Inclusive Education

Assessment 2 – Project
Victoria Fraser

Introduction
The inclusive education project involves a student diversity that teachers are likely to
encounter in a classroom environment. The diversity chosen for the purpose of this
assignment is a hearing impairment. An overview of the topic and critical
information/issues about the diversity will be discussed in depth. Implications for the
teacher and student will be considered and teaching strategies for how to
accommodate for this diversity in the classroom will be mentioned. Support resources
will be researched to provide guidance for parents and teachers who are supporting
children with this diversity.

Definitions
The term diversity has been described by Groundwater-Smith, Ewing and Le Cornu
(2005, p. 53) as “the range of differences that encompass such cultural factors as
ethnicity, gender, language, ability and special needs”. There are a variety of different
perspectives of how the term inclusivity is described. Inclusion refers to the right to
active participation and achieving equity though engagement in all aspects of daily life
(Hyde, Carpenter and Dole 2017, p. 5). According to Hype, Carpenter and Dole (2017,
p. 7) inclusion also refers to “a set of processes concerned with removing barriers to
presence, participation and progress for all students”.

Inclusion also relates to the approach of including children with special needs in all
student activities (Van Hoorn et al. 2015, p. 432) and (Woolfolk and Margetts 2016, p.
188). Students with a hearing impairment can be integrated into mainstream schools.
The term integration refers to “the inclusion of people with a disability in educational
institutions at a level commensurate with their degree of ability” (Hyde, Carpenter and
Dole 2017, p. 6). Within this integration process, the school and the teachers should
make accommodations and adjustments to their classroom environments and their
teaching practices to meet the physical, social, emotional, cognitive and learning
needs of the students.

Hearing impairment
The term hearing impairments refers to any reduction in what has been determined to
be ‘normal’ hearing (Hyde, Carpenter and Dole 2017, p. 256). Individuals with a
hearing impairment will present different levels of hearing loss. Hard of hearing refers
to child who has either hearing aids or a cochlear implant who functions as a hard-of-
hearing person (Hyde, Carpenter and Dole 2017, p. 259). The use of the hearing aids
or the cochlear implants provides the child with the opportunity to learn and use spoken
language, however, children may have difficulty communicating depending on the
background noise or communication involving an unfamiliar adult (Hyde, Carpenter
and Dole 2017, p. 259).
There are many causes that may result in a child having reduced hearing loss. There
are conditions that may impact on the function of the outer ear, middle ear or the inner
ear. The outer ear includes blockages from foreign matter or external otitis, or an
infection or inflammation of the skin surrounding the ear (Hyde, Carpenter and Dole
2017, p. 261). The middle ear hearing impairment are common, and children typically
grow out of the conditions. They are viewed as mild or moderate degrees of hearing
loss which are temporary (Hyde, Carpenter and Dole 2017, p. 261). Due to this, limited
support is provided to the child which results in children having difficulties in their
listening skills, neural and cognitive development, speech perception and the
development of literacy skills (Hyde, Carpenter and Dole 2017, p. 261).

The main cause to children having hearing loss in the middle ear is due to otitis media.
Otitis media relates to a range of conditions that causes inflammation or infections
(Hyde, Carpenter and Dole 2017, p. 261). Finally, the inner ear hearing impairment
are less common, however the effects are more severe and usually permanent (Hyde,
Carpenter and Dole 2017, p. 262). The causes are genetic factors, prenatal maternal
conditions (measles), postnatal conditions (meningitis, mumps, antibiotics, excessive
noise or head trauma) and premature birth (Hyde, Carpenter and Dole 2017, p. 262).
Children who are affected by this form of hearing loss, have the opportunity to receive
hearing aids or cochlear implants.

Westwood (2003, p. 48) outlines the different degrees of hearing loss. These include:
Slight loss – vowel sounds are still heard clearly; some consonants may be missed.
Mild loss – can only hear loud speech sounds. Usually requires the use of a hearing
aid. May need to have speech therapy. May display some difficult with normal
conversations and interactions.
Moderate loss – misses almost all speech at normal conversational level. Requires
the use of a hearing aid. Has a serious impact on the language development. Speech
therapy and special education often required.
Severe loss – unable to hear normal speech. Major problems and concerns with
language development. Language training and other special services required.
Profound loss – cannot hear speech or other environmental sounds. Severe issues in
language acquisition. Engaging in normal conversation is impossible. Alternative
forms of communication is usually required (sign language).

Effects/impacts of hearing impairments

Through research, it has been made evident that children learn and gain
understanding about the world by engaging in experiences which involves using all
the senses (Hyde, Carpenter and Dole 2017, p. 256). A hearing impairment damages
the child’s ability to process verbal information and the child will display difficulties
when developing socially by interacting with others and gaining essential stimulation
from their environment (Hyde, Carpenter and Dole 2017, p. 256). Children’s early loss
of the ability to hear has the potential to severely disrupt communication, social
relationships and the important links between language and thinking (Hyde, Carpenter
and Dole 2017, p. 256). Children who display a mild reduction in hearing loss can still
be impacted greatly from the way they interpret speech and how they develop their
literacy skills (Hyde, Carpenter and Dole 2017, p. 257).

