Subject Code & Title :- EDET300 Critical Reflection And Analysis
Assessment Type :- Assignment
Weighting: 50%
Length and/or format: 2,000 words equivalent
Learning outcomes assessed: 1, 2, 3, 4, 5
How to submit: Via the Turn-it-In submission link and drop box folder in the Assessment folder in the LEO site.
Return of assignment: Via LEO within 3 weeks of submission.
Assessment criteria: Refer to Appendix A for marking
EDET300 Critical Reflection And Analysis Assignment – AU.

ASSESSMENT TASKS
Assessment Task 1: Critical reflection and analysis
This assessment requires you to critically reflect on teaching students with disability, with a focus on effective ways to support their learning through inclusive practice. You must support your reflection with recent academic research (i.e., peer reviewed journal articles or book chapters no more than 10 years old) and address issues of access and participation in learning. This will be achieved through engagement with relevant Australian legislation and policy frameworks the perspectives of the focus student and relevant stakeholders as well as other relevant professional sources which provide support for students with disability in inclusive settings.

Key focus points to include :-
1 a) How does disability relate to Human Rights and Social Justice in the educational context? Identify the educational rights of students with disability. Include rights to educational access participation and inclusion and the implications of these right for teachers.

1 b). How have Human Rights and Social Justice legislation informed the principles of inclusive schooling for students with diverse needs (disability, challenging behaviour and/or learning difficulties)? Find two Government system educational sites/documents that refer to key principles of inclusive schooling in your
state territory school system. Select a key sentence from each policy and analyse both sentences, in terms of implications for teaching your focus student.

EDET300 Critical Reflection And Analysis Assignment – AU.

2(a). What might be the different perspectives of the stakeholders involved in the inclusion of students with diverse needs? Find at least five professional websites peer reviewed journal articles and professional resources that inform possible educational issues or challenges for your focus student. Draw up a MULTI VIEW Table to consider your Focus student inclusion in main stream educational settings. evaluate the different stake holders perspectives that is: the student their parents carers their teacher their peers classmates and the school Principal through focusing on two benefits and two concerns from their perspectives.

2(b). What do we learn from listening to the voices of students with diverse needs and those supporting students with diverse needs? Identify at least five professional sites or resources that are relevant to your focus student and draw up a MIND MAP to synthesise and analyse some of the issues learned through listening to the voices of those with diverse needs. Refer to the relevant site or resource where appropriate on your mind map with hyper links and/or references

3(a). What evidence-based academic sources exist to inform teachers? Find one peer-reviewed journal article no more than 10 years old that has relevance to the inclusion of your focus student. Revise the abstract so that it analyses the information to inform your work as an inclusive teacher of your focus student.

3(b). What are your key understandings on inclusive practice and your future teaching context? Critically reflect on what have you learnt from looking at the multiple perspectives of inclusive practice including legislation and policies issues of access and participation stakeholder views and teaching strategies that will inform your work as a future inclusive teacher. Use at least ten academic journal articles and professional sources to support your reflection

NOTE: Acceptable sources for this task include peer reviewed academic journal articles no more than 10 years old; Australian and International legislation and policies that address rights for people with disability or anti discrimination as well as access to inclusive education; professional web based sources (for example professional organisations such as Autism Australia Vision Australia Down Syndrome Australia) and professional resources (for example the Down Syndrome App).

EDET300 Critical Reflection And Analysis Assignment – AU.

