1. education
2. school

Approved ARC 02109 meeting
gACU
AUSTMLIAN CATHOLIC UNIVERSITY
Assignment cover sheet
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Student ID Number/s:
Student Sumame/s:
Given names:
s00104499
JANKY
JESSICA
Course: BACHELOR OF EDUCATION (PRIMARY)
School: AUSTRALIAN CATHOLIC UNIVERSITY MELBOURNE
Unit code: EDFD221
Unittitle: CREATING INCLUSryE, SAFE AND SUPPORTTVE SCHOOLS
Due date: 2910312012
Date submitt ed:
Lecturer-in-Charge : Geraldine Larkins
Tutorial Group/Tutor: Stewart Robinson
29 I 03 12012
Assignment Title and/or number: Assessment Task 1: Agency Interviews
DECLARATION OF ORIGINALITY
1.
2.
3.
4.
5.
This assignment is submitted in accordance with the Academic Regulations and the Academic Honesty
Policy.
No part of this assignment has been copied from any other source without acknowledgement of the source.
No part of this assignment has been written by any other person, except to the extent of collaboration and/or
group work as defined in the unit outline.
This assignment has not been recycled, using work substantially the same as work I have completed
previously and which has been counted towards satisfactory completion of another unit of study credited
toward/s another qualification, unless the Lecturer-in-Charge has granted prior written consent to do so.
I have made and retained a copy of this or,fginal assignment.
Date:28103112
Signature of student(s):
Last updated:
Approved by:
University Learning and Teaching Committee
Tutorial: Wed,8am.
s00104499
Jessica Janky
Assessment Task
1
A Situational Analyses of Agencies involved with the Protection and
Support of Young People at Risk.
The Description oI my Avator:
Name: For the purposes of this assignment, my avatar will be referred to as John.
Gender: Male
Cultural Background: German
Years in Australia: Since Birth
Family: Father and two brothers (mother separated)
Housing: Mortgage
Health: Average
Special Need: Oppositional Defiant Disorder (or ODD)
SES
Status: Middle
Neighbourhood: Positive
Extra-Curricular Activities: Bike riding, hanging around the shopping centre, computer games
Attention: Poor
Memory: Poor
Language: Poor
Motor Functions: Average
Social Cognition: Average
A description of Larmenier: Agency One
Larmenier is a specialised Catholic Primary School, situated within the Archdiocese
of Melbourne, for
"students displaying social, emotional and behavioural difficulties, which may contribute
to learning
difficulties" (Larmenier, 2003). The school is a support system for the mainstream school
each enrolled child
attends during the week; whether it is for 1,,2,3 or 4 days. The aim of Larmenier is to
hetp gradually
reintegrate their students back into the mainstream setting, so that students can feel included
in their
school community. "ln order to facilitate reintegration...ILarmenier] provide individuat programs
that
challenge and promote active learning" (Larmenier ,2003), all incorporated into a classroom
that attends to
the behavioural needs of the students. Larmenier use a holistic approach to "encompass the personal, l\
professional, social, and human needs of the learner" (Patel, 2008, p.3).
scholar Nandish patel highlights
that "these needs are not merely the need to learn knowledge, but also the need to be heard, the need
to
be praised, the need to be accepted into the community of learners, as well as other human
needs,, (patet,
2003, p.3).
A description of Geraldine pepper: Agency Two
Geraldine Pepper is the Additional Needs Coordinator at St. josephs Primary School in Elsternwick.
As the
coordinator, teachers within the school turn to her when they wish to find out whether a
student is eligible
for funding from the Government. Geraldine would help complete referrals to agencies such
as Larmenier,
as well as provide parents and students with information on catering for special
needs, and organising
Program Support Group meetings to provide students with lndividual Learning plans (llp,s)
and extra
assistance within the school.