Teaching and classroom accommodations

The majority of students who experience a hearing impairment, will learn in regular
mainstream classroom environments. Teachers who have students in their class with
a hearing impairment will have to be aware of the daily challenges these children will
face and how to support their learning development. The classroom environment, the
communication strategies used, and the pedagogy and assessment needs to be
adapted to support the individual needs of the students.

Environmental and classroom accommodations

Hyde, Carpenter and Dole (2017, p. 266) outlines the environment factors that need
to be considered when a child with a hearing impairment is learning in the classroom.
 Consider the location of the classroom within the school. Teachers can
influence the timetable and room allocation. Ensure to limit the outside
background noise including traffic, construction work, playgrounds and other
classrooms.
Also consider the noise within the classroom including fans, air conditioners,
the use of stationary, movement of furniture and students’ conversations.
 Teachers need to consider the volume of their voices and to speak with clarity,
ensuring that their voice exceeds the background noise.

Teaching and learning accommodations

According to Hyde, Carpenter and Dole (2017, p. 267) and Westwood (2003, p. 52-
53) there are a range of teacher accommodations to consider when integrating a
hearing-impaired student into the classroom environment.
 Keeping a close proximity to the student allows the student to hear the voice
more clearly. Allocating a seat at the front of the class for the student enhances
lip reading and develops their listening skills.
 Use methods to get the students attention and to an appropriate noise level
before explaining instructions. Students with a hearing impairment can either
lip read or gain an understanding of the instructions through voice perception.
 Incorporate visual aids in the classroom as much as possible.
 Be informed and knowledgeable about hearing impairments. Help support the
student by getting to know them, their situation, needs, abilities and limitations.
Help children by understanding hearing aids and cochlear implants.
 Develop strong communications skills. Speak at a suitable volume, pace and
clearly.
 Build a friendly and supportive relationship with the student. Check in with the
student to ensure understanding of the task.
  Provide the students with classroom notes about the lesson. Many children with
a hearing impairment rely on lip reading and due to this, will struggle to write
notes.
 Be well informed and prepared to teach the class Auslan, Australian Sign
Language as a main form of communication.

Support and resources available

Teachers who have a child within their classroom who has a hearing impairment will
often receive help and support from a specialist (hearing support teachers, education
advisors focusing on hearing) (Hyde, Carpenter and Dole 2017, p. 264). The amount
of help and guidance the child receives is based on their learning needs. Its important
that the teacher recognises the signs of a child presenting difficulties in hearing. Once
diagnosed, help support the child and their family, get to know the student, learning
their interest and learning needs, make environment/classroom adjustments and
teaching/learning accommodations to support and integrate the child into mainstream
schooling. The school leadership, principle, director are also a support network for
teachers. Teachers can seek additional learning resources to support the child within
the classroom setting but also receive advise and feedback from the schools’
leaderships roles. There are many support services that are available for teachers,
schools, parents/families to support children with a hearing impairment. Some of these
include deaf children Australia, life without barriers, deaf Australia, deaf can do,
Australian hearing and cora Barclay centre.
References
 Australian Curriculum, Assessment and Reporting Authority (ACARA) 2016,
F-10 Curriculum, Drama, Foundation to Year 10 Curriculum v8.3, Australian
Curriculum, Assessment and Reporting Authority.
 Australian Hearing, available at: https://www.hearing.com.au/
 Cora Barclay Centre, can do 4 kids, available at: https://corabarclay.com.au/
 Deaf Australia, available at: https://deafaustralia.org.au/
 Deaf Can Do, available at:
http://www.deafcando.com.au/?gclid=EAIaIQobChMIxsTvisPo4gIVgiQrCh2gx
AgxEAAYASAAEgIskfD_BwE
 Deaf Children Australia, available at:
https://deafchildrenaustralia.org.au/?gclid=EAIaIQobChMItOXwgsLo4gIViQ-
RCh1RxQH5EAAYASAAEgIWLfD_BwE
 Dinham, J & Chalk 2017, It's arts play: young children belonging, being and
becoming through the arts, Oxford University Press, Australia & New
Zealand.
 Early Years Learning Framework 2009, Being, Belonging, Becoming (EYLF).
 Groundwater-Smith, S, Ewing, R & Le Cornu, R, 2005, teaching challenges
th
and dilemmas, 5 edition, Cengage learning Australia Pty Limited.
 Hutts Aston, D & Long, S 2014, An Egg is Quiet, Chronicle Books LLC, San
Francisco, California.
 Hyde, M, Carpenter, L & Dole, S (eds) 2017, Diversity, inclusion and
engagement, 3rd edition, Oxford University Press, South Melbourne, VIC.
 Life Without Barriers, available at:
http://disabilityservices.lwb.org.au/?gclid=EAIaIQobChMItOXwgsLo4gIViQ-
RCh1RxQH5EAAYAiAAEgKA0fD_BwE
 Van Hoorn, J, Scales, B, Nourot, P M & Alward, K R, 2015, Play At The
th
Center Of The Curriculum, 6 ed., Pearson Inc.
 Westwood, P S, 2003, students with physical disabilities and sensory
impairment, commonsense methods for children with special education
needs: strategies for the regular classroom, 4th ed., p. 36-53, London:
RoutledgeFalmer.
th
 Woolfolk A & Margetts K, 2016, Educational Psychology, 4 ed,. Pearson
Australia Group Pty Ltd, Melbourne, Australia.
LESSSON PLAN – HEARING IMPAIRMENT
SUBJECT AREA: Arts (Drama)
LESSON NAME: An Egg is Quiet

