To complete this part of the assessment, read the scenario, and documents provided and complete:

• Part A - Research on Autism Spectrum Disorder (ASD)
• Part B - Inclusion activity plan
• Part C - Inclusion activity plan report

Complete your response by placing your answers in the template provided. Please ensure you take note of the word count where indicated.

You have been asked to support a student, Billy, in Year 2. Read Billy's profile.

Table 5- Billy's profile

Billy
Student notes:	Age: 8 Class: 2 Diagnosis: ASD Billy is exceptionally skilled in Maths. He is developing early-stage skills in English and communication. Billy uses some signing to supplement his speech, which consists of short phrases and sentences. As Billy is learning to communicate with his peers, he therefore finds group projects challenging. If Billy sees one of his peers breaking a rule, he will become very upset. Billy experiences sensory processing challenges when too many people are talking at once - the blend of voices causes him to lose focus.
Support needs:	Guidance and personalised strategies for Sensory processing challenges Calming and preventative strategies to help decrease Meltdowns Learning self-regulation Outlets for frustration Alternatives for verbal communication Support strategies for Dyslexia Assistance when working in small group projects Preventative strategies to assist in coping with change Preparation strategies for transitions and switching tasks
Strengths:	Maths High level of intelligence Extensive knowledge on topics he is interested in
Interests:	Model trains History
Areas identified for development:	Reading and writing Group projects Social communication Focus in English
Current strategies:	Headphones for sensory processing Using visuals/images

Part A: Researching ASD

In your role as School Learning Support Officer (SLSO), you have been provided by Billy's teacher, Ms Rockwell, with a link to a website on ASD and a copy of the 2020 Review of the Disability Standards for Education 2005 (DESE, n.d). You need to read this information carefully, together with Billy's Profile, to ensure that you understand how best to support him.

• Website:The Spectrum (Long URL:https://thespectrum.org.au/autism/) Autism SA 2022, pages What is Autism? and Strategies and Interventions.

• Research Document:Department of Education, Skills and Employment. (n.d.). Summary Document- 2020 Review of the Disability Standards for Education 2005. Department of Education, Skills and Employment, Australian Government. (Long URL- https://www.dese.gov.au/disability-standards-education-2005/2020-review-disability-standards-education-2005/summary-document)

Document summary:

The 2020 Review of the Disability Standards for Education 2005 (DESE, n.d. was undertaken to identify potential barriers to learning, well-being and inclusion for students with additional needs. Write a summary based on the document you have accessed and read, from the link provided above.

You will need to:

• Identify 3 main points covered in the research document
• Explain the relevance of the points in relation to Billy, his ASD and your support of his inclusion in the classroom

Name of the document accessed: Department of Education, Skills and Employment. (n.d.). Summary Document- 2020 Review of the Disability Standards for Education 2005.

Table 6- ASD Research

Main Point	Relevance to Billy, his ASD and his inclusion
The need for schools to provide reasonable adjustments to ensure access to education for students with disabilities, including ASD.	Reasonable adjustments are essential for students with ASD to access education on an equal basis with their peers. For example, this may include providing visual aids, sensory support, and assistive technology.
The importance of ensuring that all school staff receive appropriate training and support to work effectively with students with disabilities.	Staff training and support is crucial for ensuring that teachers and other school staff have the knowledge and skills to provide effective support to students with ASD. This can include training in evidence-based interventions, such as Applied Behaviour Analysis (ABA) or Positive Behaviour Support (PBS).
The need for schools to consult with students and their families to ensure that their individual needs and preferences are considered when developing support plans.	Consultation with students and their families is important for ensuring that support plans are tailored to the individual needs and preferences of each student with ASD. This can help to promote their participation, engagement and well-being in the classroom and school community.

Part B: Inclusion activity plan

In the second part of this task, you will need to include an explanation on what strategies and interventions you might use following the policies and procedures of NSW Public schools and the documentation already provided in Part A. Include how you would interact with Billy to build rapport and how you plan to use listening and questioning to determine Billy's understanding.

Website: NSW Policy Library (Long URL: https://education.nsw.gov.au/policy-library)

Your responses must demonstrate your ability to:

• Interpret unfamiliar information about ASD
• Interpret organisational policies and procedures
• Record information according to organisational policies and procedures
• Show how you would interact and engage with a student to build rapport
• Contribute to planning of support for a student with ASD
• Provide support to a student with ASD

Scenario:

Billy's Year 2 class has been learning about old technologies used in the home, as part of the Stage 1 History syllabus. To finish the unit of work, the Stage 1 classes are busily setting up Class Museums, to create a display for other classes to visit. The students have brought in a range of old household technologies, from cassette tapes to a wooden washboard. Billy has brought in a model trainset from the 1950s, and he is currently setting it up on a table at the back of the room.

You are helping Billy's teacher, Ms Rockwell, to take the class on a visit to the museum in the Year 1 classroom, and when they return, they will write a report on their favourite display item. Ms Rockwell has asked that you support Billy to participate in the visit to Year 1.

Now that you are up to date with the latest review of the Standards, how do you plan to support Billy to participate in the museum activity, ensuring that your support meets the Standards and his learning needs? Your answer should include an explanation of:

2. The adjustments you might use
4. How you might motivate Billy to join in with the class incursion
6. How you would interact with Billy to build language skills
8. How you plan to use listening and questioning to determine Billy's understanding
10. How you will support Billy according to the policies and procedures of NSW Public Schools and the UN Convention on the Rights of Children.
12. What will you do should Billy show signs of becoming distressed, with reference to safety?

Complete your answer in the inclusion activity plan template below.

Table 7-Part B- Inclusion Activity Plan

Inclusion activity Plan
Activity name:
Student name:
Date:
Year/Class:
Additional support needs focus goal:
1. Adjustments required
2. Strategy for motivating the student to participate using positive communication and behaviour support strategies
3. Strategy for building language skills
4. How you plan to use listening and questioning to determine Billy's understanding. Two potential questions to check for Billy's understanding of the activity?
5. Strategies to support Billy following policies and procedures of NSW Public Schools, including reference to the rights of children
6. Anticipation of behaviour requiring support with reference to safety

Answer rating: 100% (QA)

Table 7 Part B Inclusion Activity Plan Inclusion Activity Plan Activity name Museum Visit Student name Billy Date YearClass Year 2 Additional support needs focus goal Supporting Billys participation i... View the full answer