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According to Hyde, Carpenter, & Conway (2014), Australia is one of the most culturally diverse nations on
earth and this is reflected in our schools. As well as cultural and linguistic diversity, other characteristics of
diversity reflected in our schools are students of Indigenous heritage, students from different faith systems,
students with impairments, disabilities or disadvantages influencing their development of communicative
competence, social competence, cognitive ability, or literacy and numeracy (Hyde, Carpenter, & Conway,
2014). These students contribute to the increasingly complex modern Australian learning environment
therefore generalist teachers need to possess the knowledge, skills and resources to be able to adequately
accommodate these students in a mainstream classroom setting (Foreman, 2011).
Hyde, Carpenter, & Conway (2014) explain that there is no one fully effective definition or model of
inclusion, however describe 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’
(Skritic 1995). Inclusion is much more than being part of a group, and aims to support students in regards
to their social participation, access to quality education and gaining a sense of well-being as well as
achieving academic goals and outcomes (Cooper, Jacobs & Busher 2011). To promote an inclusive
learning environment in schools, teachers are implementing differentiation in their teaching practices to
allow the needs of each individual to be considered, including those with specific learning needs, as well as
uniformity which allows for the rights, participation and equity of all students (Hyde, Carpenter, & Conway
2014).
Section 22 of The Disability Discrimination Act 1992 (DDA) (Commonwealth) in relation to education states
that it is unlawful for an educational authority to discriminate against a student or person on the ground of
their disability by denying or limiting their access to benefits provided by the educational authority
(Australasian Legal Information Institute, 2017). This Act aims to protect individuals as well as friends,
relatives, and others across Australia from all forms of discrimination in many areas including employment
and education (Hyde, Carpenter, & Conway, 2014).
According to Hyde, Carpenter, & Conway (2014), The Disability Standards for Education 2005 were
developed to promote compliance in terms of educational practices in line with the Disability Discrimination
Act 1992. The object of The Disability Standards for Education 2005 is to eliminate discrimination against
individuals on the ground of disability in an educational context, ensure individuals with disabilities have the
same rights to equality in education and training and to promote recognition and acceptance within the
EDUC 3055 Inclusive Education Student ID# 110136197
educational community.
The Students with Disabilities Policy 2014 supports legislation and standards with aims to ensure that all
DECD services are inclusive of all children and students with disability ensuring they are provided access
to an appropriate learning program that meets the needs and requirements of the Early Years Learning
Framework and the Australian Curriculum (EYLF, 2017) (ACARA, 2016) (Department of Education Child
Development, 2014).
This is in line with the AITSL Teaching Standards (2017) who require lead teachers to ‘Develop teaching
activities that include differentiated strategies to meet the specific learning needs of students across the full
range of abilities as well as design teaching activities that support the participation and learning of students
with disability’ (AITSL, 2017).
The Melbourne Declaration (2008) also outlined two educational goals for the following decade, which
strived for all young Australians to become successful learners, confident and creative individuals, and
active and informed citizens as well as for Australian schooling to promote equity and excellence.
The Australian Curriculum has been specifically designed to address the goals in the Melbourne
Declaration (2008) and support teachers in adhering to the legislation, standards and policy discussed
above (ACARA, 2016) The general capabilities and cross-curriculum priorities serve as the basis for a
curriculum designed to support learning, today. The Australian Curriculum provides flexibility for schools
and teachers to ‘promote personalized learning that aims to fulfill the diverse capabilities of each young
Australian’ (MCEETYA, 2008) (ACARA, 2016).
Area of Diversity – Vision Impairment
Vision impairment is a generic term used to describe either blindness or low vision and it can range from no
useful vision to a mild vision loss (Williams & Thomas 2017) (Hyde, Carpenter, & Conway 2014). Hyde et
al. (2014) emphasize the importance of knowing and understanding the difference in meaning between the
terms ‘sight’ and ‘vision’. Sight is the ability to see, whereas vision is the brain’s ability to interpret the
information that comes from sight (Hyde et al. 2014).
