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Inquiry Project Contract Sample

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Inquiry Project contract
Inquiry question
What policies do teachers have at Gawler and District College have to include students with Autism in mainstream mathematics classroom and how are these implemented within the classroom?
Practice based setting details

Action Plan
When at the setting, I will be asking the school if they have their own policy regarding students with disabilities, in particular, children with Autism. After gathering this information, I will compare this to the government policy and come to my own conclusions about the schools policy in regard to the government policy. I will then talk to the teachers within the setting and observe classroom practices and make my own assumptions as to whether this is taking place.
Timeline …show more content…

This is a strong statement from the GSA, and encourages all parties involved to be confident when it comes to educating students with Autism. By using a Negotiated Educational Program (NEP), this can benefit a student with Autism by negotiating and documenting an appropriate curriculum (GSA 2006), and is a requirement under the Disability Standards for education (2005) and the Disability Discrimination Act (1992). Additionally Kurth and Mastergeorge (2010, p147) support this statement as it helps students identify goals in which they want and need to achieve. Creating a behavioural education model within the NEP can also benefit towards the students learning and educational practices within a mainstream classroom (Crisman 2008; Kurth and Mastergeorge 2012; Friedlander 2009). These plans can be an important tool to a students educational growth within a mainstream classroom setting.

There are many ways to include students with Autism in a mainstream classroom. One of these methods is to have the teacher nonimate a peer help with the intergration of the student with Autism (Crisman 2008; Jackson and Cambell 2009). Although teachers will have to be careful on the secection of these peer buddys as the students with asperations of high academic success may not be as helpful with social influence within the classroom (Jackson and Cambell 2009,

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