Journal of Educational Technology & Society

Running head: Education
Education
Student’s Name
University Name
Author note

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Introduction
Within the classroom individual students come with several variety of interest,
developmental maturity, experiences abilities and background knowledge. Hence the teachers
and the educators iron constant challenge for making the activities of learning flexible enough
for engaging each and every student within the classroom. Accommodating this differentiation
does not readily imply towards offering a different variety of course to each and every student,
but it is to know that each and every student it need choices and variety of instructional as well
as methods of assessment. According to Kerns et al., (2017), students having challenging
behavior then to have several difficulties with academic work within the classroom setting. Their
natures and behaviors interferes with traditional and successful learning methods. Children with
behavior challenges also have difficulty with attitudes and what habits towards classroom
learning. Learners with behavioral problems like anxiety and autism spectrum disorder
experiences several barriers towards effective learning (Tomlinson, 2014). Meeting all the
requirements of each and every learners together with actualization of the fullest potential of all
students within the classroom with or without disabilities are some of the key components of the
goal and vision of educational policies throughout the globe (Kutscher, 2014). The recognition of
education as the fundamental right and the consequent needs to be freely available towards all
the students, underpins that the system of education is to be provided for as well as sustain the
learning for all the learners irrespective of any barrier. According to the research studies children
with behavioral challenges, specifically with anxiety and autism spectrum disorder develop at a
different rate of growth since they don't necessarily grow the skills at the same order in compared
to the normal developing children. These children struggle with attention, focus, organization,
time management, memory as well as emotional control which causes as some of the major

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barriers affecting the learning process (Storch et al., 2013). In this research proposal for action
research, I am proposing to study, how to get a and differentiate the learning requirements of
students with behavioral problems, specifically children with anxiety and autism. The basis of
my interest revolves around the challenges faced by the children with behavioral challenges
towards there learning process and education system (Mills et al., 2014). In this action research I
will focus on understanding the different impacts of behavioral challenges of a child towards his
learning and development procedure and the recommended strategies that is needed to be
adopted by the teachers for supporting and addressing the need of these students in the light of
education being a basic and fundamental right for every children. While conducting this action
research paper, I am trying to learn about the different approaches and methods that it is required
for teaching students with behavioral challenges in classroom.
In the light of understanding the problems shared by children with anxiety and autism,
my overall goal is to summaries the learning needs and how to differentiate these are learning
strategies for students with behavioral concerns from other normal students in classroom. Factors
from my own history and experiences in teaching students have interested me for inquiring in
this area. During my initial days of teaching career I remember two children’s in my classroom
with certain behavior symptoms and problems who were not able to cope up the learning
materials like the other students in the classroom. Irrespective of the implementation of several
teaching techniques and learning methods as per the curriculum framework for teaching and
learning early year’s children’s, those two students with behavioral problems were not able to
cope up. While developing a research proposal for teacher research program, I want to enquire
regarding the behavioral challenges faced by students with anxiety and autism and identify the
special and differentiated learning needs they require for exceeding in their pathway of learning.

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The specific research question for my study is as follows
 How to character and differentiate the learning needs of students with behavioral
problems, anxiety and autism?
Literature Review
This section will focus over the background of the topic and the importance of
understanding the differentiated learning needs of behaviorally challenged students. Review of
literature in previous work together with its relation to my garden topic will be lasted in the light
of professional literature.
Behavioral problems
According to Yang, Hwang & Yang (2013),the concept of behavior problems is preferred
by the council for children with behavior disorders over the grounds of major relevance within
learning and education system. Behavioral problems in classroom interferes with teaching and
learning systems while disrupting the entire classroom environment. Children exhibiting
behavioral challenges generally tend to have several health disorders and genetic challenges
which acts as a barrier for them towards behaving normally within the classroom setting. As
stated by Rodgers and Ofield (2018) in his research study, children having anxiety and sensory
processing disorder tends to be disruptive within the classroom they fails to keep pace with their
daily lessons and activities. Children with anxiety walk around at inappropriate time while
finding it very difficult to organize as well as make sense of their sensor information which there
rain receives from the environment around them. For the children normal activities seems to be
confusing as well as overwhelming (Clarke, Hill & Charman, 2017). This children tends to have