Vision impairment can be defined as a reduction in one or more of the following: accommodation, binocular
skill, visual field, central vision, or colour vision (Pagliano, 2005). Hyde, Carpenter, & Conway (2014)
explain that vision loss may present as general blurriness, monocular (one eye) vision, problems with
binocular skill and fixation, severe field restriction in central or peripheral vision, problems with colour
vision, or a combination of these.
Westwood (2003) discusses the many variations of impaired vision; totally blind, legally blind, varying
Blindness or low vision can be caused by an eye condition, through accidents or result through other
diseases such as types of cancers or strokes (Royal Society for the Blind, 2017). Vision Australia (2017)
discusses multiple conditions that cause people to have or acquire a visual impairment but some of the
most common include; Albinism, Cataracts, Cortical Vision Impairment (CVI), Diabetic Retinopathy,
Glaucoma, Leber’s Congenital Amaurosis, Keratoconus and Age Related Macular Degeneration.
Visual Acuity
Hyde et al. (2014) refer to ‘visual acuity’ as the sharpness or clarity of vision, or, the ability of the eye to
distinguish objects and details at a specified distance. Vision Australia (2017) discusses the visual acuity
test and how it measures the ability to see these fine details and is determined by measuring the smallest
size print that a person can read.
How it works:
• The test is conducted at 6 metres
• The test result is given as a fraction that indicates the distance in metres at which that row of the
chart can be read by a normal eye
• The top number of the fraction indicates the test distance (how far you are standing from the chart).
It is usually 6 metres in Australia.
• The bottom number represents the size of the letter seen. The larger the bottom number the larger
the letter on the chart (E.g. 6/48 indicates a bigger letter than 6/12).
• Normal visual acuity is recorded as 6/6
(Vision Australia, 2017)
Scenario
The type of vision impairment to be the basis of this discussion is an 11 year old (year 6) boy, Ryder, who
suffers a vision impairment caused by advanced cataracts which he has had since birth. Ryder has very
blurred vision due to the cataract, and suffers from glare and finds bright lights uncomfortable (Royal
Society for the Blind, 2017). The cataracts disturb the passage of light and thus, hinder his eyes ability to
focus correctly. Ryder’s Visual Acuity is approximately 6/12 to 6/18, which is classified by Vision Australia
(2017) as reduced/low vision, and is Australia’s official legal driving limit.
Ryder’s Symptoms:
• Glare and sensitivity to bright light
• Blurred, hazy and foggy vision
• Haloes around lights
• Distortion
• A feeling of looking through a film, veil or curtain
• Changes in the appearance of colours
Figure 2 shows a comparison of how someone with normal vision would see the image in comparison to
him.
According to Vision Australia (2017), cataracts are one of the leading causes of vision impairment. Vision
Australia (2017) explains that a cataract is a clouding of the normally clear lens in the eye. Cataracts
generally occur in those who are older, however they can develop in younger people and some people are
actually born with a cataract (Vision Australia). The progression of cataracts varies between each individual
and often between each eye in the same person (Royal Society for the Blind, 2017)
Ryder’s vision impairment impacts and affects a number of development areas and behaviour including:
• Understanding of concepts
• Motor development (fine motor skills)
• Exploration and play
• Social development
• Overall engagement
Sometimes Ryder has trouble distinguishing objects from a distance when performing near point tasks, he
blinks, squints, rubs his eyes frequently, complains of seeing double or seeing halos around lights, quite
frequently complains of headaches and appears to be clumsy, bumps into things, walks with hesitation and
has difficulty negotiating stairs and edges (Salend, 2008) (Hyde et al. 2014).
Modifications in blue
Material/Equipment Required:
• Tennis balls (different colours, sizes, compression, slow bounce balls)
• Tennis rackets (different colours, sizes)
• Indoor or outdoor hall or court space (let students know exactly where the lesson will be
and any changes)
• Targets (Size, colour)
• Tennis nets (could remove the tennis nets if it became too difficult for students)
Physical Environment
• Announce your presence and departure
• Ensure doors are fully opened or closed
• Systematically describe the location of things after changes have been made.
