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SECTION A: 700 words

OUTLINE CLASSROOM INSTRUCTIONAL PRACTICES THAT WOULD LIMIT ACCESS TO THE CURRICULUM FOR A
STUDENT WITH DISABILITY OR ADDITIONAL NEEDS. HINT: KEEP YOUR FOCUS ON CLASSROOM INSTRUCTIONAL
PRACTICES (MOSTLY THING THAT TEACHERS MIGHT INTENTIONALLY OR UNINTENTIONALLY DO) THAT LIMIT
LEARNING AND PARTICIPATION FOR STUDENTS WITH DISABILITY OR ADDITIONAL NEEDS.

It is important to acknowledge that the principles of instructional delivery and support provide framework for the successful implementation of the
curriculum and overall student achievement and learning (Conway & Walker, 2017). As such, an inclusive practice is most effective when the educator
continually evaluates their practice in relation to the needs of each student because it ensures that all individuals, including those with a disability have
access to the curriculum (Westwood, 2013).

The following are examples of classroom instructional practices that teachers need to be aware of as they could limit access to the curriculum for
students with a disability or additional learning needs:

•  TASK INSTRUCTION

HOW IT CAN LIMIT ACCESS TO THE CURRICULUM FOR A STUDENT WITH DISABILITY OR ADDITIONAL NEEDS: A teacher’s
delivery of a task can affect how a student interprets the instructions which catalytically determines their ability to succeed (Spooner, Baker, Harris
Dezell & Browder, 2007). Because no two people are the same and no two students learn in exactly the same format, if an educator explains the task
once, not all students, particularly a student with a disability or additional learning needs, will understand (Dörnyei, Henry & MacIntyr, 2014).

ALTERNATIVE: By differentiating teaching to cater for all learner needs, instructional issues can be overcome as the task is explicitly deconstructed
in multiple formats to suit the student’s diverse learning needs. For example, kinaesthetic learners learn by touching and doing. For these students,
educators must demonstrate an example of the task and then provide the students with a hands-on activity to increase their understanding such as,
utilising counters to generate understanding of division during a mathematics lesson (Westwood, 2013). Consequently, task interaction should
additionally encompass feedback and questioning to ensure all students understand and are able to participate.

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•  ONLY INCORPORATING INDIVIDUAL LEARNING TASKS

HOW IT CAN LIMIT ACCESS TO THE CURRICULUM FOR A STUDENT WITH DISABILITY OR ADDITIONAL NEEDS: Similar to
above, only providing individual learning tasks, including independent reading or completion of a worksheets can limit student achievement and skill
development, as elements of group activities such as, ’discussing’, ‘describing’, and ‘explaining’ are key factors in developing communication and
language skills (Sutherland, 2017).

ALTERNATIVE: Design cooperative learning activities where students can work collaboratively in the classroom, in pairs or small groups. Students
with a disability or additional learning need with have the opportunity to interact with peers in a less formal setting while being assisted with learning
(Conway & Foggett, 2017). For example, students create a short play to explain the lifecycle of a frog, not only wold this demonstrate their
understanding of the topic and their ability to work as a group it would cater for those who would find difficulties in performing by themselves in front
of a class.

•  SEGREGATING A DISABLED STUDENT FROM CLASS LEARNING/ACTIVITIES

HOW IT CAN LIMIT ACCESS TO THE CURRICULUM FOR A STUDENT WITH DISABILITY OR ADDITIONAL NEEDS: Exclusion can
occur when a teacher allocates a child with a disability a task that is completely different to the rest of the class or removes them completely (Arthur-
Kelly & Neilands, 2017). i.e. During a PE lesson having a student that is in a wheelchair sit out or go to another room and complete a different task,
such as reading.

ALTERNATIVE: It is the teachers responsibility to modify and adjust their instructional practices that any student with additional needs can access the
curriculum. In the above example, although the child would not address the same stage level as their peers, the teacher should modify the activity so that
the child can join in and learn alongside their peers. i.e. They would be able to pass the ball, so design an activity, such as basketball that would allow
this.

