Identify and describe the additional needs represented in the case and details of the curriculum level that would likely correspond with the student’s age/year.

Start by choosing three hypothetical case
studies from the five provided, and then structure your written
analysis of each case study as follows:
1.
Identify and describe the additional needs represented in the case and details of the
curriculum level that would likely correspond with the student’s age/year.
2.
Discuss how
education/educators typically respond/s to the identified additional needs.
3.
Evaluate
relevant policies and legislation that are relevant to the case and should
inform corresponding pedagogical practices; and
4.
Outline a
selection of useful strategies and lesson amendments that an educator can
implement to support and engage the student (you might choose to focus on one
lesson or a series of lessons) and provide a rationale to justify your
selection. Your selection should be illustrative rather than exhaustive (think
depth over breadth).
CASE STUDIES:
Lilah
Lilah was recently diagnosed as being
on the autism spectrum. Her parents are still adjusting to the diagnosis but
are also strangely relieved to have a ‘label’ so that they can access extra
support for Lilah. Lilah is not so sure about the diagnosis and decides not to
mention it to her friends and peers at school. She loves pottery and can be
found in the art room most lunchtimes where it is far less noisy than the
playground. Lilah is in Year 2 and attends a small school in a semi-rural
close-knit community. The teachers have not yet provided or applied for
additional resources to support her, though there are several other students at
the school who could benefit from additional supports.
Finn
Finn is a fourth generation Australian
with two mothers, both doctors who work in the city. He has a mild visual
impairment but doesn’t like to ‘let on’ to teachers if he can avoid it, even if
it means missing instructions and performing at a slightly lower level than he
is capable of, particularly in English. He is also a budding musician, often
crafting songs in the car on the drive to school, which his mothers attribute
to his Irish ancestry. He is in Year 3 at a public school in the inner north,
which prides itself on being very ‘progressive’ but sometimes falls short of
realising that in the day-to-day (e.g. the emphasis on Father’s Day).
Siti
Siti is of Malaysian heritage, having
immigrated to Australia with her mum, dad, and older sister when she was a
baby. Her family is Muslim and she is in Year 4 at an Islamic school in an
outer suburb. Recent stories in the news and comments online have heightened
her awareness of Islamophobia in Australia. She feels particularly
self-conscious when she is with her family on public transport, but also on
social media. She is a big foodie, always helping her mum in the kitchen and
following lots of celebrity chefs on Youtube, and will often bring in homemade
treats to share with her friends at school. Harmony Day is coming up at her
school but she is feeling reluctant to participate in the planned activities.

Useful questions to ask yourself when reading the
case studies:
1. What are the additional needs represented in the case but also what are the
opportunities?
2. How do schools often respond to these additional needs? What are the
limitations and
opportunities of these responses?
3. What policies and legislation inform what Australian schools do in relation
to the case?
4. What strategies and lesson amendments can an educator use to support the
student?

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