Education Planning and Assessment for Students with Special Needs

This assignment focuses on education planning and assessment for students with special education needs, specifically addressing a Year 1 student diagnosed with Autism Spectrum Disorder (ASD) and facing challenges in mathematics. The assignment is divided into two parts: an instruction...Read More

EDUCATION PLANNING AND ASSESSMENT FOR STUDENTS WITH SPECIAL
EDUCATION NEEDS

TABLE OF CONTENTS
PART 1 : INSTRUCTIONAL PROGRAM....................................................................................1
PART 2: LESSON PLAN DETAILS..............................................................................................4
REFERENCES..............................................................................................................................14

PART 1 : INSTRUCTIONAL PROGRAM
Part 1: Instructional Program
Name and student number:
Unit Overview
Blue section to be copied from Assignment
1 (with changes if necessary from
feedback). This section is not to exceed 2
pages
Curriculum Area Mathematics Year level: 1
Content Descriptor As per the Australian curriculum,
description of level 1
In all the three content standards:
measurement and geometry, statics and
probability and number and algebra,
some proficiency strands like fluency,
understanding, problem solving and
reasoning plays a crucial part in terms of
mathematical contents (Peacock Hill
Working Group. (2017). These
proficiencies strengthen the working
methods of mathematics into the
contents and described various ways to
develop and exploration of the content.
The language will be provided by them
regarding the development aspect of
learning mathematics. This will indicate
the content and embrace the
proficiencies.
Students and their LDs or challenges Autism spectrum disorder, the student
was diagnosed with this. He is facing
difficulties in mathematics, because he
was not able to paying attention for a
longer duration.
Achievement standard ACARA or SACE
objective
(only put in the relevant part of the
standard for your Learning objective)
As a result of engaging with the unit, the
students will be able to understand the
topics of mathematics more easily. The
given set of study materials was dividing
into two parts, so that the student will
not face any problem in understanding
the topics. The content divided in one
half was Numbers and algebra. To be
more specific it was Fractions and
decimals (Norwich, B. (2015). The time
slot given for this half will be around 1
month. That means 1 hour each day. 10
minutes can be given extra because kien
was taking more time in understanding
the topic. The attention span of kien is
very short.
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Learning objectives By the end of this unit, students will
understand that how to find the number's
half value. By equal sharing method he will be
able to understand the shape and quantity.
As a primary student he will understand the
basic difference between half and full with
the help of real life experiences of square and
circle like pizza, cake, paper plates etc. All
these contents can be used while teaching
fraction.
By the end of this unit, students will know the
measurement and fraction vocabulary. The
naming of half to a whole shape or quantity, he
will do. Like he will be able to tell the half hour
time on the clock.
By the end of this unit, students will be able
to use the vocabulary very appropriately. He
will do the representation of one half with
the help of folding the paper, using one on
one correspondence and splitting the objects
into two pieces. He will easily solve the
practical division problems, and without any
mistake he will find out the half hour time on
analogue and digital clock.
Essential Questions
open ended - the Big Idea
Connected to what students should understand
- At the first stage we will only use the first half
from fraction and divisions. i.e. fractions. For
solving the problem, the real contexts can be used
like: Watching clock, sharing the objects.
Summary of lesson sequence for
selected Performance Objective
Identified performance objective(s)
lesson 1 The aim of this lesson is to improve the
ability of student to pay attention in the
class.
lesson 2 In this lesson, the focus is to create the
quite environment, which will help the
special need students to understand the
problem.
lesson 3 Make proper time arrangements. This will
give sufficient time to the special need
students in understanding the
mathematical problems.
lesson 4 This lesson will focus on the time, the
student will take in completion of the
activities and ways to decrease the
problem solving time.
lesson 5 Division of the curriculum in equal parts
and according to the understanding of
student.
lesson 6 Usage of computers and ipad to support
the learning process of student
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Lesson 7 Make some assessment tasks to observe
and monitor the performance
Learning environment describe & justify The students who are suffering from
Autism spectrum disorder, it is very
difficult for them to focus and pay
attention in the class having noisy
environment (Pazey, & Cole, 2013). The
learning environment should be very
quiet and all the needs of the students
like toys and games should be available.
This will increase their interest in the
subject and they will be able to pay more
attention in the class.
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PART 2: LESSON PLAN DETAILS
4