•  FEAR OF UTILISING NEW STRATEGIES, RESOURCES OR EQUIPMENT SUCH AS ICT

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HOW IT CAN LIMIT ACCESS TO THE CURRICULUM FOR A STUDENT WITH DISABILITY OR ADDITIONAL NEEDS: Students with
a disability or additional learning needs often require an extensive amount of resources to support their learning. Consequently, an educator who does
not utilise all available resources for their students is restricting the ability to provide meaningful learning opportunities and develop a learning
acquisition for all types of learners (Cologon, 2015).

ALTERNATIVE: Rather than boycotting new material or information, accept that you yourself are an active learner. Not only will this improve
your teaching practice, it will allow the students to understand that it is okay to make mistakes (particularly during learning) as they enable
development (Stigler & Hiebert, 2009). This can be achieved by not being afraid to ask the students for help with technological programs if you
are unsure of how to operate them as they often they have a greater knowledge base in this field. In doing so, you utilise all available resources
and show the students that it is okay to ask for help.

713 WORDS

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SECTION B: 800 WORDS

OUTLINE THE STEPS OF CURRICULUM BASED ASSESSMENT AND SELECT ONE OF THE INSTRUCTIONAL METHODS
DETAILED IN THE PRESCRIBED TEXT (SEE CHAPTER 5) AND DETAIL HOW IT COULD BE USED TO IMPROVE THE
EFFECTIVEMENESS OF YOUR TEACHING PRACTICE.

Curriculum based assessment (CBA), is a continual framework for class-level teaching and testing that links instruction with assessment to maximise
teaching and learning outcomes (Arthur-Kelly & Neilands, 2017). This approach has three main purposes, determine the eligibility of the unit, develop
goals for instruction and evaluate student progress in the curriculum to generate careful assessment, realistic programming and frequent evaluation of
performance (Cohen & Spenciner, 2007).

The following is an overview of the 5 steps to CBA:

• 1.IDENTIFY THE SCOPE AND SEQUENCE OF THE CURRICULUM

Firstly, the educator organises what is to be taught, how and when by unpacking the curriculum in accordance to the student’s abilities and prior
knowledge. This outlines the intended purpose for the topic and creates an opportunity for the teacher to develop Individual Education Plans (IEP) that
could assist those with additional learning requirements. Typically, this is presented in a table or scope and sequence chart that allows for flexible
sequencing (Arthur-Kelly & Neilands, 2017).

2.ASSESS THE CURRENT PERFORMANCE LEVEL OF THE STUDENT ON THE CURRICULUM

Secondly, the teacher gathers specific information on each student’s performance within the curriculum. This process starts at the foundation of student
development and is implemented before any intervention or differentiation is applied as the teacher uncovers students’ prior and current knowledge and
determines the relevant curriculum goals (Hosp, Hosp & Howell, 2016). This is achieved through three levels of assessment, daily analysis of how and
how well did the student(s) complete the task, medium level analyses of the cumulative learning to understand how well the student is progressing
towards fluency and finally overall relevance of curriculum and learning for the individual. Subsequently, this process starts at the foundation of student
development and is analysed before any intervention or differentiation is applied (Arthur-Kelly & Neilands, 2017).

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3.ESTABLISH SHORT-TERM INSTRUCTIONAL OBJECTIVES FOR THE STUDENT(S)

The next is to generate a series of short-term instructional objectives and statements that reflect each student’s expected performance and learning needs
(Arthur-Kelly & Neilands, 2017). Typically, these objectives will be learner-specific, identify the behaviour(s) or content to be achieved, the conditions
and a criterion for successful performance. Thus, it is critical that small progress steps are built in and the teacher regularly analyses the quality of each
child’s performance (Sutherland, 2017).

4.INTRODUCE EFFECTIVE INSTRUCTION

Now the teacher now has the ability to specify how to best teach the students. To achieve effective instruction educators must plan, manage, deliver, and
evaluate their practice by constructing personalised learning plans that consider student diversity, including those who are gifted, students with
disabilities, or students without special needs (Algozzine & Ysseldyke, 2006). Consequently, programs are strengthened when teachers utilise a range of
meaningful teaching strategies to optimise student engagement and learning outcomes (Arthur-Kelly & Neilands, 2017).

