Analysis and Lesson Plans

This assignment requires you to apply your knowledge of inclusive principles and practices to plan for the effective inclusion of a student/child with a disability in an educational setting relevant to your course.

The purpose of this assignment is for you to plan using the Universal Design for Learning framework (UDL). The inclusion and educational plan should ensure effective inclusion for a student a disability.

There are four parts to the plan:

1. Introduction

2. Supportive and Inclusive Learning Environment

3. Teaching Plan

4. Create and justify a plan for collaboration and continuity.

The plan will include:

· An introduction to the child/student based on an assessment for learning;

· Creation of an accessible and inclusive learning environment;

· A relevant specific learning outcome;

· Strategies to support teaching and learning;

· Methods to monitor learning and the effectiveness of your teaching strategies; and

· A plan for collaboration and continuity.

The plan will be clear and with sufficient explanation that your teaching team, or a casual/RFF teacher could implement the plan in your absence. Thus, you are not writing the plan just for you, but for your teaching team and/or others who may teach or interact with the child/student.

The inclusion and educational plan will be informed by academic research, the relevant framework (UDL) and provide evidence of your understanding of inclusive principles and practices.

Write a short introduction to the child/student. (Approximately 250 words):

Identify the child/student’s strengths, interests, dispositions and areas of need. This should be strength-based.

The profile will be based on your assessment for learning and the families’ aspiration and priorities for their child.

Use relevant child development literature and learning theories to analyse observations and information presented about the child/student.

Your assessment for learning will inform your plan.

You may include information about the families’ priorities and child/student’s community life. Remember, you are introducing the child/student to others so it must be succinct and have enough detail that they are ready to interact and teach the child/student.

Design a learning environment that promotes equity of access and participation for all, one that is flexible, responsive and supportive.

The learning environment is more than the physical space and includes the pedagogical practices and social supports.

Using academic peer-reviewed research about the child/student’s disability, investigate the implications for learning.

Then use this information and your knowledge of inclusive principles and practices to plan for the inclusion and learning of this child/student.

In this section you will explain and justify how you will remove barriers to learning and enhance enablers for learning to ensure equity of access, participation and engagement in the every day learning environment for all child/students.

(Approximately 250 words)

¡ The plan should be personalised and take into account the strengths, abilities and learning preferences of this child/student. (Approximately 1250 words)

¡ Outcome: Identify a SMART(ER) outcome for the child/student based on the families’ priorities and your assessment for learning.

¡ Apply the principles of UDL to two sequential lessons to meet the student’s learning outcome.

¡ You will ensure the strategies, adjustments, instructional strategies and monitoring methods are relevant to this student and are linked to evidence-based practices.

Use standard English, and use pronoun

(final part) You will apply your knowledge of collaboration and transitions to develop a plan that explains how you will document and share information with the relevant stakeholders. Relevant stakeholders may include:

the family/carers;

colleagues including support staff, aides, casual teaching staff; and

other professionals supporting the child/student’s inclusion and learning.

The plan for collaboration and continuity will identify and justify 3-5 specific actions you will implement.

When creating the plan you will consider what information needs to be shared to ensure the child/student’s inclusion/educational plan is implemented consistently across the educational setting and during transitions. For example, you may consider how you will communicate information about the child/student’s strengths, dispositions, learning style and practices and strategies to support learning.

The plan should consider issues of privacy and confidentiality and be based on best practice and what the literature has to say about collaboration with families and other stakeholders.

(Approximately 250 words)

Content: model and apply the associative property of addition to aid mental computation,

eg 2 + 3 + 8 = 2 + 8 + 3 = 10 + 3 = 13

Learning Intention

Success Criteria

Differentiation

Emergent learners:

Advance learners:

Classroom organisation

Procedure

Engagement/ Introduction:

Learning experiences:

Closure:

Resources

Questions

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Evaluation

Learning Area: Creative Art

Class /Stage: Year 3

Topic:

Date and Time:

Curriculum Outcomes: VAS2.1 Represents the qualities of experiences and things that are interesting or beautiful by choosing among aspects of subject matter.

Content: talks about and thinks about their intentions for artmaking and recognises how these affect their selection of ideas, materials, tools and techniques and methods of working