CONTEXT

This lesson is going to be implemented at a school within the Eastern suburbs. It is a

reception class with 26 students. It is a public school with a mixture of boys and girls
and very multicultural. All the students in the class display a variety of learning needs
and some have behavioural problems. One girl in the class, Sophie, has a hearing
impairment. She is from a low socio-economic background. Sophie suffers from otitis
media as she often has reoccurring ear infections impacting her ability to hear. This
effects the development and function of the middle ear. Sophie has difficulty with her
hearing and listening skills, speech perception, social skills and literacy
understanding.

PRIOR KNOWLEDGE

The teacher wants to support Sophie’s learning and development by adapting and
modifying the classroom environment and their teaching practices. The teacher has
taught all the students the basic Australian Sign Language (Auslan) as an important
way to communicate in the classroom. Visual images are displayed on the walls to
help establish the students understanding. The teacher uses visual cues when
communicating with the class (visual cards, posture, body movements, facial
expression). The teacher often uses group work to allow the students to work with
others and build positive relationships. The teacher has a strong understanding of
Sophie’s interests, abilities and learning needs. The teacher makes adjustments and
modifications to make it an inclusive environment and meet the needs of all students.
Students are currently learning about an inquiry into eggs and the animals that lay
eggs.

AIMS

Develop non verbal communicational skills

Express ideas through roles, characters, perspectives
Explore the role of performance and audience
Collaborate and develop positive relationships with others
 LINKS TO CURRICULUM

EARLY YEARS LEARNING FRAMEWORK (EYLF)

Outcome 1: children have a strong sense of identity

1.1 children feel safe, secure and supported
1.2 children develop their emerging autonomy, interdependence, resilience and sense of
agency
1.3 children develop knowledgeable and confidence self identities
1.4 children learn to interact with others with care, empathy and respect

Outcome 2: children are connected with and contribute to their world

2.1 children develop a sense of belonging to groups and communities and an
understanding of the reciprocal rights and responsibilities necessary for active
community participation
2.2 children respond to diversity with respect

Outcome 3: children have a strong sense of wellbeing

3.1 children become strong in their social and emotional wellbeing
3.2 children take increasing responsibility for their own health and physical wellbeing

Outcome 4: children are confident and involved learners

4.1 children develop dispositions for learning such as curiosity, cooperation,
confidence, creativity, commitment and enthusiasm, persistence, imagination and
reflexivity
4.2 children develop a range of skills and processes such as problem solving,
enquiry, experimentation, hypothesising, researching and investigating
4.3 children transfer and adapt what they have learned from one context to another

Outcome 5: children are effective communicators

5.1 children interact verbally and non-verbally with others for a range of purposes
5.4 children begin to understand how symbols and pattern systems work

AUSTRALIAN CURRICULUM (ACARA)

Explore role and dramatic action in dramatic play, improvisation and process drama
(ACADRM027)
Use voice, facial expression, movement and space to image and establish role and
situation (ACADRM028)
Present drama that communicates ideas, including stories from their community to
an audience (ACADRM029)
GENERAL CAPABILITIES

 Literacy
 Critical and creative thinking
 Personal and social capability
 Ethical understanding

CROSS CURRICULAR LINKS

 Sustainability

LEARNING AREA LINKS

 English

ASSESSMENTS

 Writing observations/jottings on students learning

 Take photographs and videos of the students engaging and participating
within the activity
 Ability to explore roles and responsibilities or different people, animals or
characters (ACARA 2017)
 Ability to communicate a story or idea through drama (ACARA 2017)
 Ability to grasp the elements of drama: role, character, relationships,
situation, movement (Dinham & Chalk 2017, p. 170)
 Students’ ability to work individually or in a group

