Assignment 2: Programming for 3 fictional children

Introduction
All learners have individual preferences and learning styles which have developed as a result of their environment and life experiences (Lian, 2013). A teaching approach which responds to the diverse needs of its students creates an inclusive learning environment which encompasses the varied learning styles of students from all backgrounds. This paper documents how I would adjust my existing planning to incorporate the specific needs of three fictional students.

Learning context
The students have been enrolled in a brand new State Secondary College which opened in January, 2013. Students are organised in mixed classes and are not streamed based on academic ability. All three students have been placed in my grade 8 History class.

School philosophy
As stated on the schools website, (Pimpama State Secondary College, 2013) the primary focus is on personalising the learning experience for each child.

This means focussing on the relationship between the teacher and the student, using technologies to engage and enrich learning and making innovative use of the schools learning spaces(we believe) that every child can learn and their learning will be tailored to their individual levelTeachers will develop a deep understanding and insight into each students learning needs and preferences and adapt teaching, learning and assessment to maximise individual potential for success. (Pimpama State Secondary College, 2013)

These goals acknowledge the objectives of the Melbourne Declaration in supporting individual value and success, to create confident and creative individuals who have a sense of self-worth, self-awareness and personal identity that enables them to manage their emotional, mental, spiritual and physical wellbeing (MCEETYA, 2008, p. 9) and promote equity and excellence to provide all students with access to highquality schooling that is free from discrimination (MCEETYA, 2008, p. 7).

Planning & classroom management

Ecological influences including state regulations, the school philosophy of teaching and learning, and the physical environment of the classroom are all incorporated into my initial classroom program and planning. I believe in student centred learning, task orientated goals, emphasising praise which rewards effort and not achievement, and assessing achievement against the curriculum and not peers (Arthur-Kelly et al., 2007). As my focus is middle school teaching, I note with interest that this period is identified as a key point at which the structure of lessons typically changes from more enjoyable activities towards repetitive tasks which can be assessed on a competitive basis (Arthur-Kelly et al., 2007). I aim to achieve this by varying my teaching style between mastery learning (Bloom, cited in Arthur-Kelly et al., 2007), with strategies to extend high achievers, differentiation for those who need support. Varied methods of delivery include cooperative learning (Goodwin, 1999: Jenkins et al.,2003; Johnson & Johnson, 2003), incorporating social skills within the academic program to enhance personal and social capabilities.

Behaviour Management Strategies

Laurie
Initially I would develop an understanding of Lauries disability and the behaviours it may cause, through research and discussion with other stakeholders (parents, learning support staff, co-professionals). Then I would negotiate the expectations, rules, and consequences with everyone involved (Laurie, parents, learning support staff, relevant co-professionals). In order to prevent the need for intervention, I will try to avoid confrontation by providing engaging activities and planning ahead to avoid known stimuli (such as extended periods of noise in the classroom). I will endeavour to gain Lauries attention before giving instructions (tap on shoulder etc) and face him, keeping verbal instructions to a minimum and rephrasing rather than repeating them (Baimbridge, 2008). This also includes avoiding un-necessary changes to routine, planning ahead and providing plenty of notice if changes are unavoidable. I can try to arrange for learning support, if appropriate, for out of school excursions. I will ensure Lauries parents have been informed (for example if there will be a supply teacher), so that they can support Laurie and help prepare him. The AISSA (2010) suggests having written steps with picture cues. It may be necessary to physically demonstrate the steps of the process to ensure comprehension as it should not be assumed that Laurie has understood even if he is able to recite the steps back.

Example resources -

I will arrange a quiet/safe place for Laurie when necessary for example in a learning support area or in a buddy class with one of his extended family members. I believe that it is of paramount importance to maintain a consistent approach, however reflection is necessary to ensure that the chose approach is working effectively for all involved.

Sam
Initially, I would develop an understanding of Sams behaviour and behaviour patterns through discussion with parents and co-professionals. In order to minimise the need for intervention, I will try to understand the cause of the behaviour issues eg boredom, lack of stimulation, frustration regarding communication barriers caused by his recent move to Australia, and in understanding, take moves to reduce behaviour issues in the first place.

