EST301

Inclusive Education

Semester 1, 2015

Assignment 1

Report

April Jones

s264034

&

Abbie Mullan

s215121

&

Jasmine Miller

S238974

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Table of Contents Page1. Introduction 3-4

2. Overview including aims/objectives of report 5

3. The Australian Curriculum for student diversity 6

4. Background Information 7-8

5. Overview of acts, standards and rights

5.1. Disability Discrimination Act (D.D.A) 1992

5.2. Disability Standards for Education 2005

5.3. Objectives

9-11

6. The special education/gifted/ESL coordinator perspectives

6.1 Gifted and Talented

6.2 Twice Exceptional

12-15

7. The classroom teacher’s perspective

7.1 Gifted and Talented

7.2 Twice Exceptional

16-18

8. The assistant teacher’s perspective 19-20

9. Supporting data 20-21

10. Conclusion 22-23

11. Referencing 24-26

1: Introduction:

According to Mervyn Hyde, Lorelei Carpenter and Robert Conway (2014), inclusion “in its most general

sense refers to the right to active participation and achieving equity through engagement in all aspects of daily

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life.” Unfortunately, in an educational context, inclusion continues to be inconsistent and goes unnoticed in

many classroom environments. Even with a variety of standards, acts and rights being enforced within an

educational setting, educators at times fail to acknowledge the meaning and context of such a word as

“inclusion”. Creating equity is founded on the concept of human rights principles that fall under three

comprehensive areas; moral, legal and human rights. In order for nations to encapsulate some of their own

moral, legal and human rights, they seek their own legal requirements. Within their country, nations sign

international agreements that require them to endorse legislation and enforce the key principles and policies of

the signed agreements. As a result of signing international treaties, states have a legal obligation to protect and

respect those involved as well as meeting the requirements as stated in the conventions and treaties. Such

international agreements and legislations include (but are not exhausted) the United Nations Declarations on

the Rights of the Child, Declarations on the Rights of Indigenous People, The Disability Discrimination Act,

Disability Standards for Education and Declarations on the Rights of People with Disabilities.

All rights, standards and acts promote not only inclusion within society, but also promote educational

inclusion. Hyde et al (2014) define inclusive education as “a process of responding to the uniqueness of

individuals, increasing their sense of presence, access, participation and engagement in a learning society, and,

in the case this discussion, in schools”. In an educational context, student diversity may be overlooked at times

and as a result it is highly important that novice teachers are familiar with the range of acts and rights that

support students who may fall under the diversity categories. While we discuss student diversity as being

students with a disability, gifted or talented or ESL students, it is important to acknowledge that twice-

exceptional students also fall under the category of diversity in the classroom. Twice-exceptional (also known

as 2e) means gifted and talented students who are also identified as having a learning disability (such as ASD

or dyslexia).

Hyde et al (2014) define the word giftedness as the, “intellectual potential or academic performance

significantly in advance of most children of the same age, and requiring educational opportunities beyond

what would usually be provided. While the term giftedness might be applied to many domains of endeavour,

in school settings the term is usually applied to intellectual of academic areas.” Students who fall into the

categories of being gifted/talented and twice-exceptional require a curriculum built around challenging their

higher-order thinking skills in order to align with their individual learning potential, goals, strengths and

interests. Students who display gifted and talented traits vary in regards to their learning capabilities and

nature, including behaviour and social skills. According to the Australian Curriculum (2014), gifted and

talented students may display the following; various abilities, aptitudes and level of giftedness, varying

achievements, failure to identify giftedness due to cultural and linguistic backgrounds, gender or socio-

economic circumstances and a range of personality and behavioural characteristics. While these characteristics JONES_A_s264034_&_MILLER_J_s238974_&_ MULLAN_A_s215121_EST301_ASSIGNMENT 1

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may be common in gifted or talented students, it is important to acknowledge that students who are twice-

exceptional display a learning disability such as dyslexia and Autistic Spectrum Disorder (ASD). Regardless

of the traits that are typical of a twice-exceptional student, a school must promote inclusion and create

programs to meet these students individual learning needs. “Inclusive schools must recognise and respond to

the diverse needs of their students, accommodating both different styles and rates of learning and ensuring

quality education to all through appropriate curricula, organisational arrangements, teaching strategies,

resource use and partnerships with their communities”(Peters, S.J. 2004). Both national and state curriculums

provide advice, information and support on dealing with student diversity in the classroom as they are

committed to providing support and a high quality education for all students, regardless of their learning

needs.

2: Overview including aims/objectives of report:

The following report aims at presenting researched information and ideas to help develop suitable school

programs in order to support gifted/talented and twice-exceptional students in the classroom. As well as JONES_A_s264034_&_MILLER_J_s238974_&_ MULLAN_A_s215121_EST301_ASSIGNMENT 1

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providing background information to the research, the report will work with the Australian Curriculum and

take on three roles; the classroom teacher, assistant teacher and special education/gifted/ESL coordinator.