Focus Students

1.Male Lives with mother who escaped from war-torn Rwanda and older brother. Loves art. Has a learning disability.
2.Female. Is deaf. Lives with mother and father who are deaf, and two hearing siblings. Loves sport.
3.Male Strong in most academic areas. Has difficulties writing. Mobilises with a wheelchair after a car
accident. Loves sport.
4.Male Diagnosed with high functioning Autism Spectrum Disorder (ASD). Loves computers. Screams when schedule or expected activities are changed.
5.Male with low vision. Lives with fully sighted parents and two siblings. Loves reading.
6.Female with blindness Only child who lives with young mother. Loves sport. Has few friends.
7.Male who has mild hearing loss. Lives with mother and deaf father and two older siblings with full capacity hearing.
8.Female Diagnosed with Generalised Anxiety Disorder (GAD). Single parent Loves Art.
9.Male with Autism Spectrum, Disorder (ASD). Lives with parents and older sister. Reluctant to socialise.
Rocks when stressed. Loves music.
10.Female. Mild intellectual disability. Recent family break-up. Loves Art. Peers avoid her.
11.Male. Struggling with reading. Lost some family members in Afghanistan. Loves Maths. Has challenging behaviour.
12.Female Diagnosed with a Communication Disorder. Lives with parents who are both doctors. Is very shy. Loves gardening.
13.Female. Moderate intellectual disability. Lives with mother. Loves pop culture. Argues a lot.
14.Female. Mild intellectual disability. Lives with parents and talented sister. Loves music. Is very shy.
15.Male. Has Down Syndrome. Lives with parents and talented brother. Loves sport. Is very social.
16.Male. Has Muscular Dystrophy. Lives with parents and talented sister. Loves computers. Is very social.
17.Female. Diagnosed with Reactive Attachment Disorder. Hard to motivate. Loves reading. Foster carers
have two older birth children.
18.Male. Diagnosed with Oppositional Defiance Disorder. Single father. Student often involved in fights. Loves sport.
19.Male. Diagnosed with Fragile X syndrome. Exhibits challenging behaviour. Parents insist on best for their child. Loves music.
20.Female. Born with Foetal Alcohol Syndrome (FAS). In foster care. Very shy. Easily led. Loves animals.
21.Male. Has Attention Deficit/Hyperactivity Disorder (AD/HD) and parents very worried. Hard to engage and motivate. Loves digital technology. Siblings doing well.
22.Female. Has epilepsy and low vision after oxygen deprivation at birth. Wants to fit in with peers and
engages in risk-taking. Parents very concerned.
23. Female has Tourette syndrome.Loves computers. parent prominent in church which provides support
24.Female. Has ADD and literacy difficulties. Hard to motivate. Parents seem very tired. Loves pop culture.
25.Male. Has juvenile arthritis. Has two younger brothers with the same condition. Loves kites. Wants to be apilot. Parents supportive.
26.Male. Has Cystic Fibrosis (CF). Has a younger sister. Loves reading. Wants to be a doctor. Parents supportive.
27.Female. Has Cerebral Palsy (CP). Loves pop culture. Parents want same education as peers.
28.Male. Has challenging behaviour disorder. Lives with mum and little sister who seem fearful of this
behaviour. Strong at Mathematics.
29.Indigenous female. Has severe learning difficulties. Loves music. Very shy. Parents have very high
aspirations.
30.Male. Experiences depression and tries to self-harm. Family very concerned. Loves being online. Was
once high achiever but is now failing.

Assessment Task 2 (50%): Case study on differentiation
Plan successful inclusion strategies for one of the four students in the following hypothetical scenarios. This will include differentiated teaching, learning, and assessment planning, and strategies for how to provide support for their participation and achievement in learning activities. In the report you should:

EDET300 Critical Reflection And Analysis Assignment – AU.

1.Describe the learner and their specific condition
2. Identify the learner strength and barriers to learning
3.Analyse the demographic and academic context;
4.Identify relevant and contemporary Australian legislation that protects and supports the learner access participation inclusion and learning
5.plan for three smart learning outcomes to overcome barriers to learning for the selected learner.
6.Design differentiated teaching strategies to support your learner needs and inclusion and ways to assess the student progress on achieving the smart outcomes.
7.Explain strategies for how you would work collaboratively across contexts with parents/ care givers and
other education and medical professionals;
8.Identify ongoing professional learning that currently exists to support the engagement learning and
success of students with disability in inclusive contexts;
9.Reflect on the broader implications of disability inclusive Learning and the teachers responsibilities and duty and care to meet these needs.

EDET300 Critical Reflection And Analysis Assignment – AU.

Support your work with academic peer-reviewed research relevant to the Australian context using APA 7th edition referencing conventions

Hypothetical Scenarios :-
1.Addison is in Prep/Kindergarten at a suburban State School in a high socio-economic area. Addison does well at school and is a popular student. She lives across the road from the school with her parents who are both medical professionals and older brother who is in year 4. Addison enjoys sports and plays Blind Golf and practices several times a week at the local golf course with her sighted caddy. Addison has impaired vision due to ocular albinism. Both her visual acuity is impaired (6/60) and her visual field (10%). She also has nystagmus. Addison is legally blind, and her disability is verified for funding.

2.Alex is in year 3 at a State School in a small regional town. Alex loves building machines from anything he can put his hands on. He is a friendly student and mostly enjoys school but can get overwhelmed at times when he has difficulty communicating. Alex lives with his father and older sister who both work in the local real estate business. Alex has Down Syndrome and as such, an intellectual disability. Alex receives collusion recycling of assignments and misrepresentation are not acceptable. Penalties for academic misconduct can vary in severity and can include being excluded from the course.

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