Then I would again negotiate the expectations, rules, and consequences with everyone involved (Sam, his parents, relevant co-professionals). Through this process we would implement a behaviour contract. We would use a stepped management process with a visual reinforcement such as the rainbow ladder. The stages in the ladder reflect the school wide behaviour management policy of 2 Warnings, Removal to Buddy Class, Referral to One School (call home), Referral to Head of Department, Referral to Principal. Positive reinforcement is provided through a token reward system, praise and recognition of on task and positive behaviours. Example Resources -

Existing Teaching Program

The classroom program follows the Queensland Education C2C learning program. The planning has been modified to suit the school and students needs and the unit plan was formulated at a departmental level. Each classroom teacher is expected to adapt the key resources to suit the needs of their students. Assessment is co-ordinated centrally and any modifications which need to be made are discussed and agreed upon at a departmental level.

Fictional Students
Considerations
The Disability Standards for Education (2005) were developed to protect the rights of those with disabilities to be treated in the same way as students without disabilities (Hyde et al, 2011). The standards have 5 specific areas which all have individual rights and requirements: Enrolment - The right to seek admission and enrol on the same basis as prospective students without disability including the right to reasonable adjustments (DEEWR, 2010, p. 9). Therefore, education settings to do not discriminate against a student because of their disabilities at the stage of enrolment (Hyde et al, 2011). Participation - The right to access courses and programs; use services and facilities; and have reasonable adjustments, to ensure students with disability are

able to participate in education and training on the same basis as students without disability (DEEWR, 2010, p. 9). Therefore, there needs to be flexibility in the ways that students with disabilities participate in activities and alternative activities need be prepared to increase participation (Hyde et al., 2011). Curriculum development, accreditation and delivery - The right to participate in courses and relevant supplementary programs that are designed to develop their skills, knowledge and understanding, on the same basis as students without disability and to have reasonable adjustments to ensure they are able to participate in education and training (DEEWR, 2010, p. 9). Therefore, reasonable adjustment to curriculum, teaching materials, assessment, teaching and learning activities and delivery modes to be considered (Hyde et al., 2011). Student Support Services - The right to access student support services provided by education institutions on the same basis as students without disability. Students with disability also have the right to specialised services needed for them to participate in the educational activities for which they are enrolled (DEEWR, 2010, p. 9). Harassment and victimisation - The right to education and training in an environment that is free from discrimination caused by harassment and victimisation on the basis of their disability (DEEWR, 2010, p. 10).

According to the Department of Educations and Child Development (DECD, 2013), students with a diagnosed disability must have a Negotiated Education Plan (NEP) developed for them by the school through consultation with the student and their parents/caregivers.

This NEP informs stakeholders of the student's disability and provides information to aid in the adaptation of the curriculum and related assessment tasks to enable the young person to succeed. DECD Disability Eligibility Criteria includes: Global developmental delay, Intellectual Disability, Physical disability, Sensory disability (hearing or vision) and Speech and/ or language disability.

Laurie
Background Information

Individual Education Plan

Learning Support Team Teacher, Learning Support Team, parents, extended family, classmates.

Laurie has recently moved to the school and has been identified as being a student with a significant global delay. At the last school Laurie had allocated time with an education support assistant. Lauries family has recently settled in your town after years of living in a remote community in Arnhem Land. Laurie is very shy and the records show Laurie does not make friends easily and prefers to play alone or with members of the extended family. Most of Lauries family are more fluent in their own indigenous language and are eligible for support from a professional interpreter. Laurie has a significant hearing loss, slowly developing gross and fine motor skills, behavioural issues and an intellectual disability. Laurie lives with the extended family who is interested in Lauries education. Laurie has three relatives in the school. Lauries family believes that having close family support is very important and do not want Laurie in a special education environment.