RESOURCES

 Children’s picture book – An Eggs is Quiet, written by Dianna Hutts Aston and
illustrated by Sylvia Long (two copies)
 White board
 White board markers
 Active smart board
 Paper
 Colour pencils
 LESSON PLAN MODIFICATIONS

Entering the drama space:  Ensuring the classroom environment

Taking shoes and socks off (optional) is quiet to eliminate unnecessary
Sitting in a large circle background noise
 Ensuring all students can clearly see
Warm up activity: the teacher, the teacher’s visual
Pass the object. The students will sit in a cues, body language, lip movements
circle and think of an object in their head. and facial expression. Ensuring all
Using their hands and body, the students students can see the white board
have to show the class how they might  Seating arrangement ensuring
hold their object. The students will pass the Sophie sits at the front of the class
imaginary object to the next person in the  Using a visual hand signal to gain
circle who will either continue the object or students attention. Waiting until all
change it. The students can’t use their students have noticed and
voices, only their hands and bodies to responded appropriately
communicate. The teacher will support the  Using basic Australia Sign Language
students by modelling the behaviour. The (Auslan) to communicate
students will to think of the physical  When the teacher is using verbal
attributes of their object (heavy, light, English, the teacher can use a
sticky, furry, fluffy, bouncy, slimy, hot, microphone and speakers to be
cold). heard more clearly
 Using coloured pictures to represent
Literature: what the teacher is saying
The teacher will read the book ‘an egg is
 Writing down instructions on the
quiet’. The teacher will pose questions to
white board to allow the students to
the students to gather their ideas, thoughts
read to gain an understanding of the
and to ensure their understanding. The
task
teacher will discuss with the students all
 Slow down teaching, allow for
the different types of animals that lay eggs,
students to have time reading the
the different shapes, sizes, colours and
board and understanding the sign
textures of an egg. They will engage in a
language
whole class discussion about the students’
 Providing Sophie with a copy of the
thoughts and ideas. The teacher will record
book to allow her to read along with
and document what the students are
the teacher
saying.
 Place a visual book read along on
the active smart board for the
Small group drama:
benefits of the whole class
The students will use mime techniques,
 Allocating the students groups,
body movements facial expressions and
encouraging social learning
gestures to communicate an idea from the
outcomes and promote building
book. The students will pick a scenario
positive relationships and
from the book they have an interest in and
connections in the class
re-create what is happening without using
 their voice. The students will work in small  Walk around the classroom providing
groups of three, and they will have time assistance where necessary
allocated to creating their drama  Sit with Sophie and ensure she
performance and then the opportunity to understands what to do
show the class. The students will also have  Provide extra time to the students if
the chance to improve their audience skills. necessary
The students can rotate and share the  Allow for brain breaks and water
different roles and perspectives in their breaks during the lesson
drama performance. Students may decide
to be an animal that lays eggs, an egg,
hatching and provide the class with a
snapshot of their understanding.

Reflection:
Students will be provided with paper and
coloured pencils. The students can either
write or draw something to reflect on the
drama experience. It might be one of the
activities played, a role/character/animal,
something they learnt, found interesting,
enjoyed or wanted to learn more about.
The teacher can use this as a method of
assessment and to determine the students
interests and the depth of knowledge.

This lesson plan template is originally created by Victoria Fraser. Aspects of this
lesson plan has been used in the arts across the early childhood curriculum course
(EDUC 4216) but has been adapted and modified for the purposes of this assignment.
 Assessment feedback
School of Education

Course: Inclusive Education EDUC 3055

Assignment 2 (60%): Project
Student Name: Marker:
Topic:

Key components of this assignment Performance on Component

Logical planning/organisation/sequencing of Below requirement Satisfactory Good Very good Exceptional

information

Clarity of arguments and information Below requirement Satisfactory Good Very good Exceptional
presented/analysis

Below requirement Satisfactory Good Very good Exceptional

Detail provided/depth of coverage

Below requirement Satisfactory Good Very good Exceptional

Insights into critical issues

Modified lesson plan Below requirement Satisfactory Good Very good Exceptional

Reference to the relevant Below requirement Satisfactory Good Very good Exceptional
literature/resources/reference list

Bibliographic conventions/in-text Below requirement Satisfactory Good Very good Exceptional

referencing/acknowledgement of sources

Student literacy/expression/punctuation etc Below requirement Satisfactory Good Very good Exceptional

ADDITIONAL COMMENTS

ASSIGNMENT GRADE

The Graduate qualities being assessed by this assignment are indicated by an X:

X GQ1: operate effectively with and upon a body of X GQ5: are committed to ethical action and social
knowledge responsibility

GQ2: are prepared for lifelong learning X GQ6: communicate effectively

X GQ3: are effective problem solvers GQ7: demonstrate an international perspective

GQ4: can work both autonomously and

collaboratively