Through each of these roles, the importance of creating an inclusive curriculum and classroom environment

for gifted/talented and twice-exceptional students will be discussed using scholarly literature to back up ideas

and information. Legal and ethical contexts as discussed in the introduction of this report will also be

reviewed and included when presenting ideas to help staff to develop suitable programs. Supporting data will

be added throughout the report in order to show an understanding of how programs can be developed through

research. While students who are intellectually gifted and talented are acknowledged in school, unfortunately

students who fall under the category of twice-exceptional sometimes goes ignored. Educators, at times, lack

the knowledge and support to deal with twice-exceptional students so it is anticipated through this report that

ideas and programs can be further developed to support these diverse learners.

3. The Australian Curriculum for student diversity:

Established in 2009, the Australian Curriculum, Assessment and Reporting Authority (ACARA) was the first of

its kind in the country to bring together the three areas of curriculum, assessment and reporting. Hyde et al JONES_A_s264034_&_MILLER_J_s238974_&_ MULLAN_A_s215121_EST301_ASSIGNMENT 1

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(2014) suggest, “the current development of a new Australian Curriculum has occurred in a changed educational

environment”.

The Australian Curriculum’s level of inclusivity can be examined using the following descriptors and identifying

5 key measures:

1. Definition of inclusivity

2. Breadth of application

3. Consideration of diversity

4. Implementation guidelines

5. Strategy and evaluation guidelines

“Schools are becoming increasingly diverse in terms of their students bodies, and this had places greater pressure

on staff to meet students’ varying needs” (Hyde et al, 2014. p. 33). At times the diversity of a classroom setting

can be overlooked and there is great debate over the amount of training and professional learning pre-service and

novice teachers receive on dealing with educational challenges in the classroom. Although some classrooms may

have the luxury of having a permanent classroom assistant to assist with the individual needs of diverse students,

at times this may not be the case and teachers may require support from outside the classroom.

All students should have the same opportunities to participate in the Australian Curriculum regardless of their

learning abilities and they should receive the same rigorous and quality education across the board. The

Australian Curriculum provides information and support for student diversity in the classroom and includes the

following links to assist schools in developing ideas and programs to support these learners:

Student Diversity Advice: http://www.australiancurriculum.edu.au/studentdiversity/student-diversity-advice

Students with Disability: http://www.australiancurriculum.edu.au/studentdiversity/students-with-disability

Gifted and Talented Students: http://www.australiancurriculum.edu.au/studentdiversity/gifted-and-talented-

students

Students for whom EAL/D: http://www.australiancurriculum.edu.au/studentdiversity/eal-d

4: Background Information:

The Australian Curriculum (2014) suggests, “Gifted and talented students are entitled to rigorous, relevant and

engaging learning opportunities drawn from the Australian Curriculum and aligned with their individual JONES_A_s264034_&_MILLER_J_s238974_&_ MULLAN_A_s215121_EST301_ASSIGNMENT 1

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learning needs, strengths, interests and goals.” Gagné’s Differentiated Model of Giftedness and Talent (2008)

differentiates the difference between giftedness and talented learners. The model “provides research-based

definitions of giftedness and talent that are directly and logically connected to teaching and learning. According

to Gagné, gifted students are those whose potential is distinctly above average in one or more of the following

domains of human ability: intellectual, creative, social and physical” (Australian Curriculum, 2014). Through

the model, giftedness is divided into two groups: mental and physical, while talented falls in to the separate

fields of academic, technical, arts, science, technology, athletics and sports.

Understanding the meaning of gifted, talented and learning disability is the first step in developing supportive

programs to address student needs:

Gifted - those whose potential is distinctly above average (in the top 10%) in one or more of the following

domains of human ability: intellectual, creative, social and physical (Victorian Association for Gifted and

Talented Children, 2010).

Talented - those whose skills are distinctly above average (in the top 10%) in one or more areas of human

performance (Victorian Association for Gifted and Talented Children, 2010).

Learning Disability - problems that affect the brain's ability to receive, process, analyze, or store information.

These problems can make it difficult for a student to learn as quickly as someone who isn't affected by learning

disabilities (Nemours Foundation, 2015).

Twice-Exceptional students fall under the category of student diversity in the classroom and should be given the

same personalised learning opportunities as any diverse learner. With currently 14% of gifted/talents students in

schools being identified as having a learning disability, catering for the needs of these diverse learners in the

classroom is imperative to ensure that individual learning needs are being met. Twice- exceptional learners

require specific and thought out curriculum plans that have been developed around their specific learning

need(s) while also maintaining and promoting inclusion in the classroom.

It is important to firstly acknowledge and identify a twice-exceptional student, but this can be difficult to do.

Ways in which they can be identified include the following (list is not exhausted):

Child displaying an uneven or inconsistent academic performance that goes unexplained.