Strengths and Achievements Is bilingual and can communicate in both English and his native language Is slowly developing gross and fine motor skills. Has strong family support and close relationships with extended family members. Priority Goals for 2013 Apply for an Education Support Assistant to support Laurie in scaffolded activities. Apply for bilingual support through a professional interpreter (if possible). Find out more about what interests Laurie from observations and discussion with his extended family. Determine base line abilities. Provide a differentiated curriculum which is suited to Lauries abilities. Provide an environment which is stimulating and supportive of Lauries abilities. Make adjustments which enable Laurie to feel more comfortable in the classroom and school environment. Strategies and Adjustments Incorporate indigenous pedagogy and practices utilise indigenous methodology, language, images and perceptions of place in signage and directions Provide opportunities for Laurie to experience success.

Maintain a routine which enables Laurie to feel secure in knowing the pattern of everyday life. Establish and maintain links between home and school via a communication book. Use one part instructions (Borci & Holdforth, 2008) Take a multisensory approach Provide opportunity to practice listening skills and oral language Introduce a phonological awareness program (Bainbridge, 2008) Provide Laurie (& Jo) with access to Read and Write Gold a software package which uses a customizable toolbar to read, write, correct and predicts text. The program has an integrated picture dictionary, reads pdf and other documents aloud, gives pronunciation prompts and is compatible with Word, Google Docs, Internet Explorer, Adobe Reader.

Social Inclusion Create a positive and welcoming classroom where Laurie can feel a sense of belonging. Make sure Laurie knows where and to whom he can turn for assistance. Encourage Laurie to adopt a buddy or buddies but accept that this may or may not suit him be guided by Laurie and do not force him. If he is unwilling to buddy with a class member, allow him to seek support from a member of his extended family. Initiate a social skills program, but again accept that this will need to be a gradual process and should not be forced. Allow Laurie to create a safe place where he knows he will be left alone, should he so choose, do not corner him. Global Delay/Learning needs Differentiate the curriculum to a level which is appropriate for Lauries abilities (do this in a way which is not overt). Encourage Laurie to use his laptop as a learning tool, apply for funding for a iPad if he appears to struggle with the keypad the touch screen may be easier to manipulate and reduce frustration. There are many apps, websites and programs which provide stimulating learning activities. Restrictions can be set with a password to limit access to non-educational/inappropriate content. Use language which is appropriate to Lauries understanding Simplify tasks and allow extra time to learn and practice new skills Provide encouraging feedback which lets Laurie know his efforts are valued Incorporate a wide variety of learning strategies (including kinaesthetic) Introduce a phonemic awareness program. Behaviour Management Behaviour issues can be linked to; boredom or disengagement,

emotional issues - fear or frustration, environmental conditions, lack of ability to communicate or be understood, therefore it is preferable to take measures to avoid such issues. Establish and consistently follow a behaviour management program with clear visual prompts and easily definable steps.

Hearing Take measures to reduce background noise Use a multi-sensory approach with abundant visual material, prompts and aids. Face Laurie when talking Provide alternative activities when long periods of listening are expected. Rephrase rather than just repeating.

Sam
Background Information

Individual Education Plan

Learning Support Team Teacher, Gifted and Talented teaching team, parents, classmates.

Sam has been assessed as having an IQ of around 150. This assessment was conducted because the school was concerned about Sam s behaviour and inability to make friends with other children in the class. Sam has recently moved to your school. Sam was in a special class for gifted learners in a school in France. Although born in Australia Sam has lived in France since the age of two. In the previous school Sam was accelerated i n Maths and Science. Sams mother and her partner are both Australian. They have been in a stable relationship since Sam was very young. They have recently returned to Australia due to work commitments. Although English is their first language, French was the language of instruction in Sams school. Sam has never been in an English only environment. Both parents care about Sams education, but Sams mother has not been very consistent in following programs suggested by the scho ol in the past.

