Alexandra McCann

110144843
EDUC 3062
Studies in English Education 2

Assignment 1- Case Study

Insights into challenges

Educators must create and develop a classroom environment that is inclusive of each
student, ultimately eliminating factors that may that cause a student to feel excluded, at a
disadvantage or segregation from the class. By getting to know and understand students
strengthens and challenges, their needs can be identified and acknowledged. With this
information, strategies can be formed and used within the classroom to assist and meet the
needs of the student, as well as complying with the principles for inclusive teaching.

For a student with a mild intellectual disability, communicating, interacting and learning
becomes a significant challenge. Grace, a foundation student with ASD (Autism Spectrum
Disorder) exhibits difficulties in verbal communication, limited attention durations and
restricted fine motor movement. A child characterised as having ASD display difficulties in
communication and social interaction, display recurring or restrictive behaviours and
regulation of self and behaviours are impaired (Goodman & Williams, 2007, cited in Oakley
et al., 2013). Goodman & Williams (2007) further suggest that students with ASD, also have
difficulties in paying attention for sustained or extensive durations, which ultimately impact
on the child’s learning (Goodman & Williams, 2007, cited in Oakley et al., 2013).

In terms of literacy learning and development, students may have difficulty in isolating sounds
through verbal speech and further being able to associate those sounds with symbols (Broun,
2004, cited in Kluth & Chandler-Olcott, 2008). Students with an ASD may also find areas of
writing challenging, particularly in taking elements of audience, perspective and purpose
into consideration (Oakley et al., 2013). Due to areas of delayed phonological,
morphological and syntactic development, restricted communication and difficulties
construing social situations, comprehending literature and texts become a challenge
(Oakley et al., 2013). Particularly when reading lengthier texts, memory dysfunction may
become a contributing factor to reading comprehension deficits (Perfetti et al., 2005, Randi
et al., 2010). Students tend to comprehend texts with a literal meaning (Gately, 2008, cited
in Oakley et al., 2013) and are often unable to interpret characters emotions and
motivations, essentially inhibiting them to construct relevant predictions or inferences. Oakley
et al., (2013) suggests that due to such difficulties and presenting challenges, ASD students
become excluded or withdraw from opportunities to learn and that may deepen their
literacy understanding, further reducing their incentive to engage and participate.

Focusing on the ACE Literature strand

According to the Australian Curriculum (ACARA), the literature strand refers to effectively
understanding, appreciating, responding to, analysing and creating literature (ACARA,
2017). The Australian Curriculum (2017) outlines that texts are purposely selected on the
potential that they provide for enriching the lives of students, developing the capacity of
their experience and they model and demonstrate various features of form, genre and style
(ACARA, 2017). The ability to appreciate literacy texts and produce their own, provides
students with a deeper more meaningful understanding of their own experiences and
extends on students’ existing knowledge about how language can be used to create an
emotional and philosophical effect (ACARA, 2017).

Students with an ASD who successfully develop certain literacy skills, tend to be delayed and
experience levels of difficulty with written language (Berninger & Gans, 1986, cited in Pufpaff,
2008). The curriculum may present challenges for intellectually disabled students in the areas
‘responding to literature’ when required to ‘share feelings and thoughts about the events
and characters in texts’ (ACELT1783) and ‘examining literature’ when needed to ‘identify
some features of texts including events and characters and retell events from a text’
(ACELT1578) (ACARA, 2017). Students with an ASD often have difficulty depicting the
complexity of characters in texts, foreseeing events and predicting what they may do based
on their natures (Carnahan et al, 2011). Randi et al., (2010) explains that children with ASD’s
commonly prefer expository texts that require less abstraction opposed to reading narratives,
where readers are to engage cognitive processes to infer character’s behaviors and
effectively draw conclusions (Randi et al., 2010). An impairment of children with an ASD,
delays the development of theory of mind and the ability to infer intentions and emotions in
others (Randi et al., 2010) which ultimately relates to language ability.

Relevant studies have shown that students with ASD acquire strengths in pattern recognition
and visual imagery (Broun, 2004). Students with an ASD are often proficient visual learners,
with educators relying profoundly on visual learning aids and prompts. This scheme of
learning allows opportunities for students with an ASD, in regard to literacy learning, to
explore literature through a multi-modal approach. An objective that can be considered
opportunistic for an ASD student would be ‘creating literature’ when required to ‘retell
familiar literary texts through performance, use of illustrations and images’ (ACELT1580)
(ACARA, 2017). Students with intellectual disabilities may not be able to validate what they
know in typical ways (Kluth & Chandler- Olcott, 2008) but by using their determined strength
of visual representation, this outcome could be made achievable.

