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EDUC 3055 | Inclusive Education

ASSIGNMENT 2 - PROJECT
EDUC 3055: Inclusive Education

Tyla Milich
110171373
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Discussion
Inclusion

The meaning of ‘inclusion’ continues to be somewhat inconsistent when deliberated within

an educational context. Hyde (2013) investigates the meaning of inclusion and diversity within
a schooling context, and found that the majority of the literature reflected how the word
‘inclusion’ referred specifically to students with special education needs or with a learning
disability or difficulty (p. 6). Thus, the term ‘inclusion’ stems back to earlier concepts of
processes such as integration; which is the inclusion of individuals with a disability in
educational settings that are equal to their developmental level, and mainstreaming; when
students formerly placed in special schools are then placed in local, regular schools (Vislie
2003). While it is a topic of disparity, major national and international agreements, legislation
and policy further define and add imperative for all education systems to move towards this
process of ‘inclusive’ practices (ACARA 2017).

This causes much controversy as these terms can conflict the true meaning of inclusion, by
forming categorisation or deviance for us when it is not appropriately interpreted and
understood (Hyde 2013, p.6). Inclusion is highly important to understand, as it doesn’t just
refer to learners with special needs, but, is an attitude and approach that embraces the
diversity of learner differences in a range of contexts (Foreman 2018, p. 6). More broadly,
inclusion refers to the right to active participation and achieving equity through the
promotion of equal opportunities and engagement in all aspects of daily life and education
(Hyde et al. 2013). Thus, inclusive practices within a schooling context is significant in order
to create healthy working environments that are safe, productive and comfortable for all
individual learners (Mitchell 2015).

Diversity

The concept of diversity encompasses values of acceptance and respect. As educators, it is

important to understand that each individual is unique, and that creating environments
where recognising our individual differences is important (Hyde et al. 2013). More specifically,
it is important to know about learner diversities such as the social and emotional wellbeing
of students. As for students with this diversity, they will most likely experience issues with

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self-regulating their emotions, have issues building relationships with others and develop
anxiety which may lead to depression, ultimately impacting their engagement in school
(Response Ability 2018).

Anxiety is thus, a social and emotional diversity that is highly important to know about, as it
is the most common mental health condition in Australia. In its most general term, anxiety is
a combination of several disorders that cause nervousness, fear, apprehension, and worrying
(Cumming 2012, p. 58). On average, one in four people are affected - one in three women
and one in five men will experience anxiety at some stage in their life (Beyond Blue 2018).
Individuals with this diversity are unable to stop worrying about seemingly unimportant
things, and they can perceive situations as far worse than they actually are. Whilst mild
anxiety is vague and unsettling, severe anxiety can seriously affect and individuals day-to-day
living (Cumming 2012, p. 59).

Although anxiety is a treatable condition, learning about it is an important first step for
inclusion (Beyond Blue 2018). In a school context, Hyde, Carpenter & Conway (2013) believe
that when students stress about school work, their abilities and achievements, friendship
groups, personal physicality and their home life, it is when anxiety is most often developed
(p. 148). Further research supports this argument by stating how anxiety is not caused by one
underlying factor, yet a buildup of diverse factors. Students who have low self-esteem, come
from traumatic backgrounds or come from over-protective families are also leading causes of
student anxiety (Knuckey 2016, p. 6).

Although anxiety has an important role to play in helping us stay alert and progress safely in
our lives, this diversity can also be a silent killer in the classroom for those who suffer more
extreme cases (Cumming 2012, p. 60). Often, educators find it hard to pinpoint social and
emotional diversities such as anxiety, as it is a diversity that is not so prominent to the eye
(Kids Matter 2018). Teachers thus need to be aware of the critical issues and underlying
behaviours that are associated with this diversity. Learning how to look for leading symptoms
will allow the educator to effectively cater for their individual needs, and scaffold learning
environments that are appropriate for the clarity of their mental health (Knuckey 2016, p. 6).

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From here, the critical issues associated with anxiety need to be considered to ensure
equitable practices are put in place to support and guide these students to learn to cope with
their fears and stresses, to ultimately relieve their anxiousness in the classroom (Cumming
2012).

Critical issues of diversity

Routine
Firstly, a major concern for the quality of students learning with this diversity, reflects their
difficulty focusing and concentrating during lessons. This can be a result of many factors, but
particularly, the stress of having no routine or structure to their school day often leads
students to become flustered, lack engagement and can lead to possible tantrums or
meltdowns (Knuckey 2016, p. 7).