Strengths and Achievements Sam has a high IQ which is an indicator of a highly gifted level of intelligence. Sam is bilingual and has excellent fluency in both English and French. Sam has been in special classes for gifted learners and accelerated programs for Maths and Science

Priority Goals for 2013 Determine the underlying cause of behaviour issues. Make adjustments which enable Sam to feel more comfortable in the classroom and school environment. Support Sam in developing personal and social capabilities. Provide a differentiated curriculum which is suited to Sams abilities. Provide an environment which is stimulating and supportive of Sams abilities. Assess Sams literacy and comprehension. Giftedness including strength in Maths/Science, difficulty forming social relationships and behavioural issues may be connected to an underlying condition such as Aspergers. Any such condition would need to be diagnosed by an appropriate professional. If on-going observation leads to heightened concern, seek professional evaluation.

Strategies and Adjustments Gifted students often arent gifted in every subject and do not need less assistance ensure that Sam is being given sufficient support. Provide sufficiently challenging learning opportunities. Establish and maintain links between home and school via a communication book (persevere, even if it seems one way at times) Ensure Sams has sufficient cultural literacy in English to understand classroom dialogue and sub context. Offer bilingual s upport if practical/appropriate. Support development of cultural literacy.

Social Inclusion Create a positive and welcoming classroom where Sam can feel a sense of belonging. Make sure Sam knows where and to whom he can turn for assistance. Encourage Sam to adopt a buddy or buddies but accept that this may or may not suit him be guided by Sam and do not force him. Initiate a social skills program. Learning needs Differentiate the curriculum to a level which is appropriate for Sams abilities (do this in a way which is not overt). Prepare a range of extension or early finisher options - there are many apps, websites and programs which provide stimulating learning activities. Restrictions can be set with a password to limit access to non-educational/inappropriate content. Assess whether Sam has sufficient cultural understanding to cope with the literacy demands of the classroom (technical vocabulary etc) Incorporate a wide variety of learning strategies. Behaviour Management Behaviour issues can be linked to; boredom or disengagement, emotional issues - fear or frustration, environmental conditions, lack of ability to communicate or be understood, therefore it is preferable to take measures to avoid such issues. Establish and consistently follow a behaviour management program with clear visual prompts and easily definable steps.

Jo
Background Information

Individual Education Plan

Learning Support Team Teacher, Teaching Support Aide, parents, classmates.

Jo (the family chose to Australianise the original African name) is a recently arrived student from Africa. Jo spent the first few years of life in a United Nations refugee camp in Kenya after the parents fled from the Sudan before Jo was born. Jos paren ts are keen for Jo to fit into the school and would like to help in any way they can even though they are not literate themselves. Jo has been struggling with literacy and needs support in this area. Otherwise Jo is outgoing, tall and graceful, good at sport and appears to enjoy being in the school. Jo is beginning to make friends. You will need to consider Jos emotional needs even though at present things seem to be going well. Jo, being a new arrival i n Australia will be having culture-shock and may have other emotional needs associated with being a refugee.

Strengths and Achievements Jo is athletic and gifted at sports. She is outgoing and has begun making friends. Priority Goals for 2013 Monitor for emerging signs of culture shock or other emotional issues. Provide a differentiated curriculum which is suited to Jos abilities. Provide an environment which is stimulating and supports development of Jos literacy and communicative ability. Determine whether Jo is eligible to receive learning support/teachers aide hours. Strategies and Adjustments Ensure learning materials are culturally sensitive. Ensure learning materials are sufficiently challenging and engaging, whilst supporting on-going literacy development. Establish and maintain links between home and school via a communication book. Communication will need to be clear and accessible to Jos parents. A translator may be needed to ensure Jos parents are fully involved in Jos on-going educational progress (depending on whether Jos first language from Kenya is Bantu or English) Provide opportunity to practice listening skills and oral language

Social Inclusion Create a positive and welcoming classroom where Jo can feel a sense of belonging. Make sure Jo knows where and to whom she can turn for assistance. Ensure classroom environment is culturally sensitive. Learning needs Differentiate the curriculum to a level which is appropriate for Jos abilities (do this in a way which is not overt). Use resources which support development of literacy and communicative ability. Jo may need guidance in using ICT resources (perhaps work with a buddy?). Incorporate a wide variety of learning strategies.