Inclusive literacy teaching

Inclusive literacy teaching allows for every student to have a like opportunity to fully engage
and participate in all aspects of the literacy curriculum. Each class is built on diversity with
learners bringing aspects of culture, personal capabilities and experiences to the classroom
dynamic. The Australian Curriculum (2017) aims to develop a students’ ability to interpret and
create texts with appropriateness, accuracy, confidence, fluency and efficacy for learning
(ACARA, 2017). The curriculum remains inclusive and caters for student diversity by outlining
that students with disability are able to achieve educational standards corresponding with
their peers, as long as the appropriate adjustments are made in how they are thought and
how they demonstrate their learning (ACARA, 2017). Through articulating learning outcomes
and enabling a range of pathways, a greater level of achievement potential is generated
for each child.

Inclusion engages the construction of an environment that effectively draws on the linguistic,
technical, social, and cultural strengths and resources of all students (Edmiston, 2007). As an
educator, it is imperative to develop a learning community, where each child’s resources
are learnt, acknowledged and considered. For students on the spectrum, inclusive
educators should be aware of the strengths and needs of the student, but also need to view
them as having significant potential and value as contributing members of the community
(Carberry, 2014). Koppenhaver and Yoder (1993) found that students with augmentative and
alternative communication (AAC) needs often received less literacy instruction and are
often isolated during instruction (Koppenhaver and Yoder, 1993, cited in Pufpaff, 2008). By
allowing students with an ASD to work and receive instruction alongside peers, involvement
and peer collaboration is encouraged, effecting adhering to the principles of inclusion. The
child may require further instruction or assistance but this may be offered by the educator or
another student.

Modifying class tasks to cater for requirements for a student in similar category to Grace, aims
to actively avoid exclusion. Reading and composing multimodal texts can lead to enhanced
levels of motivation and engagement (Caimpa, 2012, cited in Oakley et al., 2013). By
providing a range of oral, visual and multimodal texts, this allows students like Grace an
opportunity to express literacy components in a form that compliments her learning style.
With all students using the parallel processes, programs or apps, the possibility of exclusion is
eliminated (Oakley 2013).

Inclusive strategies for literature teaching

Evidently educators are obligated to implement appropriate methodologies that will allow
for students with an ASD to become functional members of society (Canberry, 2014). Ball-
Erickson (2012) states that research suggests that not one single strategy or method of
teaching reading comprehension will be 100% effective for each and every child with ASD.
ASD is incredibly complex and each student diagnosed has unique learning needs and styles
(Ball-Erickson, 2012, p. 25, cited in Canberry, 2014). For a student with a mild intellectual
disability, like Grace, a range of pathways must be supported so that they are able
successfully meet the outcome requirements of the Australian Curriculum. In regard to the
Literature strand, Grace must develop comprehension skills, so that she is able to make
meaning from texts and effectively generate literature, both of which may be affected by
her limited communication outlets.
Teaching of comprehension requires direct instruction, well-defined explanations or if
required, demonstration by the educator. Direct instruction, or explicit teaching, has been
proven beneficial to students with ASD due to their struggle with maintaining attention. Klein
& O’Connor (2004) suggest that sustaining focus can be frustrating as many students with an
ASD appear to have difficulty integrating information (Klein & O’Connor, 2004, cited in
Canberry, 2014).

Canberry (2014) suggests that another strategy that has been proven to be effective in
students with an ASD is teaching self- regulating strategies such as anaphoric cuing and
reminder cues. By teaching strategies to assist in monitoring comprehension, students will
develop effective tools to assess if they are maintaining sense as they read (Canberry, 2014).
Possible implantation of this strategy, could include modelling and instruction combined with
technology aided software to further stimulate students. The use of this strategy, since many
ASD students are motivated by elements of technology, would permit students to construct
and develop their knowledge base, with eventual fading as the student builds their
independence and competency (Canberry, 2014). ICT or modern technologies should be
accessible in the classroom as a tool to assist learning and foster classroom inclusion. The
touch input, mobility, auditory and visual properties, are features that are considered
beneficial for learning while appealing for students with special needs such as ASD
(Campigotto, McEwan & Demmans Epp, 2013, cited in Oakley et al., 2013).