EXAMPLE OF AN INSTRUCTIONAL METHOD: INFORMATION TECHNOLOGY AND COMPUTER-ASSISTED INSTRUCTION

Technology no only develops an understanding of how what is taught in the classroom can be applied in wider world, it also promotes inclusion within
the education system as it caters for all types of learners (Pegrum, 2009).

Notably, when a teacher solely relies on verbal instructions, they are not meeting the holistic needs of the class, as each individual learns in different
ways and has varying levels of understanding. Therefore, the implementation of Information Technology and Computer-assisted instruction is essential
because it enhances a teacher’s ability to address the class’ diverse learning abilities and requirements. This can be achieved through connecting both
teacher-directed instructions and technological programs such as, interactive whiteboards, videos or creating virtual worlds (Lacina, 2002). For
example, during a mathematics lesson on divisibility, a teacher could utilise the program Mathematics Online (Mathematics Online, 2018) to
demonstrate the procedure on the interactive whiteboard and then promote class involvement through nominating students to participate. In doing so, the
educator is providing a stimulating instructive method that promotes collaboration to generate understanding.

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Additionally, the utilisation of technology has decreased reliance on medial tasks such as, worksheets or “pen and paper” activities that catalytically
reduce stimulation and the ability for children with severe physical or intellectual disabilities to participate. However, technology provides teachers with
an alternative and meaningful learning method that enhances inclusion. (Arthur-Kelly & Neilands, 2017). For example, during an English lesson the
class may be tasked with composing a procedure on making their favourite sandwich. Although this task may suit the intellectual abilities and needs of
each student, it may be difficult for a student who’s limited fine motor skills prohibit them from being able to complete tasks using a pencil and paper.
Therefore, a teacher could adjust the task utilising technological programs, such as word documents to enable this child to achieve the curriculum
outcome and participate alongside their classmates.

5.ACTIVELY MONITOR STUDENT PROGRESS AND ADJUST PROGRAM FEATURES IN THE LIGHT OF PROGRESS
INFORMATION

The final step of CBA focuses on the design and implementation of effective teaching interventions and requires the educator to frequently
review their programs effectiveness based on student achievement of the intended outcomes. This is achieved through the utilisation of ongoing
assessment strategies including, continually recording observations and analysing work samples and portfolios (Arthur-Kelly & Neilands, 2017).
Consequently, the teacher will then utilise this information to decide whether or not to introduce a new or revised student objective, change the
teaching strategies employed or cancel the program (Hosp et. al., 2016).

844 words

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SECTION C:1000 WORDS

IN ONE CURRICULUM OR KLA AREA DETAIL AN EXAMPLE OF MODIFICATIONS OR ADJUSTMENTS TO
CURRICULUM, TEACHING AND LEARNING STRATERGIES FOR A STUDENT WITH HIGH SUPPORT NEEDS. REFERENCE
SHOULD BE MADE TO THE NCCD LEVELS OF ADJUSTMENT DOCUMENT, NSW BOARD OF STUDIES GUIDELINES OR
QLD CURRICULUM AND ASSESSMENT AUSTHORITY, AND/OR OTHER SOURCES RELEVANT TO SUPPORTING
STUDENTS WITH A DISABILITY OR ADDITIONAL NEEDS IN A REGULAR CLASSROOM.
Ronald is an 11-year-old boy with a diagnosis of Spina Bifida, a congenital malformation which affects the brain, nerves and spinal cord and restricts
his physical ability (Special Education Support Service, n.d.). Consequently, he is paralysed from the waist downwards and utilises a manual wheelchair
to move independently around the school. He is currently in year three and has been attending Mullumbimby Primary School (a country school in New
South Wales) since he enrolled in year one and enjoys being outdoors and socialising with his peers.