Child may achieve exceptionally high results in outside school academic activities while failing to

show the same level of achievement in the classroom.

Child may excel in a multiple – choice exam in class yet struggle to write answers on a written exam.

Child may excel verbally but will fail to perform when asked to complete a pen-on-paper task.

(Wormald, C. 2015)

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Below are examples of flowcharts that can be used in order to identify a gifted/talented or twice-exceptional

student in the classroom. (Click on images to enlarge and print)

The following report focuses on twice-exceptional students with dyslexia and ASD, therefore it is important to

understand the meaning of these learning disabilities:

Dyslexia - a disorder involving difficulty in learning to read words, letters and other symbol (Dyslexia

Australia, 2015).

Autistic Spectrum Disorder (ASD) - a lifelong developmental condition that affects, among other things, the

way an individual relates to his or her environment and their interaction with other people (Autism Spectrum

Australia, 2015).

Twice-exceptional learners may pose many challenges in the classroom for the teacher so it is important that the

special education/gifted coordinator, classroom assistant teacher, principal and parents/caregivers all work

together to support them. Creating an environment where the student feels supported yet challenged (from a

curriculum point of view) and where they feel like routine can be accomplished will ensure that the student

experiences as much normalisation and inclusion throughout their learning process.

5.0 Overview of Acts, Standards and Rights

It is the responsibility of education providers to understand and adhere to the appropriate Acts and Standards

within the parameters of the educational context. These Acts and Standards were developed to ensure that

people with disabilities are treated fairly and not discriminated against due to a disability.

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Identifying a gifted/talented student flowchart. Source: NSW Department of Education and Training, 2004.

Identifying a twice-exceptional student flowchart. Source: Idaho Department of Education, 2010.

5.1 Disability Discrimination Act (D.D.A) 1992

The purpose of this Act is to protect all those living in Australia with a disability against discrimination. It not

only protects the individuals with disability but any family members, carers, co-workers or any other individual

associated with the person with a disability from being discriminated against.

It was developed so ensure that people with a disability were not treated less fairly then individuals without a

disability.

The objects of the Act are:

(a)  to eliminate, as far as possible, discrimination against persons on the ground of disability in the areas of:

                            (i)  work, accommodation, education, access to premises, clubs and sport; and

                            (ii)  the provision of goods, facilities, services and land; and

                            (iii)  existing laws; and

                            (iv)  the administration of Commonwealth laws and programs; and

(b)  to ensure, as far as practicable, that persons with disabilities have the same rights to equality before the law

as the rest of the community; and

(c)  to promote recognition and acceptance within the community of the principle that persons with disabilities

have the same fundamental rights as the rest of the community. (Australian Government, 1992).

The D.D.A has come up with the following definitions of disability

Physical

Intellectual

Psychiatric

Sensory

Neurological, and

Learning disability, as well as

Physical disfigurement, and

The presence in the body of disease –causing organisms

(Australian Human Rights Commission, n.d.).

This Act not only is to ensure that people with a disability now are covered but also covers those that have had

a disability in the past, may have in the future and those that they are believed to have. Individuals requiring

assistance of any form including (but not limited to): those that require to be accompanied by an assistant, a

guide dog, a wheel chair, hearing aid or any other such devices are also protected against discrimination

through the Act.

This Act protects all those with a disability in the following areas of their lives: employment, education, access

to premises, provisions of goods services and facilities, accommodation, buying land, activities of clubs and

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associations, sport and administration of Commonwealth Government laws and programs (Australian Human

Rights Commission, n.d.).

5.2 Disability Standards for Education 2005

This document outlines the obligations that education and training services must comply with to ensure students

with a disability receive the same educational opportunities as those students without a disability. It is to ensure

these students are not discriminated against because of any disability. It also outlines the policies set in place to

ensure that ‘reasonable adjustments’ are made to allow students with a disability to participate and achieve in

education and training ‘on the same basis’ as any other student would. The term ‘on the same basis’ qualifies

that students with a disability receive the same opportunities to participate in the areas of education and training

that students without a disability receive.

The level of provisions made to accommodate students with a disability so they can participate is known as

‘reasonable adjustment’. This examines the ways in which education providers must modify teaching and

learning materials, practices and any other areas in which the student may require adjustment so that they can

participate on the same basis as any other student. These adjustments are made in consultation between the

teacher, student, parent/caregiver, assistant/special education teachers and also heads of schools, where

appropriate.

5.3 Objectives:

The objectives of these Standards are:

(a) to eliminate, as far as possible, discrimination against persons on the ground of disability in the area of

education and training; and

(b) to ensure, as far as practicable, that persons with disabilities have the same rights to equality before the law

in the area of education and training as the rest of the community; and

(c) to promote recognition and acceptance within the community of the principle that persons with disabilities

have the same fundamental rights as the rest of the community.