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problem in playing and learning with their peers in classroom. On the other hand Beamish, Bryer
and Klieve (2014) in his research study highlighted the behavioral challenges faced by autistic
children in the classroom often have trouble reading the social cues. Children with autism
spectrum usually have challenges towards understanding verbal instructions and directions.
Some of the behavior features which are frequently displayed by these children are flapping
hands, spinning, rocking back and forth (Davies et al., 2015). It is to know that behavior
problems among children targets and identify them as learner experiencing barriers to learning
and requiring special educational needs for planning and modification. This behavior problems
among learners in the classroom
Differentiate learning needs
Every general instruction teacher faces the challenge of teaching and learning
characteristics for students with learning and behavior challenges. According to Tinto (2019)
differentiation helps in understanding the instantaneous rate of changes related to a function with
respect to the quality and the technique of teaching in classroom. Differentiation within the
classroom is an essential skills for the educators for providing the pupils with the best
opportunity in their learning system irrespective of their strengths and abilities (Roy, Guay &
Valois, 2013).
Student having behavior problems, anxiety and autistic symptoms faces barriers and
difficulties within their learning process as compared to the other peers in classroom. These
children lacks behind their developmental goals and are often the victims of bullying and self-
isolation within the classroom environment. Harrison et al., (2013) in his research study
highlighted the roots of differentiated educational needs in respect to the varied ability of each
and every student within the levels of grade. It is to know that since each and every children is

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unique with their differentiated learning and understanding capabilities, the learning platform
and the strategies adopted towards addressing their learning needs might be different (Cannon,
Gregory & Waterstone, 2013). It is the role of the educators and the teacher to cater and
differentiate the learning and education needs of children on the basis of their development it and
understanding and responding rate in classroom. Accepting and respecting individual differences
in the classroom is essential for celebrating the multitude of unique and diverse skills of
individuals within the classroom. McKeon, Alpern & Zager (2013) examined major categories of
programming intervention which can be used for catering and differentiating the learning needs
of students having behavioral challenges, anxiety and autism. This includes observing academic
difficulties of the students by observation and evaluation of earning supports, engaging in proper
communication with them and clarifying their learning patterns and rate of understanding in
teachers classroom instructions, noting the specialized interventions and support for the students
with the inclusion of parent and school partnership and finally reviewing the health history of the
students.
Recommended needs for students with behavioral problem
Behavior problems arising from emotional and anxiety related challenges as well as
autistic nature can be addressed by the learning institution with the positive educational
environment matching the learning style of students, their academic levels and the individual
processing strategies (Hudson, 2013). Student with autism can be supported by school and home
management following positive practice of discipline. The behavior problems of these students
can adequately be address with some specialized interventions and support including
individualized educational and treatment plans and coordinated support systems.

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Research Context
For conducting this particular action research, I will gather my primary sources of data
from school populations and classroom environment of two primary schools situated in South
Sydney. The main focus of my study will be to get the data from the early childhood department
and from the classes having learners with special needs, since this is the main topic for
conducting this study. The specific context in which this study will be conducted is
understanding the need of students having behavioral challenges, anxiety and autism. I will
gather my data specifically from the classroom and the teaching staff who are engaged with
learners having behavioral challenges and learners with special needs of education and learning.
While conducting this research study, I will specifically choose or select the participants
for this study by focusing over the profession. I am to choose the teachers and the educating staff
of the two schools I will be going to you for understanding how they cater and differentiate the
education and the learning needs for students with or without behavior problems. I will be
selecting my participants by using simple random sampling method and will include no
participant with whom I have any personal relation. My only relationship with the people whom
I desire to involve in my research study is that they are my sample while I am the researcher.
For conducting my survey with the teachers of the two schools in South Sydney, I need to
gain and informed consent letter from the principal of the school together with all the parents of
children with special needs before proceeding towards the data collection process. For gaining
permission I will request the gardens as well as the teachers to sign a consent form with the
assurance of protecting the collected data as per the right to privacy.

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Methodology
Philosophy in research is mainly considered for analyzing and developing a detailed
study. Research design is the approach for investigating the research issue. For this research
study the analytical research design will be appropriate to adapt for gaining a detailed idea of the
existing concepts and educational theories related to the learning needs of students with
behavioral challenges. For this research study I will explore both the primary and secondary data.
I will specifically use teaching journals, survey questionnaires and observation for my research
study. For an analysis of the quantitative data that I will be collecting from the survey, I will
convert the data to graphical and pictorial representation for the comparison of the collected data.
Towards organizing and analyzing data that I will be collecting from survey interviews, I will
plan for a more intensive analysis of thematic approach after my data collection.