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Lesson Plan 2- To create quiet and
calm learning environment for
students
Curriculum Area Learning environment Year Level
1
Learning objectives for
this lesson (not
necessarily the same as
the unit)
By the end of this lesson, students will
have very quite environment for
learning.
By the end of this lesson, students will
know the importance of quiet learning
environment. They will be able to apply
more attention and will learn the things
very easily.
By the end of this lesson, students will
be able to understand the things very
easily and in very effective way.
Essential Questions open ended - the Big
Idea
In the first step, we will create the kind of
environment liked by the students and
this will be follow up by the techniques
using real life context to teach them.
Performance objective
(from Unit Overview)
for this particular
lesson
The objective is to create very friendly and
quite atmosphere for students
Lesson number from unit plan sequence i.e. 2 of 6 Length of
lesson 3 days
Lesson Sequence content
Use visuals
Reduce distractions
Give independence to each student
Creative teaching
Check for
understanding at
lesson end
i.e. informal, formal
assessment
Informal assessment is used, so that students
will do their work independently and with free
mind.
Visual, verbal, tactile
and technological
supports
When anyone uses a picture, it speaks
thousand words. The response from picture is
far better than from teaching on black board.
Use advertisements, where information is
about child studies using various cartoons.
Technological support, the teacher can get by
using projector. The study material will be
projected on the large screen so it will look
more attractive to students.
Instructional
approaches
i.e teacher directed,
strategy instruction,
chunking, student
interests … Justified
The approach used by teacher in this lesson is
training in natural environment. The school
play ground can be used for this. Students are
very familiar also with this environment.
Teacher just have to make sure that they are
not getting distracted by any kind of object or
any other things.
Resources or
supplementary
materials
The resources used for this lesson can be the
play ground of school or the seminar hall of
school (Berninger and et.al. (2015). These two
places are very quite for students to do their

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Lesson Plan 3- To make proper
time arrangements
Curriculum Area mathematical Year Level
1
Learning objectives for
this lesson (not
necessarily the same as
the unit)
By the end of this lesson, students will
understand the utilisation of time in
most effective way. They will
understand how to use the given time
to learn small small problems.
By the end of this lesson, students will
know the adequate measurement of time.
By the end of this lesson, students will
be able to utilise the given time frame
to understand the mathematical
problems. Student will able to divide the
time segments very efficiently.
Essential Questions open ended - the Big
Idea
- First step is to divide the time in equal
proportion, so that he will find it easy to
manage the time according to the given
activity.
Performance objective
(from Unit Overview)
for this particular
lesson
To give sufficient time to the students for
understanding the mathematical problems.
Lesson number from unit plan sequence i.e. 2 of 6 Length of
lesson 4 days
Lesson Sequence content
Must organise all the teaching
materials and materials of data
collection
Always keep in mind about the
sensory stimulation
Must use visuals showing time
management.
Check for
understanding at
lesson end
i.e. informal, formal
assessment
Formal assessment must be used, because if
the teacher is not strict with the students, then
they will keep on doing the same things again
and again with no time management (Shevlin,
Winter & Flynn, 2013).
Visual, verbal, tactile
and technological
supports
The wall clock should be used so that the
students and teacher have clear understanding
about the time division. Technological support
can be taken form the digital clock and with
proper time function.
Instructional
approaches
i.e teacher directed,
strategy instruction,
chunking, student
interests … Justified
The approaches used by teacher is to develop
the time management skills and increasing the
existing behavioural skills. The teacher have to
make sure that student is not getting bored or
distracted by using such kind of educational
approach.
Resources or
supplementary
materials
The classroom will be the best place to conduct
this activity for about 4 days. The materials
includes a digital clock and some time related
problems.
Active Participation
strategies (evidence
This will also include some physical educational
activity. Teacher will have to make sure that

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Lesson Plan 4- Time management
and techniques to reduce the
problem solving time.
Curriculum Area Mathematics Year Level
- 1
Learning objectives for
this lesson (not
necessarily the same as
the unit)
By the end of this lesson, students will
understand the techniques by which
they can solve the mathematical
problems very easily and quickly.
By the end of this lesson, students will
know the management of time. They can
tell the amount of time required to solve
the problem.
By the end of this lesson, students will
be able to use the new and innovative
ways to find out the solution of the
problem in very quick time.
Essential Questions open ended - the Big
Idea
- The most basic step to solve the problem
correctly. Some real life example can be
used to solve the question.
Performance objective
(from Unit Overview)
for this particular
lesson
TO manage the time and solve the question
correctly.
Lesson number from unit plan sequence i.e. 2 of 6 Length of
lesson - 4
Lesson Sequence content
provision of relevant information
and materials
Substitute the coarse design and
change the assessment tasks
Check for
understanding at
lesson end
i.e. informal, formal
assessment
Formal assessment to find out if the solution is
correct or not.
Visual, verbal, tactile
and technological
supports
Teacher can use the visual techniques and
methods b y which other people are solving
the problem. They can get technological
support by using computers and ipad.
Instructional
approaches
i.e teacher directed,
strategy instruction,
chunking, student
interests … Justified
Teacher can use problem solving approach, so
that the students can solve it in the given time
(Katz, 2013). The techniques used by the
teacher should be such that the students enjoy
while solving the problem.
Resources or
supplementary
materials
Some small problem solving game can be used
to make it more interesting.
Active Participation
strategies (evidence
based)
This will have some booklets for the student.
That booklet will be having some cartoon
pictures in the form of problems, so the
student can solve the problem quite easily.
Analysis and synthesis
of types of assessment
that could be used and
why they can inform
The assessment should be based on some quiz
or some task which will require some skills for
solving the problem. Teacher should follow up
by checking the solutions. This time, the