In Parts 4-8 the document outlines the areas in which these standards address. They are as follows:

Enrolment

Participation

Curriculum development, accreditation and delivery

Student support services

Elimination of harassment and victimisation

It is the responsibility of education or training services to make sure that students with a disability are able to

participate ‘on the same basis’ within these areas outlined by the Standards. Education providers use these JONES_A_s264034_&_MILLER_J_s238974_&_ MULLAN_A_s215121_EST301_ASSIGNMENT 1

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Standards to make the necessary adjustments and modify teaching and learning materials, practices and any

other areas in which the student may require adjustment so that they can participate on the same basis as any

other student. These adjustments are made in consultation between teacher, student, parent/caregiver, assistant/

special education teachers and also heads of schools, where appropriate. The term ‘reasonable adjustment’

identifies the level and type of adjustments required to accommodate a student with a disability (Australian

Government Department of Education and Training, 2005).

6: The special education/gifted/ESL coordinators perspective:

The role of a school special education/gifted/ESL coordinator can be complex and a position that poses many

challenges from day to day. The purpose for having such a coordinator in a school is for the teacher of diverse

learners to feel supported, which in turn makes the student feel supported in the classroom also. According to

Greg Jones (2005), “someone in the school needs to be the key player in the school’s aims for diverse pupils,

and they must have the full support of their senior management team to be effective”. Catering for diverse

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learners requires a “whole school” approach in order for the individual learner to meet their full learning

potential in the classroom.

6.1: Gifted/Talented:

Identifying a gifted or talented student may be easy as they excel beyond their peers in a particular area. A

lack of acknowledgement and knowledge in the classroom for identifying their needs can lead to problems,

which is where a specialist teacher, such as a gifted/talented coordinator comes in to assist. According to the

Victorian Department of Education and Training (2014), “young gifted children who are not extended in their

learning can experience boredom, alienation, social difficulties and depression. Some become underachievers,

failing to reach their full potential, and develop negative attitudes towards their early childhood setting or

school.” It is for this reason that the specialist coordinator in schools needs to work with the classroom

teacher, parent, assistant teacher and school principal in order to identify the students strengths and

weaknesses and adapt curriculums and programs to meet the individuals needs. In the context of supporting a

gifted or talented student in the classroom, differentiation becomes the most important and critical part of

planning in adapting content, process and products in the curriculum.

Implementing models such as Bloom’s Taxonomy in the curriculum will also ensure that educators are able to

organise and adapt learning content for all students while promoting inclusion from lower order thinking skills

through to higher order thinking skills. Blooms Taxonomy is a classification method for the cognitive skills

that are used in learning. It can be used in the curriculum planning for gifted and talented students in order to

modify outcomes and make exceptions for the individual and is made up of six levels of intellectual skills:

knowledge, comprehension, application, analysis, synthesis, and evaluation. Focusing on these levels of skill

and domains will enable the specialist coordinator and classroom teacher to focus on developing relevant and

challenging units of work for a gifted or talented student.

As the gifted/talented coordinator it is important to work closely with the classroom teacher in order to

initially identify a gifted or talented student. Once identified, the coordinator should sit down with the

classroom teacher and create a curriculum for the student that challenges them to their full learning potential

while promoting inclusion in the classroom. “The curriculum for a gifted child should be designed with

opportunities to move with the child’s thinking from the concrete to the complex more quickly than with other

children of a similar chronological age” (Department of Education and Training Victoria, 2014). For the

coordinator it is important to consider the following when developing a plan for gifted or talented student

(Please Note: The following also applies for twice-exceptional individuals):

Initiate and implement the student’s identification process.

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Design a curriculum to challenge the student’s higher order thinking skills and recognise the

importance of incorporating gifted and talented strategies into all Key Learning Areas (KLA’s)

Provide the opportunity for the student to move at a faster pace (also known as acceleration).

Offer a challenging curriculum for the individual.

Encourage the classroom teacher to adopt a differentiated classroom.

Create work that promotes inclusion. For example: sitting gifted or talented students with other

students in the classroom and not just with each other.

Become a part of the students’ learning support team.

Hold regular meetings with the parents, principal, teacher and teaching assistant to monitor the

students learning development.

Supervise and manage the gifted or talented students programming needs.

As the gifted/talented coordinator it is crucial to remember that, “young gifted children often do know much

more than other children of a similar age, but they are also dependent on the adults in their lives to help them

learn” (Department of Education and Training Victoria, 2014). It is for this reason that creating a support

network where the student feels included but supported at the same time is imperative for their learning

development. It is important to focus on the students learning needs while also keeping in mind the students’

emotional and social well being and create a plan and curriculum that is individualised for that student. Ensure

that the classroom teacher and assistant teacher are implementing these strategies into the classroom while

also maintaining and promoting inclusion and meeting the needs of the student.