Unit outline (shown for only the 3 weeks of practicum)

Lesson planning (shown for only the first 3 lessons)

TOPIC: Shogunate Japan
LESSON: 1 8A: Monday 20/5/13 8C: Thursday 23/5/13 TIME: 35 minutes

GRADE: 8A

CURRICULUM OUTCOME:
Historical Knowledge and Understanding Japan under the Shoguns (c.794 1867) The role of the Tokugawa Shogunate in re-imposing a feudal system (based on daimyo and samurai) and the increasing control of the Shogun over foreign trade.

WALT: Identify the focus of the unit

WILT: Can you: Identify what the unit is about? Locate Japan on a map? Give at least two reasons why we are studying Japanese history?

Sam: Gifted students take less for granted, seeking the "hows" and "whys (Rhode Island State Advisory Committee, 1995). INTRODUCTION: (5 mins) Things will be different! Explain that it may be a bit different in the class with me, but that Ill do my best to support them in their learning. There will probably be things which I do differently, so you can either let me know so I can do it the way you are used to, or you can just see how I do it and maybe that will work for you too! Youll need to be ready with all your History things ready. Explain behavior management and rewards. o o o o o Clear & explicit expectations Positive reinforcement Rewards (pens/games) 3 strikes before making up for wasted time after class Work it out as last resort

Laurie: allocate Laurie with a seat which enables him to be in the best position to see and hear instructions and which has minimal background noise. Give the desk a label with his name on so he know this is his space. Jo & Laurie: I know in advance that I will be talking at the beginning for a while to set expectations for the students and to explain behavior management and the days task. Rather than expect these two students to sit for this period while I am talking (which could lead to behavior issues due to boredom), I will offer a TOPIC BASED WORKSHEET (appendix 1). Students have the option of quiet listening or colouring in the worksheet. This should help these students to settle into the classroom environment because they know immediately what is expected of them. It is not intended to be a common practice to provide alternative work, but to gradually integrate the students fully into the class and help them become familiar with the classroom routine.

MAIN CONTENT: (25 mins)

Explain that today we are starting a new topic and a new unit. Todays lesson will be about identifying the topic and understanding why it is relevant to us living in Australia. (WALT) Present PowerPoint Whats it all about on the OHP. View the first few slides, identify Japan and Japanese History as the topic. Include slides which communicate the intended message through graphics or images for example show map of Australia and Japan and images of imports and exports with arrows, rather than relying on understanding through text. Explicit instructions open word document > create a folder called History UNIT 2 > Call the file My_Name_ Shogunate Japan. Allow 15 minutes for students to investigate the PowerPoint at their own pace and to complete comprehension task. Have key questions on board - go through answers. Ask students to revise theirs if necessary and reflect. Students can now complete the PRE TEST ACTIVITY SHEET.

Jo & Laurie: Learning support aid to demonstrate how to access resources on the computer (Jo) and open resource (Laurie). Provide a MODIFIED POWERPOINT with pictorial prompts. Provide a MODIFIED FOCUS QUESTION & ANSWER SHEET (appendix 2) which allows the students to answer the questions without relying on their understanding of English.
Sam: Provide resources which enable Sam to explore the topic as "I'd rather do it myself" is a common attitude among gifted students (Rhode Island State Advisory Committee, 1995). Sam may finish early and offer him time to research on Google relevant facts about this time period from his studies of French history. CONSOLIDATION/CONNECTION TO NEXT LESSON: (5 minutes)

Next lesson we will be creating a timeline for the Shogunate period and identifying the assessment task and expectations.
For next lesson can you identify one key or important event in your life or from your family history and write it on a piece of paper. Include the date (e.g. I was born - 2001). Laurie, Jo and Sam: Make a note in home communication book regarding task for next lesson.

EARLY FINISHERS: Can look at the website http://web-japan.org/kidsweb/explore/history/q8.html

HOMEWORK:
Due tomorrow: If necessary finish pre-test quiz (reinforce expectations for homework and for both classes its due the next day) ASSESSMENT OF UNDERSTANDING: Feedback from key focus questions Evaluation of pre-test quiz & modified worksheets.

