Name: Jordyn Halliwell

ID: S00222655
EDST261
Assignment task 2

Introduction:
Creating a classroom that allows for diversity and equality is necessary for successful
learning (Atwater, 2000). Educators with a foundation class that has a student with Attention
Deficit Hyperactivity Disorder (ADHD) and a student with Autism Spectrum Disorder
(ASD), it is important to create an environment that is both adjustable and supportive. During
their science unit, ‘Movement of objects’ students should be able to understand; size, shape,
push and pull and how objects move by the end of the unit of work (Victorian Curriculum,
2015). Ensuring that each lesson can be adjusted to fit each child’s needs staying, in line with
the school’s priorities and the teaching approach, Multicultural Science Education (MSM). St
Mary’s Primary School wants to ensure children ‘work together’ and understand the
scientific component that can create a further love, awe and understanding of Gods objects.
Which also reflect the MSM approach which promotes equal opportunity to all students and
celebrates diversity within the classroom (Atwater, 2000).

Learner A:
Learner A has been identified with ADHD and presented with behavioural challenges
throughout the unit of work (Mcallister, 2012). Leaners A is a male (Bayless, Perez & Daniel,
2015) aged five, turning six from a white Anglo Saxon family. The father has also been
diagnosed with ADHD (Bralten et al., 2013). Both learner A and the father are not taking
medication.

It was noted that learner A become easily distracted and could not keep his attention on an
activity for more than five minutes (Wender, 2001). Learner A acts younger than his age,
becoming upset and unsettled when things don’t go his way and struggled to stay focused on
the task at hand and therefore isn’t finishing all his work (Wender, 2001). He has a lot more
energy than the other students, when seated on the floor for instructions learner A fidgets,
continuously tap hands or feet and ‘squirm’ around (McGough, 2014).

Although, learner A causes disruptions within the class, he is a creative problem solver and
an energetic and enthusiastic learner. Learner A is good public speaking and enjoys
participating in group discussions where he is able to share his ideas and thoughts (South
Australia, Department of Education, 2020).

The students work paralleled with Piaget’s concept of ‘Preoperational stage of cognitive
development. Whereby, learner A has difficulties thinking about more than one aspect of any
one situation at one given time (Adams & Craft, 2014). It is common for students with
ADHD to find it challenging to stay focused on a learning concept and sustain the
information long enough to gain that skill and move onto the next step (Adams & Craft,
2014).
The school’s priorities were supported through ‘working together’ in small groups and
through the observations and participation of each of Gods, loving creations, however learner
A did not respect all the members contributions and made many disruptions during the whole
class discussions (Lauth, Heubeck & Mackowiak, 2006). Following the school’s priorities,
Multicultural Science Education was the teacher approached implemented. This approach

1
Name: Jordyn Halliwell
ID: S00222655
provides equal opportunities to students regardless of factors such as, gender, ethnicity,
socio-economic status and learning difficulties (Atwater, 2000).

The Victorian Curriculum (2015), has learner A at level C (towards foundation). Learners at
this level respond to more consistent prompts and prefer simple clear directions. Students
prefer structured learning activities and like multisensory learning activities. Level C in the
scieence field requires students to ‘participate in investigations that require them to explore,
observe and identify properties of everyday objects, materials and living things Victorian
Curriculum, 2015). Whereas, students in found level are required to ‘observe changes that
can be large or small and happen quickly and slowly’ (Victorian Curriculum, 2015).

Positive teaching strategies to help learner A stay focused and gain the most out of his
learning, requires teachers to provide learner A with a routine and a shorter time to deliver
instructions, this will limit the amount of time he has to be disruptive (Mcallister, 2012).
Allowing more hand-on activities that take between 5 to 7 minutes and then moving on will
also allow for less disruption and more focused work. When assessing learner A, teachers
need to consider assessment tasks. The assessments given should be shorter and given more
time to work on this task (Mcallister, 2012).

Leaner A and classmates will be learning about ‘Movement of object’ in relation to their
science concept. It is important that teachers make reasonable adjustments to support leaner
A in class participation and helping him stay on track with tasks (Bowen & Ellis, 2015).
These adjustments should be put in place in order to maximise their access to an ‘appropriate
curriculum’ that allows them to achieve their full potential, by setting learner A with realistic
expectations which challenge and stimulate their thinking (Bowen & Ellis, 2015). At the end
of the lessons each student should be capable of; ‘comparing how objects size and shape
affects the movement of an object’, ‘compare the movement of objects and living creatures’
and ‘develop an understanding of the effects of push and pull’ (Victorian Curriculum, 2015).
With making reasonable adaptions for learner A.