An outline of what makes John different and unique, both positive and negative, and the areas
that will
be elaborated throughout the analysis:
John suffers from Oppositional Defiant Disorder (ODD), "a repetitive and persistent pattern
of opposition,
defiant, disobedient and disruptive behaviours toward authority figures persisting for at least
6 months,, i
(Wray & Fraser, 2003, p.aO4. This disorder can affect "social and educational
functioning" (Wray & Fraser,
2003, p. O! and can "cause significant distress to the family system" (Wray & Fraser, 2003, p.a1l.John,s
dad, now a single parent of a child with special needs, may require extra assistance and support
services.
It is assumed thatJohn speaks English as a first language (although he has a German background), yet
it is
highlighted that his language is poor. lf this is reflected in his communication skills, then regular
visits to the
school counsellor could help relieve issues such as anger, sadness, and exclusion. There
are many factors
further discussed which can contribute to the improvement of John's education.
Early lntervention:
"There is general agreement that intervention is required early in the develop'nrental progression of [ODD]"
(Wray & Fraser, 2008, p.4O4), and both Bernardine Russell (Larmenier) and Geraldine Pepper (St. Joseph's)
support this strategy in order to lessen behavioural issues, learning difficulties, exclusion from peers, and
future mental health conditions.
Geraldine strongly suggested implementing a permanent teacher's aide in the classroom from yea/s prep2, so that learning difficulties could be addressed early on, and an ILP could be implemented.
lt
is
important
for students to develop positive feelings toward learning aides right away, so that in future, they are less
likely to refuse aide help, rebel or feel excluded. lt is necessary for children to feel capable in the classroom;
therefore too much aide assistance can be detrimental to self-esteem and feelings of inclusion. Hence,
addressing learning needs with an aide as soon as possible is much more beneficial to both student and
teacher'
..
t
Bernardine agrees with early intervention, as the sooner the students' reasoning and behaviour has been
addressed and developed, the sooner the student can be reintegrated into the mainstream classroom,
which is the ultimate aim of Larmenier's assistance.
Pastoral Support and Curriculum links:
"school-based interventions may include pastoral support programs" (DEECD, 2010), which help students
manage their behaviour, and decrease their risk of permanent exclusion. This support program could be
implemented within the goals of an lLP, and hence progression could be monitored. Geraldine supported
the idea of having "careful and systematic structuring of appropriate educational goals for a student with
different learning needs through the adaptation and modification of the regular curriculum" (Loreman,
Deppeler & Harvey, 2O1-L, p.9). This also allows for "inclusion in a regular class" (Loreman et al, 2011, p.9).
Larmenier "strive to provide a curriculum that is suited to the individual differences of the students"
(Larmenier, 2003). Whilst it is difficult to coordinate with mainstream schools, consistent consultation
between staff allows teachers to monitor & design an appropriate workload from both schools for the
student.
The main idea of why students attend both schools at the same time is so that students may use their
mainstream school to stay connected with their peers and develop social skills. While Larmenier also
provide a social skills program to develop "resilience and tolerance" (Larmenier, 2003), their focus is on
intellectual and behavioural development, through providing "firm foundation skills" (Larmenier, 2003) in
order to consolidate and "facilitate learning in all areas of the curriculum" (Larmenier, 2003). Larmenier
3
believes that "an adapted curriculum will more effectively meet the needs of...students" (Larmenier,
2003),
,
and hence "expectations of learning outcomes achieved for individual students are...adjusted accordingly"
t'
(Larmenier,2o03).
'''
Legislation/Policies/Referra! Process:
t.
The Disability Standards for Education, 2005, "provide a Framework to ensure that students with disability
are able to access and participate in education on the same basis as other students" (Department of
Education, Science and Training, 2006).