Testing
Having mental blanks during tests is another critical issue for learners with this diversity. This
reflects their indecisiveness and the fear of writing down the wrong answer, so they just won’t
write anything at all (Beyond Blue 2018). This is a major issue that needs to be accommodated
for in the classroom, so that students feel comfortable to take tests in the future without
developing avoidant behaviours towards their learning (Foreman 2008).

Responsiveness
On the other hand, some students with anxiety may do perfectly well on tests but instead,
when they’re called on in class by the teacher, it is the fear of judgement from the class where
they freeze from anxiousness (Devine et al. 2006). This doesn’t particularly reflect
inattentiveness during lessons, because chances are they might know the answer. However,
when they’re made to answer in front of the whole class, their anxiety becomes so heightened
they can’t possibly respond. This issue will continue to progress without the appropriate
accommodations and scaffolding in the classroom (Foreman 2008).

Physical complaints

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Similarly, anxiety can unfortunately manifest in physical complaints, too. This can often be
problematic for students if they start missing important learning to make frequent trips to
the school’s sick room (Response Ability 2018). Complaints of having unexplained headaches,
nausea, stomach aches and even vomiting, are all physical symptoms of anxiety. This is a
critical issue that needs to be accommodated for, in hope to prevent anxiety cases from
becoming this severe.

Refusal to attend school

All these critical issues combine, can ultimately lead to one serious issue to arise. This issue
reflects students becoming so anxious that they start skipping or refusing to attend school.
This matter is thus extremely important to deal with as it can result in the students missing
out on vital aspects of their education, and will result in a decline in academic performance
(Vislie 2003). These critical issues will all need to be considered, in order to make appropriate
accommodations that meet the needs of students with anxiety (Mitchell 2005).

Accommodations

Children with anxiety may develop their own strategies to try and manage situations that
cause them distress. This however, often involves trying to avoid the situation or having a
parent or other adult deal with it for them (Response Ability 2018). Thus, it is highly important
for educators to make appropriate accommodations that are supportive and guide students
to learn to cope with their fears and stresses, so that they can independently manage similar
situations in the future (Vislie 2003).

Routine
Firstly, by adjusting classroom practices to create a consistent daily routine, will have
dramatic changes to students learning. This modification will assist students to feel less
stressed, as they will know what is expected of them to progress through their day (Morin
2018). This can lead to an increase in engagement and focus with class content, without
students having the extra stress of not knowing what to do next. Another accommodation an
educator can make to their routine, is putting a buddy system in place. This means pairing
students in the class with a peer to assist with the management of routines and transitions to

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lunch and recess, as these less structured situations can often trigger anxious feelings (Hurley
2018). Students can also use their buddy to seek advice throughout the day if they are feeling
unsure, taking the stress off of having to ask questions in front of the whole class.
Furthermore, simple strategies such as a 10-minute warning time before transitions between
lessons, and the option of finishing work during lunch time will also accommodate for this
critical issue (Morin 2018).

Testing
In order to help students feel comfortable to take tests without developing avoidant
behaviours towards their learning, educators can make modifications to their test conditions
such as the location/environment it takes place in (Hurley 2018). This can include making
allowances for the students to take the test alone during lunch time, as anxious students often
feel overwhelmed when they can see peers finishing the test, when they may not be even
close. Another strategy could be grouping the class by their level of development and holding
small group testing sessions during lunch or whilst the rest of the class goes for library
borrowing, as having an uncrowded classroom can be a stress reliever for anxiety (Beyond
Blue 2018). Simple strategies such as having a clock/timer on display so the students can
account for their own time management, or allowing the freedom for the students to sit
where they like to take the test (within reason i.e. using lap desks on the floor, or using a
clipboard in a bean bag) can contribute to more student engagement towards testing (Hurley
2018).

Responsiveness
Dr. Schuster (2017) notes that when students become anxious in social situations, they have
a much easier time showing what they know when teachers engage them one-to-one away
from the group, rather than asking for a response in front of the class (p. 7). Thus, another
modification to daily practice could be to record the key learning intentions/notes of a lesson
on a ‘scribe board’, that could be written on large sheets of butcher’s paper that gets hung
on the walls for all the students to see. That way, the whole class can interact all together
when re-focusing on the key notes from each lesson, rather than singling students out for
responses (Devine et al. 2006).

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Physical complaints
Similarly, to reduce the severity of student anxiety before it leads to serious physical
complaints, creating a ‘relaxation’ room for students to go to when they are feeling too
overwhelmed allows the student to relax away from where the overstimulation occurred. This
accommodation is also a great alternative for the teacher to always know their student’s
whereabouts if they do wish to leave the classroom (Foreman 2008). Likewise, educators can
also teach the whole class calming strategies to control their breathing and to relieve stress.
Integrating brain breaks such as 10-minute yoga stretches are vital to keep students focused
and engaged as they can then deal with a fresh and relaxed mind state (Hurley 2018).