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Lesson Plan 7- Ton observe and
monitor the performance of
student
Curriculum Area Observation and assessment Year Level
- 1
Learning objectives for
this lesson (not
necessarily the same as
the unit)
By the end of this lesson, students will
understand all the problem solution
techniques. He will use the real life
experience to solve the problems.
By the end of this lesson, students will
know the division and fraction. He will tell
the half hour time in both analogue and
digital clock.
By the end of this lesson, students will
be able to solve all kind of problems
without any mistake,
Essential Questions open ended - the Big
Idea
by using real time context like watching
clock or diving equal half's of any object,
the student will learn both fraction and
decimal of mathematics.
Performance objective
(from Unit Overview)
for this particular
lesson
To make some task to assess the students
Lesson number from unit plan sequence i.e. 2 of 6 Length of
lesson – 6
days
Lesson Sequence content
use of relevant information and
real life context in solving the
problem
Check for
understanding at
lesson end
i.e. informal, formal
assessment
Formal assessment is done, to find out the
mistakes of the students and to tell them
where they are wrong, so that they will not do
the same mistake next time (Epstein, 2013).
Visual, verbal, tactile
and technological
supports
For visual and technological support, teacher
can show them some video's about the division
process and how decimal function works. The
chart and poster can put significant impact on
the solving skills.
Instructional
approaches
i.e teacher directed,
strategy instruction,
chunking, student
interests … Justified
The strategy used by the teacher is giving the
students some tasks to perform. Thus, it will
keep the students involved in what they are
doing and they will not get distracted
(Humphrey and et.al., 2013).
Resources or
supplementary
materials
Material used are exam books and some study
materials which can be helpful for the
students.
Active Participation
strategies (evidence
based)
Brain drain or templates can be used as an
active participation strategy. This activity will
include both overt and covert participation of
students. This can be used before, during or
after the lesson is finished.

REFERENCES
Books and Journals
Berninger, V. W., and et.al. (2015). Computer instruction in handwriting, spelling, and
composing for students with specific learning disabilities in grades 4–9. Computers &
education, 81, 154-168.
Carter, E. W., Brock, M. E., & Trainor, A. A. (2014). Transition assessment and planning for
youth with severe intellectual and developmental disabilities. The Journal of Special
Education, 47(4), 245-255.
Daniel, B. (2015). Big data and analytics in higher education: Opportunities and challenges.
British journal of educational technology, 46(5), 904-920.
Day, A., and et.al. (2014). Developing cross-system communication to promote educational well-
being in foster care youth: Recommendations for a national research, practice, and policy
agenda.
Epstein, J. L. (2013). Ready or not? Preparing future educators for school, family, and
community partnerships. Teaching Education, 24(2), 115-118.
Hardy, I., & Woodcock, S. (2015). Inclusive education policies: discourses of difference,
diversity and deficit. International Journal of Inclusive Education, 19(2), 141-164.
Humphrey, N., and et.al (2013). Achievement for All: Improving psychosocial outcomes for
students with special educational needs and disabilities. Research in developmental
disabilities, 34(4), 1210-1225.
Katz, J. (2013). The three block model of universal design for learning (UDL): Engaging
students in inclusive education. Canadian Journal of Education, 36(1), 153-194.
Kirkwood, A., & Price, L. (2013). Examining some assumptions and limitations of research on
the effects of emerging technologies for teaching and learning in higher education. British
Journal of Educational Technology, 44(4), 536-543.
McLeskey, J., Waldron, N. L., & Redd, L. (2014). A case study of a highly effective, inclusive
elementary school. The Journal of Special Education, 48(1), 59-70.
Norwich, B. (2013). Categories of special educational needs. The SAGE Handbook of Special
Education: Two Volume Set, 1, 55.
Pazey, B. L., & Cole, H. A. (2013). The role of special education training in the development of
socially just leaders: Building an equity consciousness in educational leadership
programs. Educational Administration Quarterly, 49(2), 243-271.
Peacock Hill Working Group. (2017). Problems and promises in special education and related
services for children and youth with emotional or behavioral disorders. Behavioral
Disorders.
Shevlin, M., Winter, E., & Flynn, P. (2013). Developing inclusive practice: teacher perceptions
of opportunities and constraints in the Republic of Ireland. International Journal of
Inclusive Education, 17(10), 1119-1133.
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