‘’All effective teaching begins from a positive attitude and a desire to achieve what is best for
all the pupils in a class’’ (Rose & Howley, 2007. P, 18). Teacher need to ensure they can
provide all students with the resources, tools and class structure that will allow for every
child to thrive and gain the best out of their learning. Learner A was identified with ADHD
and therefore some activities and teaching approaches and strategies need to be adapted in
order for both learner A and the rest of the class to succeed without disruption and minimal
behavioural distractions.

Learner A works best in an environment that has routine with short and simple instructions,
activities that allow him to move around and have a hands-on experience (Mcallister, 2012).
Although it is not always possible implement all these changes into every lesson, it is
encouraged where possible to implement them. All these students are just at the beginning of
their foundation year, it is also suggested to provide students with an active activity during
each lesson (South Australia, Department of Education, 2020).

During lesson two, the focus is on the movement on animals and how their size and shape
can determine how they move. This lesson requires children to have small group time for 25
minutes, working together and discussing the different animals, with each group having a
different selection of animals (Halliwell, Lobaton, Madden & Noy, 2020). To prevent
disruptive and challenging behaviour with learner A’s tendency to cause disruptions when

2
Name: Jordyn Halliwell
ID: S00222655
working on one activity for a long period of time, allow the children to change tables every 5
minutes to move and view a different set of animals. This will allow leaner A to stay focused
and interested without having to change the class completely (Wender, 2001). This small
change continues to reflect the school priorities, still providing them the opportunity to ‘work
together’.

Lesson two begins with a walk around the yard but the rest of the less is quite stationary. This
stationary time opens up the opportunity for learner A to become distracted, unsettled and
start class disruptions with the demand for attention (Mcallister, 2012). Shorting the small
group time and the end discussion, will allow time for an active game. The game ‘Walk
through the Jungle’ as shown in figure 1, will allow children to use the knowledge they have
gained about size and movement in an active, problem solving and creative activity that
demonstrates their understanding. This game incorporates the school priorities and the
science curriculum as it further develops the concepts just learnt.

This activity is beneficially for learner A as it allows learner A to be learning while being
active and energetic (Mcallister, 2012). The activity can run for a length of time that seems fit
(can be made shorter or longer depending on the children at a given time). Learner A has
been identified to be a creative problem solver and this allows him to work on his strength
and help his peers complete ‘The Walk through the Jungle’.

Figure 1. A Resource Manual for Sport Leaders. Movement Game, Walk through the Jungle.

3
Name: Jordyn Halliwell
ID: S00222655
Learner B:
Learner B has been identified with ASD. He has shown signs of inappropriate emotional
responses, has trouble communicating with other students and teacher and engages in
inappropriate play with his peers (Guldberg, 2010). Leaner B is hyperactive and does not
like following instructions. He is a visual learner and works best by himself. Learner B
enjoys music and is artistic (Autism spectrum disorder, 2015). Learner B is a male
(Abrahams & Geschwind, 2008), aged six from a white Anglo Saxon family. He has an older
sister who also has learning difficulty (Abrahams & Geschwind, 2008).

After assessment, it is clear that learner B can have unannounced emotional outburst (Pry,
Bodet, Pernon, Aussilloux & Baghdadli, 2007) and works best following a routine and if this
is disrupted it becomes difficult for him to stay focused on his schoolwork and increasingly
hard for him to get along with his classmates (Guldberg, 2010). Leaner B has a strong
reaction to sounds (Pry et al., 2007) and reacts in a negative way towards loud sounds, he will
react with a ‘tantrum’. He also has the tendency to have a lot of repetitive movements, such
as; flapping his hands (Pry et al., 2007).

Although, learner B can be disruptive to the class, he is a very talented logical leaner. He has
outstanding memory skills (Pry et al., 2007) and is very interested in cars and animals and
has a very wide knowledge on them. Learner B has great speaking skill when talking on a
topic he is confident with. It’s important to understand that Learner B best learners through
visual cues and hands on activities (Pry et al., 2007).

Leaner B was ahead of Piaget’s age and stage of development theory. Learner B has shown
the ability to solve problems with more logical thinking behind the idea (McLeod, 2010)
supporting the ‘Concrete operational stage’. It is usual for children with autism to think more
logically and to understand concepts as its common for them to become fixated and obsessed
with ideas and concepts they are interested in (Pry et al., 2007).