6.2: Twice Exceptional:

The first step in identifying a twice-exceptional student is recognising one or more of the features as discussed

in section 4 of this report (background information) and working collaboratively with the school to ensure that

the learning needs of the student have been properly identified. Once a student has been identified as twice-

exceptional, it is up to the special education/gifted coordinator to work closely with the teacher, assistant

teacher, parents and school principal to design and develop programs that meet the students needs.

Identifying the learning disability that accompanies a gifted/talented student is crucial in being able to develop

an individual learning program. For the purpose of this report, we have identified twice exceptional students

as having the learning disability of dyslexia and ASD. Engaging in a differentiated classroom is essential in

order to meet each students learning abilities. Hyde et al (2014) suggest, “pitching instruction to the ‘average’

level of functioning or achievement for a twice-exceptional student might result in some aspects being too

difficult and others nowhere near challenging.” A term that educators might like to consider is “dual

differentiation” where differentiated tasks may need adjusting in order to challenge higher levels of thinking

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and to put an emphasis on various tasks. At the same time adjustments must also be enforced in order to

ensure accessibility and provide sufficient support to the individual learner while all at the same time

promoting inclusion. Once the learning needs of the student have been identified, specific programs and

frameworks can be developed in order to maintain the academic well-being of that individual. “Specialist

teachers should work collaboratively with class teachers in identifying strengths and weaknesses in students

and in developing, implementing and evaluating unified programs” (Cloran, M. 2013).

“Programs need to focus their attention on preventing the disability from becoming a barrier in the

development and expression of the child's talent. Students need guidance while trying to accurately understand

the nature of their learning disability in addition to the nature of their giftedness” (Beckley, D. 1998). While

providing programs and curriculum frameworks for twice-exceptional students may seem difficult, it is

important to continue to challenge them and provide strategies and structures in order to accommodate them.

As well as suggestions mentioned in 6.1 of this report (gifted/talented students), the following aims at

providing ideas for programs and support from the perspective of the special education/gifted coordinator in a

school:

In conjunction with the principal, parent/caregivers, teacher and assistant teacher, sit down and

establish the educational learning needs of the student both at home and school.

Create a learning environment that doesn’t single the child out amongst his or her peers (promoting

inclusion)

It is important to focus on the students’ strengths rather than their weaknesses and work out a plan

from there.

Modify the classroom to include the twice-exceptional student. For example: an ASD learner may

work better sitting next to the teachers desk so position them there and sit them next to another

student so they don’t feel excluded.

Establish time during the week were the student has one-on-one time with the coordinator and

assistant teacher in order to address learning needs and work on areas the student is currently

struggling with.

Where possible, allow the student to use a computer/iPad in the classroom. There are a range of

online strategies that can be implemented as well as specifically designed technology programs for

dyslexic and ASD students. During this time, pair the student up with another student and have them

work together in order to promote inclusion. Below is a list of iPad applications that may be suitable

for twice exceptional students to learn with:

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Spy Spam Reading Book 1 – An application created in order to help struggling

readers read while stimulating them with challenging storylines. Perfect for

dyslexic students.

Sound literacy – An application designed for dyslexic students to emphasise

phonetic awareness, phonological processing and word building. It is aimed at

being fully interactive and involving the teacher/assistant and other students.

Oz Phonics – An application designed to introduce students to the “oz” phonics

reading system. Ideal for teaching dyslexic students how to read as phonics has

been proven to be effective in teaching dyslexics.

Choiceworks – Application for ASD learners is picture based and is a learning tool

that enables children to create a schedule and complete daily routines, control and

understand feelings and is used to help develop their patience and enables them to

make choices.

Proloquo2GO – This app is for children who struggle to speak or build a

vocabulary. The app features natural-sounding voices through speech that can be

generated by tapping buttons with visual symbols. Proloquo2Go can be easily

adapted to suit a wide variety of users and their varying literacy levels.

Manners Social Story and Speech Tool – This app uses a social story and teaches

students the importance of being polite and how to have good manners

(Apple iTunes, 2015)

Support for a twice-exceptional student is the upmost important thing the student can receive. While it may be

challenging to identify and prepare for a twice-exceptional student, special education/gifted coordinators need

to be aware of the individuals learning needs and work closely with the teacher/assistant teacher to ensure that

the student feels included within the classroom environment. After all, “the earlier a child can be identified,

the greater the chance that the issues can be addressed and the child will reach his or her potential” (Wormald,

C. 2015).

7.0 The Classroom Teacher’s Perspective:

It is the responsibility of the classroom teacher to ensure that all students within their class are given equal

educational opportunities. The teacher however is not alone in this pursuit and should have the support of

special education teachers as well teacher’s aides, and school principles. As a teacher it is important to develop

cooperative and constructive relationships with parents and carers of students with a disability. There will be

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policies and procedures in place to identify students with special needs and who require extra support. The

challenge for the classroom teacher is to design effective differentiated programs to cater for the needs of a

diverse group of students while also promoting inclusion and active participation of all students (Australian

Curriculum, 2014).