There are exceptions within the Disability Standards for Education, involving how students participate in
their education when they have a disability such as ODD, and these exceptions apply to Larmenier and
mainstream schools. Under section 10.5 of Exceptions to the Standards, "Special Measures" (DEST, 2006,
p.37-38) states that "these Standards do not render it unlawfulfor an education provider to provide
special
measures (including specialised units or institutions) intended specifically for the benefit of students with
disabilities" (DEST, 2006, p.37-38). Special Measures "can take the form of programs or initiatives that
afford students with disabilities...access to facilities, services or opportunities to meet their special needs in
relation to education and training" (DEST, 2006, p.38).
This exception follows on from principle 1.3 of the Victorian Teaching Professional Code of ConducU that
"teachers work within the limits of their professional expertise" (Victorian lnstitute of Teaching,z}t1l. This
principle outlines that teachers be "aware of the role of other professionals and agencies and when
students should be referred to them for assistance" (VlT, 2010).
Some scholars, such as David f mUer; raise concerns that there are "waiting lists and eligibility requirements
that are exclusionist" (lmber, p.3) and that "there is often a sense that the system is more focused on
managing the scarcity of resources available to children with a disability than adequately catering for them
all" (lmber, p.3).
This is an issue that concerns Larmenier as, although they feel they are catering for their students, are they
catering for the students that were denied entry into their school? ln Larmenier's case, yes they are
providing for them. By examining the referral procedures of the school, they clearly highlight that any child
that is referred to them for assistance, yet does not meet the requirements for enrolment, are sent away
with ongoing support from the schools Outreach
teacher.
\'
l
The referral process involved in this, and principle 1.3, applies to both Special Needs Coordinators such as
Geraldine, and Special Needs schools such as Larmenier.
i
The first step in the process requires the principal of a Catholic School within the Archdiocese of
Melbourne, to make a referral concerning a student who has displayed social, emotional or behavioural
,
difficulties (Larmenier, 2003). These referral forms are distributed to the student's mainstream school and
the completed referralforms are received by Larmenier (Larmenier, 2003). Referrals are assessed at
a
weekly intake meeting, and the school is provided with support from outreach whilst a decision is made
!.
(Larmenier, 2003). This decision may also be referred for clinical assessment. The clinical assessment would
either determine that the placement is inappropriate (and recommend ongoing support by the outreach
teacher), or would support the placement (Larmenier, 2003). lf supported, the principal would meet with
the students' parents and the student would be offered a place within Larmenier (Larmenier, 2003).
According to Bernardine Russell, Deputy Principal of Larmenier, the exception to the Disability Standards is
necessary for the school5.particular audience and purpose. lf a child needs special assistance, then
a
mainstream school is not discriminatory if they are trying to support the child in any aspects of their
learning and development by referring them to another school. Furthermore, it is relevant to note that
Larmenier can refuse enrolment to some students, unlike regular schools, due to the fact that they are
classed as a Special Needs school and not all children with disabilities meet the necessary criteria
for
enrolment. For example, the school does not accept students with lntellectual Disabilities (ie. an lQ under
75), due to the structure and design of the schools program, and the fact that they have a positive
behaviour system that requires students to be able to reason and understand their behaviour. This is not
classed as discriminatory as the school is not equipped to cater
for lntellectual or physical disability, and
is
only able to have a maximum of 40 students enrolled at one time.
ln relation to John, due to the restrictions Larmenier has on the lQ of students who can enrol, it is difficult
to determine exactly where he would stand intellectually in a classroom setting, yet due to John's "average"
social cognition, it could be inferred that he would have the intellectual ability
to understand reasoning and
behavioural adaptations. This would mean he was eligible for enrolment and special needs support.
The Victorian Equal Opportunity Act, 1995, explains that "equal opportunity involves everyone being able
to participate freely and equally in areas of life such as...education" (Victorian Equal Opportunity and
Human Rights Commission,2O1,1l. Geraldine's school prides themselves on equality, through "welcoming all
members of [the] school community, recognising the uniqueness and dignity of each person, and providing
a supportive, caring and safe environment for all school community members" (St. Josephs,2072).