Each lesson has the children working together which supported the St Mary Primary School’s
priorities. Although, leaner B didn’t like working in small groups and demanded he worked
by himself (Autism spectrum disorder, 2015). He did participate in the class discussions but
struggled to let the other students have a turn at speaking. Multicultural Science Education
was the teacher approached implemented (Atwater, 2000). This approach allows for leaner B
to feel comfortable and equal to his peers and learn in an environment that accepts cultural
diversity which in turn will enhances the effectiveness of scientific learning (Atwater, 2000).

The Victorian Curriculum (2015), has learner B at the foundation level. Learner at this level
are expected to understand object size, shapes and how that affects the movement of an
object, movement of objects and living creatures and the effects of push and pull, by the end
of the unit of work (Victorian Curriculum, 2015). Learn B is capable of understanding these
concepts if given the right support and resources.

Giving the correct support to learner B is crucial for him to be successful in this science unit.
Leaner B works best with visual cues so ensuring that the content being covered can be made
visual will benefit him (Tissot & Evans, 2003). Incorporating his interest into the topic, for
example looking at the way’s car and animals move. Experts suggest giving autistic children
options, some days he might want to work in a group and some days he might want to work
on his own, allowing him to make these decisions will allow him to feel in control. Educators
should also remember children with autism like routine (Pry et al., 2007).

4
Name: Jordyn Halliwell
ID: S00222655

During the course of three lessons, learner B and class peers will be learning about the
science concept of ‘Movement of Objects’. Learner B learning difficulties requires the
educator in charger to modify and adapt the lesson accordingly to assist learner B and ensure
he is given the opportunity to understand to the best of his ability (Bowen & Ellis, 2015).
There are a number of recommendations that can be taken into consideration to ensure
learner B lesson plans and assessment task are reasonable for this learning ability (Bowen &
Ellis, 2015). When assessing learner B, educators should provide him with activities that are
relevant to the unit but using areas of interest, for examples, animals. These assessments
should also be shorter in length.

‘‘Individuality is to be celebrated. Every learner is an individual, and the likelihood is that in

most classes, all pupils will have strength and weaknesses, preferences and dislikes, and
interest and subjects they find boring’’ (Rose & Howley, 2007). Having an understanding
that every child is different and working on their strength to further their understanding on a
unit of work is beneficially. For learner B, working in a routine, small group work or
individually and allowing him to explore the ‘movement of objects’ topic using areas of
interest, such as cars or animals will help hold his attention ensure there are less disruptions
and higher level of understanding (Darrow, 2009).

Learner B learns and acts differently to the other children in the class. He requires a
classroom that is structured, predictable and consistent to help him learn (Darrow, 2009). In
the science classes, learner B should be given options on group work and individual work.
However, it is important to encourage learner B to work in groups as it will only help develop
his social and communicating skills. This will be beneficially in the long run but should be
decided on depending on his mood (Stagg, Linnell & Heaton, 2014).

To begin lesson two, students are taken into the school yard to see what animals they could
find and identify how they move. Learner B will enjoy this activity and will interact with it
well as it follows his interest of animals and hands on activities (Pry et al., 2007). The
children will then move inside for a discussion and small group work. this is where teachers
need to become adaptable depending on how learner B is feeling that day. Its suggested to
encourage group work but learner B might benefit stronger working on his own with
guidance from the teach (Darrow, 2009). During group discussions, allowing learner B to
hold a fidget tool to prevent his flapping of the hands which can be a distraction to the other
students (Schecter, Shah, Fruitman & Milanaik, 2017).

An activity which can be incorporated into the end of lesson three which benefits both learner
B and the class is a game that doesn’t require teams but allows them to get up and move after
being stationary for a long period of time (Mcallister, 2012). The ‘move the ping pong ball’
game. It requires students to move either a, ping pong ball, marble or toy car only using
cardboard and sticky tape. This game can be done in teams or individually and allows them to
think logically and use the knowledge from the lesson to ensure they understand the content
learnt. This can also be used as an assessment tool.

Conclusion:
Understanding each child’s unique learning differencing and difficulties is necessary to
provide each induvial child with the means to achieve to the best of their ability (Bowen &
Ellis, 2015). Educators need to continually be researching and attending professional
development conferences to best understand each learning difficulty and how to best manage

5
Name: Jordyn Halliwell
ID: S00222655
that within the classroom. With 25 plus students in a class it can become overwhelming and
challenging to provide each student with a different activity, instead teacher should find ways
to adapt already organised work to fit each student needs. Science is a hands-on unit which is
easily adaptable for students with ADHD and ASD. Simple steps such as; shorter
instructions, multisensory information and active activities can benefit those with a learning
difficulty as well as those student at the standard level (Mcallister, 2012). Educators need to
ensure they follow the science concept guideline provide by the Victorian Curriculum and the
school priorities to ensure they are assessing children appropriately.

