EDFD447 Assessment Two: Case Study

S00125982: Jessica Bradford

Assessment Two Case Study
Focus Student (9)
(Alex) Male with autism. Lives with parents and older sister. Does not socialize.
Rocks when stressed. Loves music.
PART A- What are the most common issues regarding this case study focus
student?
Alex is an eight year old male, in Year Four who has autism. He lives with his parents
and older sister who supports him in every aspect of his life. He does not socialize and
rocks when stressed. Music is his undeniable strength.
Alex has three significant strengths in his life, his supporting family and his music. He
connects with music in a way that allows him to see things clearer. He has a vast
knowledge on music and could engage and speak about music in great detail, he can
also read and create his own music and play the flute. Technology is an engaging tool
that he enjoys when learning, which is incorporated through every KLA to promote
his interest in a topic. His family is able to work collaboratively with teachers in order
to reach his short term and long-term goals.
Alex, due to his disability, has some possible learning needs, as he has some gaps in
his learning. Firstly Alex finds it hard socialize, hold a conversation and make eye
contact with others. He has difficulty reading social cues and emotions. He has oneperson names Luke, who he finds it easier to communicate too in the class. Whenever
he is in a situation he is not comfortable in or makes him stressed he rocks to find
comfort. He has limited knowledge in, science, as music is limitedly incorporated into
the KLA.
There are also possible concerns in including Alex in the classroom; these come from
not only Alexs perspective, but also the teachers, students in the class, parents and
other staff members at the school. Alex can be easily set off task, if music isnt
incorporated into lessons. He can become easily stressed causing him anxiety.
Therefore affecting his social interactions with peers. The other classmates may need
to share the attention of the teacher, sometimes unequally if there are negative
behaviours being displayed by Alex or extra assistance is needed. Some classmates
may be interrupted in their learning due to Alexs behaviours. It may be difficult for
the classmates to form friendships with Alex due to his difficulty in socializing. Extra
staff may be needed such as a teachers aid to assist Alexs learning. Special Education
will need to be used to monitor and assist in Alexs progress. Also the teacher may
find it difficult to manage the class as well as Alex, his learning needs and behaviours.
Having Alex in the classroom will allow him to be included, learn positive behaviours
off others and allow him to share with others his talent of music. Overall despite his
extra needs, it is important to include Alex in the classroom context as he can be a
valued member of the class if the teacher, parents, doctors and learning support staff
collaborate together to create a safe inclusive environment for Alex and ensure that
his learning needs are met as well as his social relationships are fostered with not only
Luke but the other students as well.

EDFD447 Assessment Two: Case Study

S00125982: Jessica Bradford
PART BDifferentiating the curriculum, Eight Ways At Once MI/Blooms matrix.
Topic: Science Stage 2 Living World/Working Scientifically/Working Technologically
(transformation)
Life Cycle of the Monarch Butterfly.
Key Syllabus Outcomes for the whole class:
ST2-10W -Describes that living things have life cycles, can be distinguished from
non-living things and grouped based on their observable features. ST2-10W.
ST1-4WS - Investigates questions and predictions by collected and recording data,
sharing and reflecting on experiences and comparing what they and others know.
ST2 5WT -Applies a design process and uses a range of tools, equipment, materials
and techniques to produce solutions that address specific design criteria.
Integrated curriculum: Music, English and Mathematics.
SEE MATRIX ON FOLLOWING PAGE.
Benefits of a differentiated unit of work for Alex.
All students are entitled to rigorous, relevant and engaging learning programs
drawn from a challenging curriculum that addresses their individual learning needs
(ACARA, 2013, p. 4).We can appreciate difference and variety as a positive
attribute in all educational and social environments and where all members of a
group can be accepted and valued (Ashman & Elkins, 2012, p. 8). According to
Nobal (2003)In the study reported here teachers used the matrix to design learning
outcomes and activities so that their students could demonstrate what they understood
through different intellectual domains at the same or different levels of cognitive
complexity.
According to Nobal (2003) when including the matrix, themes allow for deeper
understanding of specific topics, with both their strengths and weaknesses catered for.
Alex can display his talent with music and share that with the class, which will create
a platform for social interaction. According to Tots ( 2015) Many children with
autism spectrum disorder have outstanding abilities in tone recognition. Children with
autism can be highly methodical listeners and are able to access musical details more
readily than typically developing children. Some autistic children display exceptional
musical abilities.(Tots, (2015)). Being able to engage in this skill will not only assist
Alex in his understanding of the content but also will boost his confidence and make
him be seen by the other students as gifted in this area.
The use of technology (APSECT, (2015)) and group work allow Alex to not only be
engaged in the materials for the lesson but work with others. This gives Alex
experiences to converse with others and practice social skills and social problem
solving. According to Aspect Western Sydney, the use of IPads can even help with this
social aspect of his learning. As IPads today are very socialially acceptable forms of
learning, the students cannot see Alex as different when he frequently used the IPad
for adaptions to classes.