At Larmenier, there is a strong emphasis on every child being treated individually. Therefore, every child has
an lndividual Learning Plan (lLP) that is catered to their specific needs. The school demonstrates social
justice through understanding and valuing human rights, its inclusion of everyone and efforts to maintain
a
setting of equality (Larmenier, 2003).
St. Josephs, the school in which Geraldine works, has a clear vision and mission statement
that takes all
students' diverse wants and needs into consideration. lt states, "We are committed to developing the
whole child within a supportive community atmosphere based on Catholic values. By respecting and
affirming individuals, we encourage their full participation in our rapidly evolving society'' (St. Josephs,
2072). Specifically focusing on social justice and the inclusion of every child, this statement highlights that
"children experience a warm sense of belonging to a community, in which they are accepted, respected and
affirmed" (St. Joseph s, 2OL2). By outlining this in their mission statement, it demonstrates the importance
of accepting all students, including students with needs like John, and making them feel wanted, valued and
equal.
Support services provided and relevant whole schooUclassroom practices:
Larmenier is aware of the extra support families need when they have a child who suffers from a
behavioural disorder, and offer support accordingly. Due to the fact that John's father is a single parent
raising three boys, Larmenier would encourage him to attend parental programs on how to support and
manage John, as well as attend the schools "coffee mornings" (Bernardine Russell, 2012). These mornings
provide opportunities to relax and feel included in the school community. This inclusion is important
because a lot of parents who have children with a behavioural disorder are ostracised and judged by
"
parents in the mainstream school. These programs enable parents to meet and commune with parents in
similar situations.
Some support services listed on Larmenier's website (Larmenier, 2003) are:
Cognitive and Personality Assessment
Parent and Marriage counselling
Family Therapy
lndividual student therapy in the playroom
lndividual therapy for adults
Group therapy for parents
Outreach support services (as mentioned previously), which may take the form of consultation with
individualteachers, with parents or an in-service for the entire mainstream school staff.
Both agencies provide parental and student support, through consistent access to OnPsych for discussion
and relief. OnPsych is a current organisation, made up of fully qualified, registered psychologists, who
specialise in child and adolescent services (OnPysch, 2006). They work closely with primary, secondary and
special schools, providing professional psychological services to all (OnPsych, 2006).
Geraldine promoted iohn attending regular sessions with the school counsellor, in order to establish a
positive relationship between them. She also spoke about the benefits of the CEO providing speech
therapy, curriculum support and psychologist support services to the school, as well as the advantages of
using community health services, and occupational therapy if necessary. Geraldine suggested that if John
did attend Larmenier, it would mean that teachers from there would be a support system for John within
the mainstream school also. This would be provided through their term visits,
PSG's and seminars.
The mainstream school community is its own support system through using a whole school approach, and
encouraging staff members to communicate frequently about how they are assisting students with special
needs. This way everyone knows the behaviour management plan, uses the same language and
consequences, and all help develop a strong sense of inclusion within the school community. Geraldine
emphasized that it is important for schools to run staff meetings for every child with an ILP and a behaviour
management plan. These meetings make all staff aware of the child's personalscenario and their strengths
and weaknesses. She suggested having a communication book that is transferred between classes (eg.
specialist classes), so that the classroom teacher is always aware of what happened during the day and all
teachers can follow through on warnings and consequences for misbehaviour. Although, in saying this,
there must not be too much focus on behavioural issues,
as
the teachers still want the students to know
that they are valued, respected and included.
Responses/Strategies/Treatments provided by the Agencies:
The main strategy of Larmenier is to begin to re_engage, and build a rapport with, marginalised families in
order to create an accommodating environment. As this is put into motion, an ILP is developed for each
child attending the school. Many of their students arrive with "gaps in their learning" (Bernardine Russell,
2}t2l, therefore the ILP's need to cater to individual strengths and weaknesses, in order to
excel and
restore learning.