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Research Plan Timeline
Significance of study
The potential significance on the importance of my research study revolves around the
learning needs of students with behavior problems, anxiety and autism. I believe that my I study
will be beneficial for the educator's and the Teachers who are involved in the teaching process of
children with special educational needs. Their interest are served by this research by highlighting
and understanding how to cater and differentiate the learning needs of these students from the

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normal structured educational curriculum. My research study will be potentially significant for
all the educational institution to structure a new and innovative education and learning plan for
students having developmental disabilities and learning deficiencies due to autism and anxiety.
this study will be potential is significant for my classroom also for identification of the
differentiated needs of learning and the differentiated educational structure for the students.
Apart from the teaching staff and the educational institutions, my study will also be cared and
valued by the parents of the learners with special learning needs. I might share the findings of my
research study with the Government of Australia and initiate in publishing the report of this
research under the Australian educational curriculum specially designed for or disabled learners.
Reference Style
APA

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Reference
Beamish, W., Bryer, F., & Klieve, H. (2014). Transitioning Children with Autism to Australian
Schools: Social Validation of Important Teacher Practices. International Journal of
Special Education, 29(1), 130-142.
Cannon, Y., Gregory, M., & Waterstone, J. (2013). A solution hiding in plain sight: Special
education and better outcomes for students with social, emotional, and behavioral
challenges. Fordham Urb. LJ, 41, 403.
Clarke, C., Hill, V., & Charman, T. (2017). School based cognitive behavioural therapy targeting
anxiety in children with autistic spectrum disorder: a quasi-experimental randomised
controlled trail incorporating a mixed methods approach. Journal of autism and
developmental disorders, 47(12), 3883-3895.
Davies, M., Cooper, G., Kettler, R. J., & Elliott, S. N. (2015). Developing social skills of
students with additional needs within the context of the Australian
Curriculum. Australasian journal of special education, 39(1), 37-55.
Harrison, J. R., Bunford, N., Evans, S. W., & Owens, J. S. (2013). Educational accommodations
for students with behavioral challenges: A systematic review of the literature. Review of
Educational Research, 83(4), 551-597.
Hudson, P. (2013). Mentoring pre-service teachers on school students' differentiated
learning. International Journal of Evidence Based Coaching & Mentoring, 11(1).
Kerns, C. M., Renno, P., Kendall, P. C., Wood, J. J., & Storch, E. A. (2017). Anxiety disorders
interview schedule–autism addendum: Reliability and validity in children with autism
spectrum disorder. Journal of Clinical Child & Adolescent Psychology, 46(1), 88-100.

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Kutscher, M. L. (2014). Kids in the syndrome mix of ADHD, LD, Autism Spectrum, Tourette's,
anxiety, and more!: The one-stop guide for parents, teachers, and other professionals.
Jessica Kingsley Publishers.
McKeon, B., Alpern, C. S., & Zager, D. (2013). Promoting Academic Engagement for College
Students with Autism Spectrum Disorder. Journal of Postsecondary Education and
Disability, 26(4), 353-366.
Mills, M., Monk, S., Keddie, A., Renshaw, P., Christie, P., Geelan, D., & Gowlett, C. (2014).
Differentiated learning: From policy to classroom. Oxford Review of Education, 40(3),
331-348.
Rodgers, J., & Ofield, A. (2018). Understanding, recognising and treating co-occurring anxiety
in autism. Current developmental disorders reports, 5(1), 58-64.
Roy, A., Guay, F., & Valois, P. (2013). Teaching to address diverse learning needs:
Development and validation of a differentiated instruction scale. International Journal of
Inclusive Education, 17(11), 1186-1204.
Storch, E. A., Arnold, E. B., Lewin, A. B., Nadeau, J. M., Jones, A. M., De Nadai, A. S., ... &
Murphy, T. K. (2013). The effect of cognitive-behavioral therapy versus treatment as
usual for anxiety in children with autism spectrum disorders: A randomized, controlled
trial. Journal of the American Academy of Child & Adolescent Psychiatry, 52(2), 132-
142.
Tinto, V. (2019). Learning better together. Transitioning Students in Higher Education:
Philosophy, Pedagogy and Practice, 2.
Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners.
Ascd.

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Yang, T. C., Hwang, G. J., & Yang, S. J. H. (2013). Development of an adaptive learning system
with multiple perspectives based on students' learning styles and cognitive styles. Journal
of Educational Technology & Society, 16(4), 185-200.