RESOURCES: TOPIC BASED WORKSHEET (appendix 1) MODIFIED POWERPOINT FOCUS QUESTION & ANSWER SHEET (appendix 2) MODIFIED PRETEST ACTIVITY SHEET (appendix 3)

TOPIC: Shogunate Japan

LESSONS: 2&3

8A: Tuesday 21/5/13

8C: Friday 24/5/13 TIME: 70 minutes

GRADE: 8A

CURRICULUM OUTCOME:

Chronology, terms and concepts

Sequence historical events and periods
WALT: WILT: Identify the Shogunate period Can you: Identify the Shogunate period on a timeline? Add any new dates to the time line from todays activities?

Modified outcome Laurie: Can you:

Sequence (personally relevant) events on a timeline MODIFIED ACTIVITY sheet 1 (Appendix 4)? Sequence events from the Shogunate period on a timeline using a MODIFIED ACTIVITY sheet 2 (Appendix 5)?

Sam: Can you:

INTRODUCTION: (10 mins) Reinforce behaviour expectations if necessary. Check for equipment & homework Recap yesterdays lesson restate 4 key questions and brainstorm to whiteboard. What is this unit about? Where is Japan? Whats Japan got to do with Australia? Why learn about Japanese history?

Laurie: ensure Lauries seat (which enables him to be in the best position to see and hear instructions and which has minimal background noise) is kept free when the students come in. Try to encourage students with whom I have observed him interact in the playground to sit nearby. Model or explicitly describe behaviour expectations for listening and contributing in whole class discussion, use positive reinforcement. Ensure student noise is kept to a minimum during explicit teaching or giving instructions. Laurie & Jo: Provide opportunities to participate in Oral discussion

MAIN CONTENT: (20 mins) Block 1 break classroom activities into definable periods to allow for variety, preventing boredom and providing listening breaks (Bainbridge, 2008).
Show students the blank timeline and model its use by adding an event. Support students in activity as they add their personal events to the timeline (yesterdays homework).
In turns students can have a single historical event each and try to identify where they would put it on the timeline (then give date and have them correct if necessary and reflect). Sam, Laurie and Jo: Select events/dates which are likely to be known eg the year the students started high school.

Once all the dates are on the board, identify the Shogunate period. Explain that the timeline will be added to as we learn about more events in the Shogunate period. Reinforce the timeframe of indigenous Australian history by asking students to determine where the date of Indigenous arrival (50,000 60,000 years ago, should be placed in relation to the historical period 0-2000 perhaps outside the classroom)
Sam, Laurie and Jo: Demonstrate inclusivity by recognising personally and culturally relevant events for all students. Apply an understanding of different perspectives of place/time.

MAIN CONTENT: (20 mins) Block 2

To get an understanding of what was happening in Japan prior to the period we are studying students complete the activity on Ancient and Classical Japan. Text Books (History Alive) 8.2 p 226/7 Activities Differentiation: Provide MODIFIED QUESTIONS for Jo (or a worksheet with more accessible text if necessary) and a similarly modified activity for Laurie (PERSONAL TIMELINE ACTIVITY). Sam may need support with some elements of the language provide access to DEVICE WITH DICTIONARY AND THESAURUS APP, link to other source texts which may provide a clearer understanding, also links to French language history database. Challenge Sam to find 3 French history events which fit in with this period (extension).

MAIN CONTENT: (15 mins)

Block 3
Reflection - From this work what dates could we add to the timeline? 4th Century first migrants from SE Asian settled on Kyushu, Yamato rulers became first recognised emperors of Japan. 8 Century Emperor became increasingly reliant on Daimyo (noble lords) and Samurai (warriors) to control remote landholdings) Military general named Shogun and given power to maintain order. Students now complete an online puzzle test which enables them to organise events from this period in a timeline. Modify test for Laurie. Ensure test resource is constructed in a way which is accessible for both Jo and Sam.
th

CONSOLIDATION/CONNECTION TO NEXT LESSON: (5 minutes) Now that we have an understanding of the unit content, next lesson we will looking at the assessment task for this unit of work. Students are asked to bring in a board game from home if they have one. Laurie, Jo and Sam: Make a note in home communication book regarding task for next lesson.