• Allow time for travel to other classes.
Maximum Individual
Participation (MIP)
• The primary means of the
activity is to chase and be
chased
Development: Tennis Target Fundamental Movement Skills 9.20 – Ensure materials contrast
Games (FMS) 9.30am with the background
• Keeping balanced whilst (10 mins) Low contrast reduces
Target Game 1 hitting the ball visibility
If inside, set up a small target on • Strong stance
the wall. Size of equipment
Using chalk or circle piece of Colour of equipment
cardboard, etc. (get creative) Secondary General Skills Size/colour of target
(SGS)
If outside, set up a small target on • Controlling bat and ball with
the fence. Using a circle piece of larger self-feed
cardboard (attach using zip ties)
Target Game 2
Next, students will do another
target game except targets will be
on the floor.
Students will use the small circle
bases from baseball as the target
and must self feed and try and hit
the circle on the ground.
Each time they hit the circle they
can take a step back.
They must alternate with their
partners.
Final Activity: Target Tennis Fundamental Movement Skills 9.30 – Ensure materials contrast
Over a Net (FMS) 9.40am with the background
• Keeping balanced whilst (10 mins) Low contrast reduces
There will be targets set up on the hitting the ball visibility
other side of the tennis net. • Strong stance
Size of equipment
The students will stay in the same Colour of equipment
pairs. Secondary General Skills Size/colour of target
(SGS)
Students will verse each other in • Controlling bat and ball with
self-serving the ball and hitting it larger self-feed Change the activity from
over the net, trying to get it to land competitive to cooperative
on the target.
Maximum Individual Remove net to reduce
Whoever gets the ball to hit the Participation (MIP) technical demands on
target the most times will be the • All students are actively learners
winner of the set. participating
The first way in which the teacher could modify the lesson is by changing some of the equipment to
promote success for Ryder. The teacher could start students off by using a smaller tennis racket, and larger
tennis ball. Launder and Piltz (2013) recommend this simple change as it reduces perceptual demands on
the learners and allows more room for student achievement as very beginners in Tennis. Simplifying the
learning environment in this way enables target games to develop technical ability and other aspects of
skilled play in tennis (Launder and Piltz, 2013).
During the target games, it may be a good idea to either remove the target altogether in the initial stages, or
change the target to something like “hitting the ball and having it land on the other side of the net” or “hit the
ball and try and make it land in the diagonal serving box.” This will also reduce perceptual demands on the
learners and students like Ryder, as well as giving them an idea of game sense by introducing them to
some new tennis terminology such as naming the different places in the court such as the serving box.
With the use of a larger ball, another type of ball that can be used is a large “slow bounce ball” or a
compression ball. These balls slow the speed at which the ball travels which gives students like Ryder
more time to position themselves for their next hit (Talay-Ongan, 2004) (Westwood, 2003).
During the self feed and partner feed games, instead of throwing the ball back to their partner when its their
turn, the teacher may encourage the students to simply pass it to their partner, which will save those
without very well developed secondary general skills the need to catch the ball very well as well as support
Ryder and keep him both physically and emotionally safe in case he misses the ball (Launder and Piltz,
2013).
The teacher can modify the distance in which students stand from their partners (Hyde et al. 2014).
Students should start closer together (1-2m apart), and only move further apart when they feel they are
both ready for another challenge (Launder and Piltz, 2013). The groups of pairs should also be distanced
far enough apart from other pairs so that they don’t accidentally bump into other students which will
promote more safety (Hyde et al 2014). There should be an established verbal cue if a student accidentally
hits a ball out of them and their partner’s zone so that other students know to look out for the ball (Hyde et
al 2014). The teacher should also modify the distance students are positioned away from the target to
promote success for students.
