spectrum disorders ​(2nd ed.). 
Abingdon, Oxon: Routledge.  
 
Rissmiller, C. (2018). My Classroom. Retrieved from 
http://www.undercoverclassroom.com/p/my-classroom.html  
 
Sreckovic, M. A., Schultz, T. R., Kenney, C. K. & Able, H. (2018). Building community in the 
inclusive classroom: setting the stage for success.​ YC Young Children, 73(​ 3), 75-81. Retrieved 
from 
https://search-proquest-com.ezproxy1.acu.edu.au/docview/2059125747?accountid=8194 
 
Trinity Parish Schools. (2016). Students in class. Retrieved from 
http://trinityparishschools.catholic.edu.au/stpauls/index.php/enrolment 
 
Trinity Parish Schools. (2016). Students in uniform. Retrieved from 
http://trinityparishschools.catholic.edu.au/stpauls/index.php/community/parent-portal 
 
Trinity Parish Schools. (2016). Students logo. Retrieved from 
http://trinityparishschools.catholic.edu.au/stpauls/ 
 
Trinity Parish Schools. (2016). School sign. Retrieved from 
http://trinityparishschools.catholic.edu.au/stpauls/ 
 
Vander Ark, T. (2013). Teacher and students. Retrieved from 
http://www.gettingsmart.com/2013/08/how-frames-plans-platforms-pd-support-great-teachi
ng 
 
Victorian Institute of Teaching. (2018). The Victorian Teaching Profession Code of Conduct. 
Victoria, Victorian State Government. 
 
YCD Holistic Healing. (2018). Family. Retrieved from 
https://ycdholistichealing.com/product/family-reiki-level-i-instruction-for-4-or-more-family-
members/