Part 1

Schools must have policies, procedures and established protocols for assisting students with disability and including them in the school community.

While policies and procedures and the relevant legislation and regulations provide information to teaching staff, including support workers, about what they must do and how they should do things, educators also need to take the time to:

• identify any values or preconceptions they hold that will prevent inclusionary practices
• develop inclusionary practices relevant to the classroom and to individual students with disability

a paper to explain how schools and support workers can provide a safe learning environment for students with disability, can support access and equity principles, ensure that students feel a sense of belonging and receive the support needed to reach their full potential.

In the paper address:

• school policies and procedures
• relevant legislation, regulations and ethical requirements
• the concepts and practices that support inclusion
• safety
• the support needs of students with disability
• the language that must be used when talking about disability
• equity and student-centered support
• student's learning goals
• the ways in which support workers can identify and overcome biases and prejudices that have a negative impact on their work

on the paper you can draw on the information in the text. You will need to write approximately two thousand words.

Part 2

Scenario: You are often called upon to assist a student in the class who is on the Autism spectrum. The student is verbal but has minor cognitive and social development issues, has a short attention span, exhibits impulsive and some obsessive behaviours and does not always understand the need for other people to have personal space. When frustrated, confused, overwhelmed or thwarted the student has melt-downs. They do not understand the concept of safety and are not aware that their meltdowns endanger themselves and other students.

The teacher has discussed the student's needs and behaviours with you and has decided that an IBP would be helpful.

How could you assist with the development of an IBP for this student?

Consider the information required to contribute to the plan, the people who would be involved, the support the student would require and any relevant legislation/ regulations.

How would you monitor the plan once it has been implemented by the teacher, and why is this necessary?