Alike the school, who have accommodated for Ronald’s needs in ensuring he is positioned in a ground-level classroom and that all major facilities
(including the toilets, hall, library and canteen) are wheel-chair accessible, I his class teacher, am proactive towards adhering to the Disability Standards
for Education (DSE) (Australian Government, 2006), and initiate inclusive strategies. Therefore, I have developed an emergency medical plan that is
accessible to all staff in the school and have modified the class room so that all materials are accessible (lowered the white board to an appropriate
height and ensures that the student can manoeuvre around the room freely). Additionally, I am in constant contact with Ronald’s parents, occupational
therapists, school psychologist and learning support teachers to ensure that the appropriate levels of assistance and learning are being upheld (Model
Farms High school, 2018). In doing so, I can develop meaningful personalised learning plans (PLP) that cater for the substantial adjustments, as
indicated by the the New South Wales Department of Education & Communities (NSW DEC) adjustment guidelines (Australian Government
Department of Education and Training (DET). n.d.).

We are currently in week four of term two and based on previous observations and assessment outcomes, my current focus area is to improve his
inclusion within all aspects of the classroom, to ensure that he is developing his knowledge and skills base and fostering social relationships. The main
areas to accommodate are, his reliance on his wheelchair and his inability to remain on task, as he often loses interest. Consequently, I have developed
the following lesson plan which will be concluding a Personal Development of Health Education unit that I have been implementing to teach the

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students the necessary skills and game understanding of basketball before they participate in a wheelchair basketball seminar that will be conducted by a
member from Wheelchair Sports NSW (Australian Sports Commission, n.d) in the upcoming week. Prior to this lesson, the class participated in tasks
that focused on reinforcing skills such as, passing and dribbling. During this time Ronald participated through slight modifications, such as during
dribbling activities he was allowed to place the ball on his lap and allowed to push his chair three times before pausing and bouncing the ball on the side
of his chair. Most notably, one of the main concerns during PE lessons is his fatigue, to accommodate this I continually explain that if he feels unable to
participate he can pause until he feels ready to re-join the class. Alternatively, I take the opportunity to pause activities and ask the class high-order
thinking questions to promote their understanding and provide Ronald a rest-break.

The purpose of the bellow lesson is to teach the class the values of team work and help them understand how to move around the court and maintain
possession of the ball. The class will be working on achieving the stage three Board of Studies New South Wales (BOSTES) outcomes, “Refines and
applies movement skills creatively to a variety of challenging situations” and “Applies movement skills in games and sports that require
communication, cooperation, decision making and observation of rules” (Board of Studies NSW (BOSTES), 2007). Whilst Ronald, who is currently at a
stage two level will be attempting to demonstrate his ability to “Make positive contributions in group activities” and “Participate and use equipment in a
variety of games and modified sports” (Board of Studies NSW (BOSTES), 2007). Furthermore, the adaptive strategies that I have utilised in the
creation of the activity, such as the “End-Zone player” will promote Ronald’s inclusion, develop each student’s game-based skills and generate the
importance of sportsmanship alongside his peers (Cologan, 2015).

659 WORDS

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Class: 5I Date: 17/08/2020 Time Frame: 0950-1030

Title: MOVE INTO SPACE (PDHPE LESSON)

Syllabus outcome/s and indicators: (Board of Studies NSW (BOSTES), 2007).

FOR THE CLASS:
SKILL FOCUS: MOS3.4: Refines and applies movement skills creatively to a variety of challenging situations.
- Breaks free from defenders.
- Finds open spaces to enable an accurate and safe pass.
KNOWLEDGE AND UNDERSTANDING: GSS3.8: Applies movement skills in games and sports that require communication, cooperation,
decision making and observation of rules.
- Calls for the ball after moving into a free space.
- Looks for players that are free from defenders and ready to catch the ball.
FOR THE NOMINATED STUDENT (R.) (Currently at a stage 2 level)
SKILL FOCUS: INS2.3 Makes positive contributions in group activities.
- Calling out for the ball.
KNOWLEDGE AND UNDERSTANDING: GSS2.8: Participates and uses equipment in a variety of games and modified sports.

Lesson intention:
After completing this lesson, students will have a greater understanding of spatial awareness when trying to maintain possession of the ball in game
situations. This will be achieved through an activity that utilises pressured game/scoring situations to emphasise the importance of moving into
spaces to create safe passes. Consequently, this will also enable the students to understand the importance of working as a team by reflecting on their
own performance to better position themselves when playing invasion games.