Refusal to attend school

Lastly, it is evident that educators need to use a range of strategies to accommodate for
students with learner diversities such as anxiety, but will these strategies be significant, if
these students refuse to go to school? (Cooper et al. 2011). Anxious students need to take
accountability for their learning, and the ways in which they best learn. Educators who create
safe and positive working relationship with their students, and allow them to have a say in
what strategies work best for them, creates a more inclusive classroom environment where
students feel comfortable to take risks and step outside their comfort zone (Devine et al.
2006). Asking simple questions such as; Where would you like to sit? Who would you like to
work with? Would you like reminders before lesson rotations? are beneficial to assist students
to feel in control of their own learning and to engage them within their learning environment.
When students feel comfortable, are engaged and feel a sense of accomplishment, it is when
they are more inclined to want to come to school and be a part of a supportive school and
classroom community (Cooper et al. 2011).

Supports/resources

Visual Support - Please refer to Appendix 1

Spending time each day modelling and practicing various ways to calm down can include
finding books to read that show good examples of the behaviors you want students to learn.

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The book; The Way I Feel, would be useful to read to the class (readers of ages 4 to 8 years),
as it contains feelings words and gives students a vocabulary of emotion to ease their way
through life (Cain 2000). When My Worries Get Too Big, is another visual support resource for
children who live with anxiety, as it discusses anxiety in a more pared back story-form. It
provides students with a range of relaxation strategies to manage their anxiety, which can
then be utilised and practiced in the classroom environment (Buron 2003). The book; Hey
Warrior also explains anxiety, but using the flight or fight response. It helps students
recognise and acknowledge what they might be feeling when they are experiencing anxiety,
and explains how it is ok to feel that way (Young 2016).

Children need opportunities to acknowledge and express how they are feeling in a healthy
and respectful way, as denying negative emotions or ignoring them does nothing to help
students to deal with them effectively (Kids Matter 2018). A hands-on resource to
compliment the book Hey Warrior to help students recognise how they feel, is using a
‘feelings check-in chart’. By providing a means to ‘check-in’ on a feelings chart, will show the
teacher how students are feeling about a particular activity or event. Allowing them to admit
and recognise their emotions, is an important first step to effectively managing them.

Educators can also incorporate strategies such as the ‘traffic light thumbs-up check’, where
students are handed three cards containing one red, one yellow and one green card that
symbolise traffic lights. Educators can use these cards to check student engagement by
getting them to raise the card that best represents their level of understanding. This allows
anxious students to use these cards to signify when they need help, in a subtle and non-verbal
way (Hurley 2018).

Online Support - Please refer to Appendix 2

Reach Out is an effective online support resource that provides knowledge for young people,
parents and teachers about anxiety. This website is beneficial as it has a range of strategies
which can be used to help manage anxiety (Reach Out 2018). Beyond Blue is a different online
resource, as it has a helpline and an online chat forum for individuals who need quick

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accessible support. It also has a range of information about anxiety and other mental health
concerns that can be used to educate individuals about these diversities (Beyond Blue 2018).

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LESSON PLAN
Year level: Topic:
R/1 Facial Expression
Subject: Unit Lesson:
Drama 1
Australian Curriculum Links:
 Use voice, facial expression, movement and space to imagine and establish role and situation (ACADRM028)
Elaborations:
 Communicating verbally by using the voice to explore and show role and situation
 Communicating non-verbally by using facial expression and movement to explore and show role and situation
 Practising movement within a space to create the difference between their performance space and the audience
space 


Learning Intention:
 To explore the connection between, feelings and facial expressions

Achievement standard/s:

 By the end of Year 2, students make and present drama using the elements of role, situation and focus in dramatic play
and improvisation
 They explore voice and movement to create role and meaning

LESSON CONTEXT RESOURCES MODIFICATIONS/ACCOMODATIONS

Introduction
1. Read The Way I Feel book
2. Outline learning intention
 When reading the book, position students
 The Way I Feel
with anxiety closer to the front of the class
book
when sitting on the floor, so that they
aren’t feeling overwhelmed when sitting
in the middle of such a large group.
 Write the learning intentions on the board
for the students to refer to during the
lesson, so they understand the purpose of
the lesson.