It is the responsibility of a classroom teacher to develop an environment and culture within their classroom that

is positive about diversity including the acceptance of a variety of different ability and skill levels. Although the

teacher may develop differentiated learning programs within the class they should always encourage an

inclusive learning environment. Students and teachers should see the differences within their class as something

positive and should be encouraged to care, support and respect one another and learn to appreciate the diversity

of their fellow classmates (Cologon, 2013).

Differentiation is an approach which when effectively implemented within the classroom ensures that

individual students with diverse learning needs have these needs met. As mentioned, in planning and

programming it is important that the teacher is able to develop suitable tasks and activities that teach the same

content in a variety of ways to meet the needs of a diverse range of students (Winebrenner, 2003). For each

student to receive equal opportunities within education, adjustments may need to be made to the teaching

materials and practices. Known as ‘reasonable adjustment’ these amendments to teaching materials and

practices should be made with consultation between teachers, the individual student, parents/ carers as well as

the principle, assistant teaching staff and any other person involved with the education of the student. The

process of consultation should be regularly undertaken to ensure that the materials and approaches to teaching

and learning are meeting the needs of the student (Australian Curriculum, n.d.).

7.1 Gifted and Talented Students:

Hyde et al (2014) state that gifted and talented students need to be challenged with rigorous and engaging

material and learning opportunities for them to achieve their full potential. There is a tendency for gifted

students to be known as ‘less needy’ than other class members yet this is not always the case. Like any other

group of students, individual abilities and academic performance will vary, therefore it is always important to

look at each student on an individual basis and design a program suitable for that child’s needs.

In the case of gifted students, class teachers should be aware that it is not only important that although the

learning materials and information may be at a higher ability level to other students, it is also crucial that these

students are set tasks that keep them integrated with the curriculum and with the other students (Hyde,

Carpenter & Conway, 2014). Some students and some lessons/ tasks undertaken may work in the regular

classroom setting yet there may be times when the student may need to work out of class with supplementary

support and/ or in small groups (State Government Victoria, 2012). JONES_A_s264034_&_MILLER_J_s238974_&_ MULLAN_A_s215121_EST301_ASSIGNMENT 1

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Class teachers can work in many ways to support the gifted students within their classrooms. Teachers must

make sure that all learning materials maintain the same high quality for all students in their class. Gifted

students should be given high quality concept based learning materials as well as opportunities for creative

problem solving and high-level thinking. As with other students’ learning materials and assessments it is

important that the instruction and work set for gifted students has clear and concise learning outcomes and that

they understand exactly what is expected of them. Learning materials and content should be meaningful and

engaging for the student. The class teacher must develop an ongoing assessment structure to make sure that

gifted students are being challenged yet are still engaged with their work and learning (Hyde, Carpenter &

Conway, 2014).

Strategies that a classroom teacher can use to increase the learning challenge for gifted students, yet still have

them work with the curriculum content include: giving students more advanced resources and readings to work

from, choosing more advanced vocabulary for students as well as choosing more complex ‘real word’ topics

and questions for students to investigate. Giving gifted students the opportunities to meet people working in a

particular field or engage with a real world audience in their own work are also ways in which the gifted student

can be challenged and engage further with their education (Hyde, Carpenter & Conway, 2014).

Curriculum compacting has been seen as an effective way to allow students to work at a faster pace through the

curriculum with less repetition of the content (New South Wales Department of Education and Training, 2004).

Students are given the opportunities to expand on the curriculum content through more challenging and

advanced topics and activities (Winebrenner, 2003).

7.2 Twice-Exceptional:

There are many programs and resources available for teachers to integrate and maximise the learning of twice-

exceptional students. Examples of such programs (iPad apps) have been given in section 6.2 of this report.

There are also links to helpful websites that offer support and activities through the ‘Kids Like Us’ website, a

site that looks at supporting twice exceptional students (Kids Like Us, 2013). The need for these students to

remain integrated within the classroom learning environment always needs to be taken into account.

Students on the Autism Spectrum can suffer from the disorder in varying degrees of severity while also

displaying a wide range of symptoms and traits. It is therefore of paramount importance that the teacher works

in cooperation with parents/carers as well as the student themselves to facilitate the best use of resources and

make sure each individual student is able to participate in the curriculum as well as any other student (Hyde et

al. 2014). As a teacher there are strategies and adaptions that can be made to the content and presentation of the JONES_A_s264034_&_MILLER_J_s238974_&_ MULLAN_A_s215121_EST301_ASSIGNMENT 1

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content to make the learning experience for students with ASD more engaging and participatory. The use of

technology (as discussed) within the classroom has been seen to help engage students with ASD and indeed

increase their academic learning while also decreasing disruptive behaviours.