Links to previous lessons:

-Built on the fundamental movement skills of passing and catching the ball in game and practice situations.
-Draws on a lesson about the importance of “team work” and ensuring everyone has the opportunity to participate.

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Cross-curriculum priorities; general capabilities; or other areas identified as important learning:

Personal and social capability: Students learn to understand and manage themselves and their relationships during high-intensity team sports.
Difference and diversity: Students acknowledge and understand that all individuals have different skill levels when it comes to physical exercise and
learn to overcome these differences and enhance each other strengths during team exercises (BOSTES, 2007).

Assessment focus:
Assessment AS learning; Involves the students in the learning process where they monitor their personal progress, ask questions and practice skills.
Utilising teacher feedback to reflect on individual learning, consolidate understanding and work towards learning goals (BOSTES, 2007).
Lesson differentiation / Level of Adjustment:
Rules:
Unlike the other students R. will be able to “travel” with the ball to allow him to reposition himself. The rule for R. will be that we can place the ball
on his lap and have up to 3 pushes of with wheelchair.
Rest Breaks:
Tasks will be paused through the form of higher-order questioning to allow the class to draw meaning from the lesson and to give R. a break from the
activity.
Boundary/Playing Field:
Student will be allocated a designated area that is large enough for them to move within without hurting themselves or other students.
(PE Central, 2016)
Equipment / resources:
2 x Basketballs
(24 cones) 12 x Red cones 12 x Blue Cones (Colours don’t mater just as long as they are two different colours)
(16 Bibs) 12 x Bibs (One team for each game will be bibs the others will be no bibs) 4 x Bibs of a different colour
Safety and Risk Assessment:
-Playing on a smooth and hard surface. So that the student can manoeuvre their wheelchair freely.
-Make sure the area is clear of any obstacles or hazardous objects.
-Space awareness: is the area large enough for all of the students to move freely?
-Ensure that the field boundaries are a safe distance from the walls and/or any other hard surfaces that the children could accidently run into.

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Learning / Teaching Activities Differentiation and /or adjustment

Class assemble and sit as a group on the floor of the basketball court. Nominated student (R.) will naturally position
WARM UP (5 minutes) NAME: Bundles himself so that he can hear instructions but is not
AREA: Basketball court. obstructing the view of their fellow classmates
INSTRUCTIONS: Children walk freely around the designated area. Teacher calls a number from 2- (If not remind him of this).
12 (12 is half of the number of students in the class). Children quickly gather in a group of that
number.
i.e. Children are walking around the space. Teacher calls 4 and children create a group of four people. R. is able to push himself around the space and
Repeat several times varying the number with each call. participate. Alternatively, if he is particularly
exhausted today, he can nominate a student to
push him around (PE Central, 2016).

Although R. will not be able to demonstrate

movements that require the use of legs (i.e.
For this activity to effectively “warm the students up” and encourage participation, the activity should skipping & jumping) they move around the
utilise the following space and form a group with the rest of the class.
MODIFICATIONS: When using the 1st and 2nd modification I will
1. Moving in different ways i.e. skipping, hopping, galloping around the space. ensure that I include activities that utilise hands
2. When the number is called teacher also nominates an activity for the group to do i.e. 4s bouncing as well i.e. Form a group of 4 and wave your
on the spot, 3s holding hands in a circle. hands in the air. Alternatively, the 3rd
3. After calling the number of people in the group the teacher then calls out an object/image they have modification is an effective way to ensure their
to create/form as a group i.e. boat or spelling a word using their bodies. inclusion in the activity.
PURPOSE: When the teacher is ready to finish the warm up and commence the body of the lesson
they call the desired number that they want the groups to be in i.e. because there is 24 in the class the
teacher for this situation is wanting 4 groups of 6. Therefore, for their last call they should call the
number 6 and then give those groups the different bib colours and explain that they are now a team.