The teacher can also modify learning outcomes for Ryder, for example, during the target games, instead of
needing to get 10 in a row, he could be asked to get 10 in total. When it comes to the Target game over the
fence, instead of making the ball land on the target, Ryder could aim to at least get the ball to go over the
net and land on the other side.
Educators should also modify the learning activity so that the game is cooperative rather than competitive,
as this could automatically disadvantage someone. When students are required to work cooperatively to
achieve a goal they achieve social and emotional learning outcomes by working together as a team to
support each other, and they learn to get along with students in the class they may not have associated
with before (Talay-Ongan, 2004) (Westwood, 2003).
Additional Accommodations
Manglaras (2017) explains how important it is to find out the needs of the individual child and not assume
that all children with a sensory impairment will have the same needs therefore it might be a useful idea for
the teacher to organise parent teacher interviews at the beginning of the term to discuss any issues the
child may have had in previous years, or special needs that need to be considered. This way, teachers,
When the parents are explicit about Ryder’s vision impairment, it promotes a cohesive and coherent
learning relationship and community between the school and the parents, which can help the parents to
educate the teacher on what works and maybe doesn’t work for Ryder. The teacher can use the time spent
with parents as an opportunity to ask questions and find out about certain colours of equipment that may
help Ryder see the equipment better due to the contrast in the colour in relation to the colour of the learning
environment.
Conclusion
Hyde et al. (2014) states that the successful inclusion of students with vision impairment is the result of
high quality preparation, shared responsibility, collaboration and a teacher who is adaptable in his or her
approach to teaching and learning however this cannot all be successfully achieved by the teacher alone. It
is important that teachers take the time to get to know and work with the students, the families, the
specialists or paediatrician, and educate themselves on the specific characteristics and needs of the
student in their situation. It is important not to assume that all individuals experience their vision impairment
in the same way therefore teachers must take advantage of being able to work with a multidisciplinary team
in helping cater for this child. It is also important that teachers know what support is available for them
including professional development, but also what support is available for the child and the families.
Cooper, P, Jacobs, B, & Busher, H, 2011, From inclusion to engagement: Helping students engage with
schooling through policy and practice, London: John Wiley and Sons.
Forbes, F 2007, ‘Towards Inclusion: an Australian Perspective’, Support for Learning, vol. 22, no. 2, pp.
66-71.
Hyde, M, Carpenter, L, & Conway, R 2014, ‘Diversity, Inclusion and Engagement’, Oxford University Press,
Melbourne, Second Edition.
Manglaras, N, 2017, Inclusive Lecture PowerPoint Slides. PowerPoint Presentation, UNISA, viewed SP5
2017
Pagliano, 2005, ‘Using the senses.’ In A. Ashman & J. Elkins, Educating students with diverse abilities (2nd
edn). Frenchs Forest, NSW: Pearson Education Australia.
Price, D, 2017, ‘Inclusive policy, legislation and curriculum’, PowerPoint Presentation, UniSA, viewed sp5
2017
Royal Society for the Blind, 2017, viewed 20 October 2017, <http://www.rsb.org.au>
Salend, 2008, Creating inclusive classrooms: Effective and reflective practices (6th edn). Upper Saddle
River, NJ: Pearson Merrill-Prentice Hall.
Skritic, T, 1995, ‘Disability and democracy’, Reconstructing special education for postmodernity, New York:
Teachers College Press.
Strong, F 1988, ‘Mind Your Language’, Set: Research Information for Teachers, vol. 1, no. 3, pp. 1-2.
Williams, C & Thomas, D, 2017, “Inclusive Education Visual Impairment Presentation”, viewed 23 August
2017.
MCEETYA, 2008, ‘Melbourne Declaration on Educational Goals for Young Australians’ viewed 15 October
2017,
<http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Yo
ung_Australians.pdf>.
Clarity of arguments and information Below requirement Satisfactory Very good Exceptional
presented/analysis
Insights into critical issues Below requirement Satisfactory Very good Exceptional
Additional Comments
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