EDFD447 Assessment Two: Case Study

S00125982: Jessica Bradford

PART C- SMART outcome lesson plan/inclusion.

Lesson 9. Design slide show or multimedia presentation about one
aspect of the monarch life cycle. Present this to the class.
Slide show/multimedia presentation

AstageoftheMonarchbutterflyslifecycle
Lesson Steps
Step 1. Teacher will explain to students what the lesson
entails, what is expected from their behaviour and how
to conduct themselves in-group work. Teacher will also
explain the learning intention and the success criteria
of the activity.
Learning Intention: To work in groups of 4-6 and
create a detailed slide show about one stage in the
Monarch butterfly life cycle ( Eg. pupa).
Success Criteria:
1. Get into groups
2. Choose a stage in the life cycle
3. Look at the rubric what is it asking you to do?
4. Research that stage using technology as a tool.
5. As a group create slideshow.
Step 2. Organize students into groups.
Step 3. Students discuss with group, and decide what
stage in life cycle will be researching. Students will
inform the teacher as to what this is.
Step 4. Each team member will research that stage and
put the information into their Learning Log. This
information will contribute to creating the slideshow.
Step 5.Create the slideshow as a team.
Step 6.Complete the slideshow to be presented at a
later date.

SMART
outcome

Adaptions

By the end of the

lesson, students
will have
discussed and
researched about
one stage of a
Monarch butterfly
life cycle. They
must of used that
information to
create an
engaging, content
correct slide show
and worked
together cooperatively as a
team.

Ensure that the

room is
welcoming, with
limited
distractions,
catering for
sensory or visual
distractions.
Alex is put
purposely into
Lukes group to
allow Alex to
feel comfortable
with contributing
to the
conversation.
Allow Alex to
express the
information he
learnt in a song,
with slide show
background
slides with
lyrics.
Get Alex to use
his own IPad to
connect with the
internet to
perform
research.
Learning
Logbook can be
put onto his IPad
therefore he
might be more
engaged in the
content and less
likely to fall off
topic.
Have teachers
aid, assisting
Alexs group to
remain on task
and to support

Assessment
Formative: (During the lesson)
Checklists and Rating Scales
Specifically focusing on interactions in
groups and content learnt in the lesson.
Students work product:
Assess the students work based on the
rubric below.
Monitor and Assess Learning Log. This
will be summatively assessed at the end of
the 10th lesson. In regard to this lesson,
formatively as evidence for relevant
resources research.

EDFD447 Assessment Two: Case Study

S00125982: Jessica Bradford
Alex in his
learning.

Rubric- Slide show/multimedia presentation

CATEGORY

Organization

Contentiswellorganized
usingheadingsorbulleted
liststogrouprelated
material.

Usesheadingsorbulleted
liststoorganize,butthe
overallorganizationof
topicsappearsflawed.

Contentislogically
organizedforthemost
part.

Therew
logical
structur

Sources

Sourceinformation
collectedforallgraphics,
factsandquotes.All
documentedindesired
format.

Sourceinformation
collectedforallgraphics,
factsandquotes.Most
documentedindesired
format.

Sourceinformation
collectedforgraphics,
factsandquotes,butnot
documentedindesired
format.

Verylit
informa

Content

Coverstopicindepthwith
detailsandexamples.
Subjectknowledgeis
excellent.