Students with ASD often suffer from difficulties related to communication: this can include issues when

partaking in reciprocal conversations as well as issues related to reading reactions and emotions of others. It is

therefore important that the class teacher works on these skills by encouraging conversation with ASD students;

programs that work with these skills should also be integrated into the teaching and learning of students

suffering from ASD (Hyde, Carpenter & Conway, 2014).

Behaviour management, depending on the severity of the disorder can be a major challenge for not only parents

and carers but also the class teacher as well as other students in the class. It is important the teacher enforces a

strict and consistent behaviour management process and that ASD students are rewarded for appropriate

classroom behaviour.

There are many ways the classroom teacher can accommodate dyslexic students within the regular classroom

environment. Students with dyslexia will benefit greatly from hands-on learning experiences. These might

include but are not limited to: demonstrations, experimentation, observation and visual aids (University of

Melbourne, n.d.). As the classroom teacher it is important to find different methods of presentation of learning

materials to suit individual student’s learning requirements. The teacher will have to look at individual learning

activities and develop different meaningful ways of presenting the information and tasks. The same can be said

for assessment of the student; the classroom teacher will need to find and/ or develop alternate formats of

assessment tasks so that the student is given the same opportunity to participate.

8.0 The assistant teacher’s perspective:

Dependent on which school (government or private), the Assistant Teacher’s role within the classroom varies.

However, the typical role description involves supporting the students and teacher’s needs, working one on one

with students or small groups of children, preparing the classroom for learning, helping out at school events or

on school outings, creating displays of students work, keeping the classroom clean and presentable for visitors

and parents and lastly but most importantly is supporting students with learning difficulties or disabilities (TES JONES_A_s264034_&_MILLER_J_s238974_&_ MULLAN_A_s215121_EST301_ASSIGNMENT 1

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Connect, 2012). In some cases Assistant Teachers are designated to specific students to aide them with learning.

Some schools may not have enough funding to support students whom are twice exceptional to a level where

they might need. Other schools with a higher student enrolment may be able to source funding and support from

teacher assistants to work with these students.

The teacher assistant may need to work one on one with the teacher to establish background knowledge of the

student, learning difficulties, behaviour problems or other barriers which stand in the way of twice-exceptional

students reaching their full learning potential and to be given all the opportunities that other students receive.

Teacher assistants are often under-valued in the education system. They are always behind the scenes to the

classroom teacher. Sobel states that “many teachers, students and parents would argue that one of the best

things about our schools: with their individualised support from Teacher Assistants, thousands of our children

flourish” (Sobel, 2013).

In order for Teacher Assistants to be effective and efficient in their role towards students who are twice-

exceptional it is imperative that there is communication between the school principal, classroom teacher,

teacher assistant, parents/caregivers and student/s. Teacher Assistants may also benefit from Professional

Development to help twice-exceptional students and how they can support them in their learning environment.

In this case scenario a teacher’s assistant who is in a classroom with a student who is gifted and a twice-

exceptional student needs to ensure the learning environment is suited to meet their individual needs.

According to Tait (2010), she explains that Teacher Assistants “primary role is to encourage and assist the child

to engage in the learning activity as independently as is possible”. Sometimes the presence of the Assistant

teacher (adult) may interfere with the development of peer relationships and social development. The assistant

teacher may be known as the class assistant only and not allocated to a particular student with twice-exceptional

learning who may need to develop more independence.

Teacher assistants are the unsung heroes of education. They are always helping students with needs and are a

valuable resource in the classroom in helping to assist the needs of students who are gifted/talented and twice-

exceptional. Teacher assistants need the relevant training and support networks to enable them to efficiently

help those students in need without hesitation or frustration.

9.0 Supporting Data

Most studies have found that inclusive educational practices have positive outcomes for students with

disabilities (Maryland Coalition for Inclusive education, 2010). Research in the occurrence of bullying and

harassment has been undertaken and it has been found that students within ‘special’ educational settings are

more likely to experience this kind of discrimination from peers. It has been found that students with disabilities

who are educated within a more inclusive environment and put into mainstream classes experience less JONES_A_s264034_&_MILLER_J_s238974_&_ MULLAN_A_s215121_EST301_ASSIGNMENT 1

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bullying. It is through participation in a mainstream setting with children of the same age, that students with

disabilities are given the opportunities to participate in social interactions and develop friendships with other

students that they most likely would not have been in contact with if placed in a special educational setting.

These relationships can be positive for both students with and without a disability and have been seen to

positively contribute to a student’s social-interaction skills as well as a student’s well-being more broadly

(Australian Policy Online, 2013).

A Canadian study highlighted the positive effects integrated educational settings can have on the social

development and well-being of both students with and without a disability as well as the promotion of

acceptance of diversity. It was also seen that students without disabilities within an integrated setting advocated

for their peers with disabilities by promoting diversity and acceptance within these schools (Advocacy for

Inclusion, 2007).