ASSESSMENT OF UNDERSTANDING: Feedback from key focus questions Evaluation of pre-test quiz & modified worksheets. Assessment of online test to determine understanding.

RESOURCES: MODIFIED ACTIVITY sheet 1 (Appendix 4) MODIFIED ACTIVITY sheet 2 (Appendix 5) MODIFIED QUESTIONS for Jo (or a worksheet with more accessible text) PERSONAL TIMELINE ACTIVITY DEVICE WITH DICTIONARY AND THESAURUS APP ACCESSIBLE ONLINE QUIZ

EARLY FINISHERS: Practice using timelines and refresh understanding of Medieval Feudal Society http://www.historyonthenet.com/Chronology/henryiiquickquiz.htm

Reflection
The traditional teacher centred Q&A model is not inclusive; it only works for those students who are able or inclined to participate. A teaching approach which caters for the diverse needs of its students creates an inclusive learning environment which encompasses the varied learning styles of students from all backgrounds. In this assignment I have been in some ways limited in my planning by the need to stick to the accepted delivery practices set by the host school, which are based on resources and lesson plans provided through Curriculum to the Classroom framework. This semester, I have completed 2 units with Dr Lian and notice a similar predisposition towards exploratory learning strategies as discussed in the study text Diversity and Inclusion in Australian Schools (Hyde et al., 2011) - particularly chapter six which focuses on student centred learning. Please click here to view my unit of work In the future I would like to develop my learning program and related resources following an exploratory model which more fully promotes learner-centred activities allowing students with opportunities to discover things for themselves rather than being passive recipients of knowledge. As I progress throughout the final stages of my degree my goal is to move further away from the teacher centred model towards interactive resource based learning.

References
Australian Curriculum and Reporting Authority (2013). Australian Curriculum Year 9. Retrieved from http://www.australiancurriculum.edu.au/Year9

Arthur-Kelly, M., Lyons, G., Butterfield, N. & Gordon, C. (2007). Classroom Management: creating positive learning environments (2nd ed.). South Melbourne, Australia: Cengage Learning Australia Pty Limited

Bainbridge, D. (2008). Charles Darwin University hearing presentation. Retrieved from CDU Heariing presentation, 2008.ppt

Borci, C. & Holdforth (2008). Introduction to Autism Spectrum Disorders - Better outcomes for individuals with an autism spectrum disorder. Retrieved from https://online.cdu.edu.au/webapps/portal/frameset.jsp?tab_tab_group_id=_4_1&url =%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D _24047_1%26url%3D

Department of Education, Employment and Workplace Relations. (2010). Review of Disability Standards for Education 2005. Retrieved from http://foi.deewr.gov.au/documents/review-disability-standards-education-2005

Department of Educations and Child Development (2013). Plans and programs. Retrieved from http://www.decd.sa.gov.au/speced2/default.asp?id=44157&navgrp=4152

Department of Education and Childrens Services. (2010). South Australian Teaching for Effective Learning Framework guide: A resource for developing quality teaching and learning in South Australia. South Australia: DECS

Hyde, L. Carpenter, & R. Conway. (2011). Diversity and Inclusion in Australian Schools. South Melbourne: Oxford University Press.

Lian, A. (2013). Module one - EAL/D Indigenous learners and learning. Retrieved from ELA201, Charles Darwin University Blackboard Online: https://online.cdu.edu.au/webapps/portal/frameset.jsp?tab_tab_group_id=_4_1&url =%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D _23981_1%26url%3D

Ministerial Council on Education, Employment, Training and Youth Affairs. (December 2008). Melbourne declaration on educational goals for young Australians . Melbourne.

Pimpama State Secondary College (2013). Our School. Retrieved from https://pimpamassc.eq.edu.au/Ourschool/Pages/Ourschool.aspx

Rhode Island State Advisory Committee (1995). The Rhode Island State Advisory Committee on gifted and talented education. Retrieved from http://www.ri.net/gifted_talented/character.html