Students with an ASD attain strengths in pattern detection and visual imagery (Broun, 2004).
Canberry (2014) suggests providing physical visual images and prompts or supporting
students to develop mental imagery through facilitated teacher discussion. Students are
ultimately included in the reading process through the provided image prompts or to create
their own conceptual imaginings throughout the text duration (Canberry, 2014). Flashcards,
picture books and e-books are resources that could be considered for visual reinforcement.

Students may be increasing more successful in comprehending text when the subject matter
is based on their special interests (Broun, 2004). Students like Grace may struggle to cope
with change of routine or unknown concepts, including new academic skills or reading
content (Carnahan et al., 2011). Pre-determining and incorporating a student’s special
interest, can ultimately increase instructional effectiveness and overall efficiency (Carnahan
et al., 2011).

Considered texts for students with an ASD should be written at their independent level or one
or two levels below the student’s decoding and word recognition level (Broun, 2004) while
also considering student interest. Through using these level of texts, they increase student
attention to text structures and comprehension by minimizing reading challenges (Carnahan
et al., 2011). Features of an ideal text would include simple and clear pictures, predictable
story line and incorporate events that are relatable to the student’s life experiences.

Methods of assessment may be reformed and designed with the consideration of the ASD
student in mind. Strategies to consider while assessing comprehension or production skills,
would be appropriate and relevant to the individual. Broun (2004) suggests allowing for a yes
or no, multiple choice answer format. Considering the student has difficulty answering orally,
allow for her to signal, point to or circle if capable, the applicable answer. Another form of
assessment may be considered as dramatic play. The student may appear confident in
retelling the story via play, using props, puppets or self.

Future challenges

As I work towards becoming an educator, it has become evident how vital an inclusive
learning environment is for young students, and more significantly considering students of
diversity. With the focus of the Literature strand, providing relevant, supporting and inclusive
content is essential and ultimately results in reflecting on students’ development or desired
success.

A foreseen future challenge working with a student with a mild intellectual disability would
be the limitation of opportunity barriers, in particular attitude. Pufpaff (2008) explains that
attitude barriers are often the most challenging form of barrier to remedy (Pufpaff, 2008).
They ultimately calculate from negative and prejudicial dispositions and result in limited
expectations. Through elements of inclusive literacy learning and discussed strategies, I
would aim to support students within a safe environment where strategies are used to
generate individual growth and success. Oakley et al. (2013) highlights particularly in the
early years, positive attitudes and motivation have a reasonable positive effect on
achievement (Oakley et al., 2013). In conjunction with literacy strategies and inclusive
principles, I hope that as an educator I am able to support students with an ASD in
overcoming this barrier.

References

Broun, L. (2004). Teaching students with autistic spectrum disorders to read: A visual
approach. Teaching Exceptional Children, 36(4), 36-40.

Carberry, T. (2014) ‘Teaching Reading Comprehension to Students with High Functioning,

Autism Spectrum Disorder: A Review of the Literature,’ Graduate Annual: Vol. 2 , Article
7.

Carnahan, C., Williamson, P., Christman, J. (2011). ‘Linking Cognition and Literacy in
Students with Autism Spectrum Disorder’, Teaching Exceptional Children, vol 43, no 6,
pp. 54-62.

Edmiston, B. (2007) ‘Mission to Mars: using drama to make a more inclusive classroom
for literacy learning’ pp. 337-346

Kluth, P., & Chandler-Olcott. (2008). A Land we can share: Teaching Literacy to
students with Autism. Baltimore: Paul H. Brookes Publishing Company.
Oakley, G, Howitt, C, Garwood, R and Durack, A (2013) Becoming multimodal
authors: Pre-service teachers’ interventions to support young children with autism.
Australasian Journal of Early Childhood, 38(3), 86-96.

Pufpaff, L. (2008). Barriers to participation in kindergarten literacy instruction for a

student with augmentative and alternative communication needs. Psychology in
the Schools, 45(7), 582-599.

Randi, J., Newman, T., & Grigorenko, E. L. (2010). Teaching Children with Autism to
Read for Meaning: Challenges and Possibilities. Journal of Autism and
Developmental Disorders, 40(7), 890–902. http://doi.org/10.1007/s10803-010-0938-6

The Australian Curriculum v7.5. (2017), English: Literature - The Australian Curriculum
v7.5. <Available at: http://v7-5.australiancurriculum.edu.au/english/content-
structure/literature>