 Emotions poster  Working as a whole group for this activity

Body of Lesson
allows the students to feed off each other’s
3. Discuss how our faces can show our engagement and understandings of what
emotions and the way we are feeling emotions are.
4. Can everyone show me your…  Anxious students could be positioned at
- Excited face – like you just got a the back of the class so that they don’t feel
birthday present like everyone is watching and judging
- Sad face – Like when you have your them when they pull their facial emotions.
favourite toy/game taken away This allows students to feel more
- Bored face – like when you have comfortable within the classroom, as they
nothing fun to do could also see other students ‘happy face’
- Surprised face – like when you see a or ‘embarrassed face’ and draw inspiration
giraffe in your house

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- Frustrated face – like when you don’t from them if they were feeling nervous or
understand something uneasy with the task.
- Happy face – like when you are  This strategy is beneficial as students will
playing with your friend then be more comfortable to participate
- Disgusted face – like when someone rather than feeling too anxious to do so.
did a smelly fart
- Embarrassed face – like when you did
the smelly fart
- Angry face – like when your favourite
toy/game breaks

 Clapper board  Using strategies such as small group

5. Explain small group rotation activities
 Timer rotations allows students with anxiety to
and introduce stop/start method using
 iPad work with a smaller, less intimidating
clapper board
 Guess the group of students.
6. Small group rotations (5 minutes
emotion cards  Another option could be to pair students
each):
 Emotion memory up with each other. They could then
- Taking photos of facial
cards investigate each station with their ‘buddy
expressions/books
partner’ and help each other with the tasks.
(refer to appendix 3 – figure 1)
- Guess the emotion This is a strategy that caters for anxious
(refer to appendix 3 – figure 2) students, without noticeably singling them
- Make an emotion out from the rest of the class.
(refer to appendix 3 – figure 3)  Using a timer to signal when the class will
- Emotion memory match rotate from station to station also limits
(refer to appendix 3 – figure 4) stressful behaviours. Displaying the timer
on an interactive whiteboard is a great way
for students to visually see when each
rotation will occur, and allow students to
take accountability for their time
management. Another alteration could be
quietly signalling to the students with this
diversity to signify a 1 minute warning to
prepare them for the sudden change that is
about to occur (i.e. tapping them on the
shoulder).

 Downloaded copy  The teacher can specifically arrange

7. Pass the facial expression (like
of the feelings students in a circle to play the game,
Chinese whispers)
song sitting anxious students next to others they
8. The Feelings Song
are comfortable with, without making it
https://www.youtube.com/watch
obvious to the rest of the class.

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Reference List
ACARA 2017, Drama, Australian Curriculum, Assessment and Reporting Authority, viewed
15 October, http://australiancurriculum.edu.au/f-10-curriculum/the-arts/drama/?year>.

ACARA 2017, Students with Disability, Australian Curriculum, Assessment and Reporting
Authority, viewed 15 October, <http://australiancurriculum.edu.au/resources/student-
diversity/students-with-disability/>.

Beyond Blue 2018, Know when anxiety is talking, Beyond Blue, Australian Government,
viewed 15 October 2018, <https://www.beyondblue.org.au/the-
facts/anxiety?gclid=CjwKCAjwx7DeBRBJEiwA9MeX_Nwqn-
soO8sepyGeHzSf7vGRsj2iBCSTAzSPFsr21vEAfdyCDyovQxoCwUMQAvD_BwE>.

Cooper, P, Jacobs, B & Busher, H 2011, From inclusion to engagement: Helping students
engage with schooling through policy and practice, John Wiley and Sons, London.

Cumming, T 2012, ‘The Education of Students With Emotional and Behavior Disabilities in
Australia: Current Trends and Future Directions’, Intervention in School and Clinic, Hammill
Institute on Disabilities, SAGE Publications, vol. 48, no. 1, pp. 56-60.

Devine et al. 2006, The Secondary Teacher’s Toolkit for Including Young People with Social
Communication Difficulties, Wiltshire Country Council, pp. 1-169.

Foreman, P 2008, Inclusion in action, South Melbourne, Thomson.

Hurley, K 2018, Classroom Accommodations to Help the Anxious Child at School, Psycom,
Vertical Health LLC, viewed 20 October 2018, <https://www.psycom.net/classroom-help-
anxious-child-at-school/>.

Hyde, M, Carpenter, L & Dole, S 2017, Diversity, inclusion and engagement, Oxford
University Press, Melbourne.

Kids Matter 2018, Anxiety and mental health in children, Kids Matter, Australian
Government, viewed 20 October 2018, <https://www.kidsmatter.edu.au/mental-health-
matters/mental-health-difficulties/anxiety>.

Knuckey 2016, Australian Child Mental Health Report, SAASSO Bulletin, Child Mental Health,
pp. 6-7.