It has been found that students within a mainstream educational setting perform better academically to those

placed in special education classes/ schools. In mainstream educational settings students with disabilities are

given opportunities to participate in higher levels of learning along with other students within their class. In

mainstream settings it is generally seen that inclusive practices do not only contribute to better academic

performance by students with a disability but also contribute positively to the education of students who do not

experience a disability (Australian Policy Online, 2013).

The Maryland Coalition for Inclusive Education (2001) paper examines a 2 year study that states, ‘41.7% of

students with learning disabilities made progress in math in general education classes compared to 34% in

traditional special education settings, without the presence of nondisabled peers. Gains in reading were

comparable in both settings. When comparing progress with their typical peers, 43.3% of students with

disabilities made comparable or greater progress in math in inclusive settings versus 35.9% in traditional

settings’.

Through inclusive classroom practice, research has shown that communication and language skills are

enhanced. Conversation between peers in an integrated classroom allows for the development and opportunities

for students with a disability to engage in extended conversation with peers who do not have a disability. This

positive development of language and communication skills allows students to participate more within the

classroom as well as helping students gain more independence with their learning (Australian Policy Online,

2013).

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10. Conclusion:

There are many factors that contribute to helping teachers develop inclusive learning support programs. The

Disability Discrimination Act 1992 clearly states the requirements to ensure people with a disability are treated

fairly and not discriminated against in any way. The Disability Standards for Education 2005, which are based

on this legislation, outline the obligations for education providers to ensure that students with disabilities are

given the same educational opportunities as students without disabilities by providing ‘reasonable adjustment’ JONES_A_s264034_&_MILLER_J_s238974_&_ MULLAN_A_s215121_EST301_ASSIGNMENT 1

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in all areas of teaching and learning. The national curriculum provides guidelines for education providers in

relation to giftedness and all forms of diversity.

This report has focused on the roles of the classroom teacher, the special education/ gifted/ ESL coordinator and

assistant teachers perspectives in relation to providing for the needs of gifted and talented and twice-exceptional

students. It is vital to the continued support and development of inclusive educational practices that these

parties work in cooperation. For gifted and talented students a teaching program that challenges the student’s

higher order thinking skills as well as incorporating gifted and talented strategies into the KLA’s will need to be

designed. The classroom teacher needs to promote an inclusive and respectful environment within their

classrooms, while also developing an effective differentiated teaching program to support the gifted and

talented students within their class. Strategies can include curriculum compacting / acceleration and setting

more complex tasks that address the KLA’s. The special education coordinator must work with teachers in

helping to identify and give continued support to these students. The special education coordinator can help to

create learning programs that promote inclusion and that allow gifted and talented students to work with other

students within the class. It is important that the special education coordinator is involved in meetings between

classroom teacher, parents, students and principles to monitor students learning development.

The assistant teacher provides support for the teacher and specialist coordinator by working with students in

small groups, preparing the classroom for learning and supporting student diversity within the classroom. The

role of the assistant teacher is highly valuable in a diverse learning environment and it is important to recognise

these unsung heroes for their hard work in a challenging learning environment. The assistant teacher provides

student support aides and also ensures that routine is maintained for the individual while supporting their

gifted/talented abilities or learning disability.

In the case of twice-exceptional students, the special education coordinator, classroom teacher and assistant

teacher must work together to identify the learning disability and the strengths and weaknesses of the student in

order to develop an individualised learning program that meets the educational needs of the individual. The

classroom teacher, special education coordinator and assistant teacher may consider ‘dual differentiation’ when

designing learning programs and tasks. The special education coordinators can help to advise the classroom

teacher of appropriate classroom modifications to the classroom environment that will better suit the twice-

exceptional student. A specialist coordinator may not only want set up one-on-one sessions with twice

exceptional students but also should be encouraged to work with students within the main classroom setting,

where appropriate, to give extra support to these students. The classroom teacher must adapt teaching and

learning programs, including the modification of assessment tasks to accommodate the twice-exceptional

student. Suitable educational programs and the use of technology can all be incorporated into the classroom JONES_A_s264034_&_MILLER_J_s238974_&_ MULLAN_A_s215121_EST301_ASSIGNMENT 1

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learning and be supported by the assistant teacher on a daily basis. Although the use of such support measures

and programs are encouraged it is vital that the student remains integrated within the classroom learning

environment.

Studies and research that has been undertaken in recent years show positive results for inclusive educational

practices. As educational practices develop into the future it is vital that inclusive educational practices are

nurtured while suitable programs and learning environments are developed to support students with diverse

abilities. Further support, including supplementary training for teaching staff, should be seen as a crucial to

these developments. A diverse classroom is something that should be celebrated. By working together,

classroom teachers, special education coordinators, students, parents/carers, assistant teachers and the school

community can help to support diversity within the classroom to ensure that every child is given the opportunity

to succeed and develop with dignity and pride.

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