Includesessential
knowledgeaboutthe
topic.Subjectknowledge
appearstobegood.

Includesessential
informationaboutthe
topicbutthereare12
factualerrors.

Content
therear
errors.

Workload

Theworkloadisdivided
andsharedequallybyall
teammembers.

Theworkloadisdivided
andsharedfairlybyall
teammembers,though
workloadsmayvaryfrom
persontoperson.

Theworkloadwas
divided,butonepersonin
thegroupisviewedasnot
doinghis/herfairshareof
thework.

Thewo
divided
intheg
notdoin
thewor

Organization

Contentiswellorganized
usingheadingsorbulleted
liststogrouprelated
material.

Usesheadingsorbulleted
liststoorganize,butthe
overallorganizationof
topicsappearsflawed.

Contentislogically
organizedforthemost
part.

Therew
logical
structur

AstageoftheMonarchbutterflyslifecycle.

EDFD447 Assessment Two: Case Study

S00125982: Jessica Bradford

D. Reflection on Learning Group process

The experience of engaging in the Learning groups throughout the course, not only
assisted us all in lessening the work load each week but allowed us to simply read the
material before class so we were able to discuss it in tutorials. Having an expert who
would lead discussions would allow all people in the learning group to gain a deeper
understanding ask questions and get a better idea of what was being read. Having the
discussions with peers would reflect the real profession, where teachers would discuss
information in a staff room or in meetings. We were able to engage in the materials
with many perspectives other than our own and create cohesive useful notes with the
responsibly of having to give it to others.
To further explain how our learning group worked, in week five Maria, one of the
girls in our group read and wrote notes on the text Teacher Assistant Support in
Inclusive Schools: Research, Practices and Alternatives (Michael F. Giangreco
(2013)). The main points were, too often teacher assistants are not used wisely in
inclusive classrooms. There is an overuse and a misuse of Teaching Assistants in
many schools across America and if cross-cultural comparisons can be made, most
probably also in Australia. In the article Giangreco argues that Teaching assistants are
being used as a 'bandaid' solution for a much larger affliction. Also Research indicates
that the numbers of teaching assistants has increased across many Western Countries
and are seen as the only way of including students with disability. These sparked a
significant discussion among us about the use of teachers aids and are they a
bandaid resourse and how can utilize them properly. After class we sat down as a
group and write down specific ways we could use a teachers aid effectively together.
We were not only just reading the text and making notes but we were applying it to
our future teaching practices. We tended to do this after every EDFD lesson and now
we have a set of strategies we configured together for our future teaching.
Having the twelve sets of documents allows us as teachers to refer back to when
teaching out in the field. Every child is different and will have a different set of needs.
Not all strategies will work for each child and SMART goals need to be created in
order to ensure that each student works to the best of their ability as well as behavioral
plans in place to manage behaviour if needed. The variety of strategies that we have
been given throughout the sessions along with inclusive learning practices and
assessment strategies of behaviour will allow us as teacher to have many avenues to
try with students in our classroom to assist with their learning. Some gathered
strategies include various types of grouping, collaborating with other such as other
teachers, doctors, teachers aids and learning support, provide varied lessons to suit
specific childrens needs as well as a wide range of materials and many more.

EDFD447 Assessment Two: Case Study

S00125982: Jessica Bradford

Referencing
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Australian Human Rights Commission. (n.d.) The Rights of People with
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Autism Spectrum Australia ( ASPECT), (2015) Fact sheets. Retrieved from:
http://www.autismspectrum.org.au

Education & Communities NSW (2015). Disability, Learning and Support.

Retrieved from
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Giangreco, M. (2013) Teacher Assistant Supports in Inclusive Schools: Research,
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EDFD447 Assessment Two: Case Study

S00125982: Jessica Bradford
Grandin, T. ( 2008). My experience with Autism, University of California Television.
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EDFD447 Assessment Two: Case Study

S00125982: Jessica Bradford

YouTube,.2015.'Butterfly,Butterfly!(ASongForKidsAboutThe
ButterflyLifeCycle)'.https://www.youtube.com/watch?v=8rvGUevGxDk.