Word count: 2731

6
Name: Jordyn Halliwell
ID: S00222655

References
A Resource Manual for Sport Leaders. Movement Game, Walk through the Jungle.
Retrieved from http://www.sasksport.sk.ca/cis/pdf/movement.pdf

Abrahams B. S., & Geschwind D.H. (2008). Advances in autism genetics: on the
threshold of a new neurobiology. Nature Reviews Genetics, 9(5), 341-355.
Retrieved from
http://go.galegroup.com.libproxy.library.wmich.edu/ps/i.do?id=GALE%7CA1906
20805
&v=2.1&u=lom_wmichu&it=r&p=AONE&sw=w&asid=c3ba2d4ad4cf402a5a21
02b94f 739230

Adams, Q., & Craft, J. (2014). Retained Primitive Reflexes and ADHD: Examining
Atypical Symptomology in the School-Aged Population.

Atwater, M. (2000). Multicultural Science Education. The Science Teacher, 67(1), 48-49.

Bayless, D., Perez, M., & Daniel, J. (2015). Comparison of the validity of the use of the
spontaneously hypertensive rat as a model of attention deficit hyperactivity
disorder in males and females. Behavioural Brain Research, 286, 85-92.

Bowen, T., & Ellis, L. (2015). Learning difficulties. A Dictionary of Education, A

Dictionary of Education.

Bralten, J., Franke, B., Waldman, I., Rommelse, N., Hartman, C., Asherson, P., . . . Arias-
Vásquez, A. (2013). Candidate Genetic Pathways for Attention-
Deficit/Hyperactivity Disorder (ADHD) Show Association to
Hyperactive/Impulsive Symptoms in Children With ADHD. Journal of the
American Academy of Child & Adolescent Psychiatry, 52(11), 1204-1212.e1.

Darrow, A. (2009). Adapting for Students With Autism. General Music Today, 22(2), 24-
26.

Guldberg, K. (2010). Educating children on the autism spectrum: Preconditions for

inclusion and notions of ‘best autism practice’ in the early years. British Journal of
Special Education, 37(4), 168-174.

Halliwell, J., Lobaton, R., Madden, E., & Noy, C. (2020). An analysis of personality
theory. Unpublished manuscript. Australian Catholic University

Lauth, G., Heubeck, B., & Mackowiak, K. (2006). Observation of children with attention-
deficit hyperactivity (ADHD) problems in three natural classroom contexts.
British Journal of Educational Psychology, 76(2), 385-404.

Mcallister, L. (2012). POSITIVE TEACHING: Strategies for Optimal Learning with

ADHD And Hyperactive Students. American Music Teacher, 61(4), 18-22.

McLeod, S. "Concrete operational stage." Simply psychology (2010).

7
Name: Jordyn Halliwell
ID: S00222655
McGough, J. (2014). ADHD (Oxford American psychiatry library).

Pry, R., Bodet, J., Pernon, E., Aussilloux, C., & Baghdadli, A. (2007). Initial
Characteristics of Psychological Development and Evolution of the Young
Autistic Child. Journal of Autism and Developmental Disorders, 37(2), 341-353.

Rose, R., & Howley, M. (2007). The practical guide to special education needs in
inclusive primary classrooms (1st ed., Primary guides). London; Thousand Oaks,
Calif.: Paul Chapman.

Schecter, R. A., Shah, J., Fruitman, K., & Milanaik, R. L. (2017). Fidget spinners: Purported
benefits, adverse effects and accepted alternatives. Current opinion in pediatrics, 29(5),
616-618.

South Australia, Department of Education, 2020. ADHD. Retrieved from

https://www.education.sa.gov.au/supporting-students/health-e-safety-and-
wellbeing/health-support-planning/managing-health-education-and-
care/neurodiversity/adhd

Stagg, S., Linnell, K., & Heaton, P. (2014). Investigating eye movement patterns,
language, and social ability in children with autism spectrum disorder. 26(2), 529-
537.

Tissot, C., & Evans, R. (2003). Visual teaching strategies for children with autism. Early
Child Development and Care, 173(4), 425-433.

Wender, P. (2001). ADHD Attention-Deficit Hyperactivity Disorder in Children,

Adolescents, and Adults. Oxford: Oxford University Press, USA.

Victorian curriculum. (2015). Diversity of Learners.

https://victoriancurriculum.vcaa.vic.edu.au/overview/diversity-of-learners

8
Name: Jordyn Halliwell
ID: S00222655