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BODY OF THE LESSON (15 minutes)

LEARNING INTENTION: The aim of this activity is to enable the children to utilise and
have a sense of spatial awareness when trying to maintain the ball and when in defence. What most students will be doing: Moving
SETING UP: around the court trying to either maintain
Each filed is set up in the shape of a rectangle. Depending on the area, create a field that is possession of the ball or retrieve the ball
big enough for them to move around in but small enough to have some difficulty when from the opposing team.
pressed by a defender. What the nominated student will be doing.
Add three cones of a different colour to the boundary to each of the ends of the rectangle to Both R. and the other ENDZONE PLAYER
create smaller zones within the field (see diagram). will be moving within their allocated space
to try and create an opportunity for their
team to pass tem the ball and score another 5
points. This not only allows R. to safely
participate without injuring themselves or
another student but is a key learning concept
of understanding how to strategically
develop a plan of attack during game base
situations (as these two players are worth
more points).
Additionally, whilst the other students are
Because there is 24 in the class and to ensure safe participation, I will set up two playing
not allowed to move whilst they are holding
areas side by side so that I can monitor both fields. (See below).
the ball, R. is able to place the ball in his lap
and have 3 pushes on his wheelchair so that
he can reposition himself to find an
appropriate pass (Special Education Service,
n.d.).
Therefore, the aim for R. will be to work on
his attacking skills by supporting his team
and moving into a position to retrieve the
ball and then determining how best to pass
the ball to another team mate.

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INSTRUCTIONS:
Select 12 of the students (two of the groups/half of the class) to help demonstrate / R. will remain as an end zone player.
explain the task using the following information. However, he will swap ends occasionally to
Attackers have 1 minute to pass (bounce or chest pass) the ball between one another trying to allow him to experience both sides of the
score as many points as possible. Once the student catches the ball they cannot move with it, field.
the must pass to another player. Because the activity in focusing on moving into space, once
the student catches the ball they cannot move from that spot. Therefore, no pivoting (having
one foot on the ground while the other moves to allow the body to turn in a circle) will be Provide frequent rest periods: Pause the
allowed (However, teacher can allow this after students are clearly demonstrating their game to reinforce the students understanding
ability to move into the space and help the player with the ball.) of the task by asking questions
POINT SYSTEM: ACHIEVED BY IMPLEMENTING THE
One successful pass to another player is one point. FOLLOWING:
If the attacking team passes to a player in an End Zone it is worth 5 points (end zone players Freezing in the middle of the games: When
will wear different coloured bibs). appropriate stop the play at key moments to
OBSTICLE: highlight good examples of utilising the
At the same time the defending team is trying to intercept the balls. If they do steal the ball space when attacking and defending.
the player who caught it places on the ground for the attacking player to retrieve. This will However, do not over use, allow the children
help the defenders to learn to ‘read the play’ and anticipate the attackers throws/passes. After to play as much as possible.
1 minute the teams swap, defenders become attackers and vice-versa. ATTACKERS:
When there is a change of possession the End Zone players will give the end zone bibs to -How can you score the most points?
two players on the opposing team who will become the new End Zone players (monitor so - How could you work as a group to make it
that everyone gets a turn). harder for the defending team?
RULES AND SAFETY CONSIDERATIONS: -Once you pass the ball what should you do?
-Enforce the ‘no contact rule’ amongst students i.e. when in defence students are to stand 1 DEFENDING:
metre (minimum) away from players with the ball and aim for the ball not their opponents. -How can you work together to make scoring
-The ball cannot be taken from another player’s possession- no stealing. difficult for the other team?
-Remind the students that they need to be aware of their classmates when passing the ball in -Is it better to play one-on-one or to cover
order to avoid accidently hitting someone. the zones or various spaces in the court?
NOTE: If players are not passing the ball around and are just trying to throw from one End FEEDBACK:
Zone to another vary the passing method i.e. bounce pass, this will encourage them to pass When appropriate provide encouragement
the ball around. (This could also be utilised to mix up the game to prevent students from and reinforce good behaviours amongst the
students. i.e. Comment and commend a

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becoming bored). Once they seem to understand the importance of looking and moving for student when they find an open space and
passes you can change back to chest passing. allow a safe pass for their team. “Nice work
OTHER OPTIONS: moving into that space Tyler!”.
- Must throw it to every player on the team once and they receive 10 bonus points. Not only will this assist the class to develop
- remove one of the end zone barriers and only have one left ( R. will need to remain as an their understanding of the task, it will
end zone player). provide the nominated student with rest
TEAMS PLAY GAME: ATER TEAMS HAVE HAD TWO ROUNDS TEACHER breaks.
SWAPS ONE TEAM FROM EACH FIELD.