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Mitchell, D 2005, Contextualising inclusive education: Evaluating old and new international
perspectives, Routledge, New York.

Morin, A 2018, At a Glance: Classroom Accommodations for Anxiety, Understood: for

learning & attention issues, Understood.org USA LLC, viewed 25 October 2018
<https://www.understood.org/en/school-learning/partnering-with-childs-
school/instructional-strategies/at-a-glance-classroom-accommodations-for-anxiety>.

Response Ability 2018, Social and Emotional Wellbeing, Australian Government, accessed 21
October 2018, <http://www.responseability.org/education-students/online-
resources.html>.

Schuster, P 2017, ‘Creating engaging learning environments to accommodate for classroom

diversity’, in T Miller & R Stam (eds) Diversity in the classroom, Blackwell Publishing,
Malden, Massachusetts, pp. 5-17.

Vislie, L 2003, ‘From integration to inclusion: Focusing global trends and changes in the
western European societies’, European Journal of Special Needs Education, vol. 18, no. 1, pp.
17–35.

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Appendix 1

Resource: Information: Age level:

The Way I Feel

Useful for readers of ages 4 to 8 years. This book Junior Primary
contains feelings words and gives students a
vocabulary of emotion, to ease their way through
life. It also features googly eyes to inspire emotions.

When My Worries Get Too Big!
This is a relaxation book for children who live with Kindy/Junior Primary
anxiety. It discusses anxiety in story form, while also
providing students with a range of relaxation
strategies to manage their anxiety. It can be used as
a teacher’s resource as well.

Hey Warrior Explains anxiety, such as the flight or fight response Junior Primary
and helps students recognise and acknowledge what
they might be feeling when they are experiencing
anxiety.

Feelings ‘Check-in’ Chart
Children need opportunities to acknowledge and Junior Primary
express how they are feeling in a healthy and
respectful way. Denying negative emotions or
ignoring them does nothing to help students to deal
with them effectively.

Provide a means to “check in” on a feelings check-in

chart shows how they are feeling about a particular
activity or event. Allow them to admit and recognise
their emotions as a first step in effectively managing
them.

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Traffic Light Thumbs-up Check
Coping Strategies
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Each student is handed three cards containing one Primary/Secondary
red, one yellow and one green card which
symbolise traffic lights. Once the teacher has
finished explaining a concept of learning, they can
use these cards to check student engagement by
getting them to raise the card of their choice which
represents their level of understanding.
If a student does not understand a particular
concept, they will raise a red card. If a student
understands, but is not fully confident, they will
raise a yellow card. The final green card represents
complete understanding of the concept and signifies
the readiness for new learning to commence.
Show children ways in which they can cope with Primary/Secondary
their negative emotions. Things as simple as
counting to ten, coloring-in, breathing, squeezing a
stress ball, refocusing thoughts and behaviours, or
finding a constructive independent activity.
Educators should think of ways that a child’s
behaviours and emotions could be used
constructively or positively. Help them to see their
strengths and gifts and to build on them.
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Appendix 2
Online and Call Helplines for schools, teachers, families, parents and children

Organisation: Information: URL:

Telethon kids: Provides information about anxiety, https://www.telethonkids.org.au/our-

and there is also an institute to seek research/research-topics/anxiety-and-
help at Perth Children’s Hospital. depression/

Beyond Blue: Has a helpline and an online chat for https://www.beyondblue.org.au/the-

individuals in need. Beyond blue also facts/anxiety
has a range of information about
anxiety and other mental health
concerns.

Headspace: Information about anxiety and other https://headspace.org.au

mental health concerns. Also has a
range of institutes to visit around
Australia with trained professionals
to help. You can also email or call
Headspace for one on one help.

ReachOut.com: Provides knowledge for young https://au.reachout.com

people, parents and teachers about
anxiety. Reachout.com also has a
range of strategies which can be
used to help manage anxiety.

Lifeline: Provides individuals with a help line https://www.lifeline.org.au

and an online chat. Additionally,
Lifeline also has different resources
for people in need and provides
relevant information.

Kids Matter: Has a range of information on https://www.kidsmatter.edu.au/mental-

anxiety and other mental health health-matters/mental-health-
concerns, while also providing difficulties/anxiety
children with strategies to cope.

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Appendix 3

Resource 1: Taking photos of facial expressions/books

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Resource 2: Guess the emotion

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Resource 3: Make an emotion

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Resource 4: Emotion memory match

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Assessment feedback
School of Education

Course: Inclusive Education EDUC 3055

Assignment 2 (60%): Project
Student Name: Tyla Milich Marker:
Topic: Social and Emotional Difficulties: Anxiety

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

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