Larmenier take a holistic approach to their education, aiming to develop the whole child, and not just focus
on behaviour management. They set up clear guidelines, concentrating on the use of specific and consistent
language, and always having the expectation that work is to be understood and achieved.
A strategy for behavioural issues provided by Larmenier is that there is no negotiation, only choices.
Students are offered two choices (they may not like either of them), and they must choose one, or there
will be consequences. The teachers at Larmenier do not involve themselves in any type of negotiation,
as
there are "too many excuses" (Bernardine Russell, 21t2l.
All staff at Larmenier are specially trained to handle behavioural disorders, and are required to provide
positive and negative consequences, encourage student strengths, as well as provide feedback to students
on what they need to focus on achieving and restoring (Larmenier, 2003).
Geraldine Pepper discussed a whole school approach to responding to and treating students with
behavioural disorders. As previously discussed, this idea of staff working together to monitor and support
students like John is very important.
Memory and attention are both areas of learning that are extremely difficult to teach and increase
therefore Geraldine felt that they needed treatment by not only
PSG's
that would be held
every,"r, (r,
minimum), but also through medication a pediatrician could recommend. The parents and child would work
with the pediatrician to help and monitor someone like John, in order for him to have greater concentration
during class time.
Geraldine also suggested the benefits of giving a child like iohn a "special activity" in the afternoon to give
the student a break. They could be given
a task
to complete around the school, which would demonstrate
that you value them, consider them responsible, and lets them know that they have a skill to offer.
John is described as enjoying bike riding and computer games. These should be catered for in order to
create 'a strength' out of enjoyment. A strategy for implementation is to engage John in computer tasks,
such as memory games. These can be used to strengthen memory and provide a challenging task that could
improve John's attention, by focusing him on a game he would want to complete. Another strategy would
be
to promote the benefit of John living in a positive community by encouraging him to join clubs/sports
in
order to help use up his extra energy levels, strengthen motor function, gain serotonin and also help his dad
become involved in the community too. Being part of a community helps boost inclusivity and social skill
progression.
lmplications for Teachers:
Extra work for teachers is a factor considered when designing ILP's and
miking referrals to agencies. When
students require ILP's, it must be made sure that their plan is relevant to both schools' aims and their
curriculum. Each school would have different aims, but the ILP's need to be made in close collaboration so
that each classroom teacher can support the others goals. The implication for educators
is
that they must
take the time to adjust class work in order to support children with special needs.
Geraldine suggests having a whole school focus on the idea that all of us have strengths and weaknesses
(that's what makes us human), but it is how we handle them that really matters. "Work hard to make your
weaknesses strengths, and build on your strengths so that you may get better and better" (Geraldine
Pepper,2OL2l.
Further demonstration of an understanding of the theories underpinning issues the agencies deal with:
As well as early intervention strategies (previously discussed), Larmenier uses Restorative Practices and Lee
Canter's Model of Assertive Discipline to address behaviour.
Assertive discipline is "a highly regarded classroom behaviour management program...first developed in
1976. Over time, the program has evolved
to meet the changing needs of today's classroom" (Canter,
L992). The Model promotes teachers "going beyond establishing basic discipline" (Canter, 1992) and
helping students become responsible for their own actions, attitude and overall behaviour, as well as
encouraging them to make the right choices (Canter, 1992).
. t.
Assertive Discipline is a school system that encourages positive behaviour rather than bringing attention to
wrong-doing. Acknowledging responsibility and positivity is more beneficialfor a classroom environment,
and encourages other student's to want praise for their actions.
TotalWords = 3, 015
Subheadings = 80 words
Appendices List:
Appendix L: Geraldine Pepper's signed Confirmation of Participation form
Appendix 2: ***Should be Bernardine Russell's signed Confirmation of Participation form but she is yet to
get back to me so I will give it to you as soon as I receive it.***
Appendix 3: Personally Assessed Rubric