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CONCLUSION:
End of the lesson is signalled by blowing a whistle to gain students attention.
Ask the students to return to the floor and bring in all of the equipment. Explain that they
have 2 minutes to be seated on the floor in front of the teacher.
Draw out the positives from the lesson i.e.
“Great work today stage 3! Your behaviour was superb, and it was great to see everyone
working together and participating in the activity. I saw progress in your abilities to move
around the space in both activities and it was fantastic to see you encouraging one another!”
Revise utilising special awareness in invasion games with the children.
Ask key questions to consolidate knowledge and understand the students’ learning:
What did you change about how you passed the ball or tried to receive a pass?
Why it is important to be aware of your surrounding in these games in particular? What
could happen if we aren’t aware of our surroundings?
Draw focus to the purpose:
How can we apply what we have learnt in the upcoming wheelchair basketball game?

Links to next lesson

This is the final lesson before the class participates in a wheelchair basketball workshop conducted by Wheelchair Sports NSW.
Therefore, in the next lesson a representative from this organisation will be teaching. During that time, the students will be given
a wheelchair designed for the sport, taught the rules and the necessary skills and participate in drills and a game. More
information on the organisation can be found here: https://wsnsw.org.au/roadshow/school-road-show/

Points to consider for reflection / evaluation

- Where all children able and willing to participate?
- Did they understand the concept of moving into space?
- Where the students excising team work strategies? – Collaboration: i.e. calling for the ball
- Did the nominated student feel included and engaged in the task?

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REFERENCES

Algozzine. B. & Ysseldyke. J. (2006). Effective instruction for students with special needs: A practical guide for every teacher. Corwin. ISBN:
9781412938976

Arthur-Kelly, M., Neilands, J. (2017). Planning effective teaching strategies. In P. Foreman & M. Arthur-Kelly (Eds.). Inclusion in Action.
South Melbourne, VIC: Cengage.

Australian Government. (2006). Disability Standards for Education (2005) plus Guidance Notes. Attorney-General’s Department and
Department of Education, Science and Training, Commonwealth of Australia, Canberra.

Australian Government Department of Education and Training (DET). (n.d.). Level of adjustment provided to the student. In Nationally
Consistent Collection of Data on School Students with Disability. Retrieved from http://www.schooldisabilitydatapl.edu.au/docs/default-
source/default-document-library/level-of-adjustment-provided-to-the-student.pdf

Australian Sports Commision (n.d.) Disability sports Australia: Wheelchair basketball. Australian Government. Retrieved from
http://www.sports.org.au/wcbasketball/

Board of Studies NSW (BOSTES) (2007). Personal development, health and physical education K-6 syllabus. Retrieved from
http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/pdhpe/pdhpe-k-6-syllabus

Cohen, L.G. & Spenciner.L.J. (2007) Assessment of children &youth with special needs. Pearson Education Inc.

Cologon, K. (2015). Inclusive education means all children are included in every way, not just in theory. Retrieved from
http://theconversation.com/inclusive-education-means-all-children-are-included-in-every-way-not-just-in-theory-45237

Conway, R. & Foggett, J. (2017). Encouraging Positive Interactions. In P. Foreman & M. Arthur-Kelly (Eds.). Inclusion in Action. South
Melbourne, VIC: Cengage.

Conway, R. & Walker, P. (2017). Curriculum, learning, teaching and assessment adjustments. In P. Foreman & M. Arthur-Kelly (Eds.).
Inclusion in Action. South Melbourne, VIC: Cengage.

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Dörnyei, Z., Henry. A., MacIntyr. P. D. (2014) Motivational dynamics in language learning. Multilingual Matters. ISBN: 1783092580

Hosp, M. K., Hosp. J. L. & Howell, K. W. (2016) The ABCs of CBM (2nd Ed.) A practical guide to curriculum-based measurement. Guilford
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