Whole school

agreement:
SEMJE

Primary

School

promotes

inclusion

Supporting inclusive

active

through

participation

and

engagement of all stakeholders

in our community of practice.
We respect the right of every
child

to

have

education

an

that

inclusive
nurtures

uniqueness, supports diversity

and

embraces

universal

design for learning in which all

children

will

have

the

opportunity to be successful
and reach their full potential.

SEMJE
PRIMARY
SCHOOL

Grounded on sound theoretical

understanding,

practice

and

authentic partnerships within a

community
whole

of

practice,

school

our

agreement

supports the inclusion of gifted

and

twice

exceptional

students, through the context

of

inclusive

practice

and

education for all.

Participation, Diversity,
Respect and
Understanding
ETP310 Assignment 1
Sadie Sandery, Elke Sharp, Marissa
Priestley, Jodie Heemskerk and
Emily Toms

Table of Contents:

1. Introduction.. 2
2. Legalities and Ethical Responsibilities..3
3. Links with Australian Curriculum and General
Capabilities5
4. Supporting Inclusion across the whole school setting..7
-

Partnerships
Leadership
The Learning Environment
Effective Teaching and Learning
Professional Development

5. Gifted Education (School focus)...........14

-

Gifted and Talented Co-ordinator

Gifted and additional characteristics (Twice as exceptional)
Increasing Access for Gifted Indigenous Students

6. Education Adjustment Plans (EAP)..17

7. Definitions.18
8. Relevant legislation, Policy and Readings21
9. References.....22

1. Introduction
At SEMJE Primary School, our perception of an inclusive education is
not to just include those with disabilities or who are gifted but to
welcome diversity of every type, to ensure each child is given the
equal rights and opportunity to education (Hyde, Carpenter, &
Conway, 2010).
In a gesture of reconciliation, SEMJE acknowledges the traditional
custodians of this land our school is built on and pay respect to
traditional owners both past and present, Northern Territory
Government (2010).

We believe recognising our first Australians

exhibits a positive action towards inclusive education.

We also believe children should learn together, wherever possible,
regardless of any difficulties or differences they may have. To be an
inclusive school we recognise and respond to the diverse needs of
all students and accommodate both the different styles and rates of
learning. Being inclusive means ensuring quality education to all
through

appropriate

curriculum,

organisational

arrangements,

teaching strategies, resources and partnerships. An inclusive school

should have a continuum of support and services to match the
continuum of special needs encountered in the school (Salamanca
Framework for Action, 1994).
NTG (2014) believes and we agree that inclusivity embraces the
idea that everyone is an individual and his or her diversity is
respected. Inclusion starts from the recognition of students
differences and builds on such differences to minimise barriers in
education for all. We support and use the following principles of
inclusive education:

Providing access and participation

Valuing Diversity

Ensuring local decisions and

adjustments
Implementing a new framework for
resource allocation
Matching pedagogy with students
needs
Delivering responsive programs and
services.
Collaborating for better outcomes.

These principles are co-dependent in accessing

and delivering inclusive education as represented in diagram 1

below.

Diagram 1.

2. Legalities and ethical responsibilities

There are three areas of rights:

Moral Rights justified on the basis of ethical or moral values

we hold, or that our cultural communities accept.

Legal Rights are enforceable in domestic law and in

domestic courts.

Human

Rights

recognised

conventions

on

the

basis

international

community

of

that

in
a
they

international
consensus
are

law

and

within

the

inherent

among

humanity (Hyde, Carpenter, & Conway, 2010)

The Declaration Of The Rights Of The Child (Steven, 2003) states all
children, without exception, are entitled to the rights stated within
the policy, without distinction or discrimination on account of race,
colour, sex, language, religion, political or other opinion, national or
social origin, property, birth or other status, whether of himself or of
his family.
This declaration also includes the right of all children to a free and
compulsory education. This education will promote his/her general
culture and enable the child, on a basis of equal opportunity, to
develop their abilities, individual judgement, and his/her sense of
moral and social responsibility, and to become a useful member of
society (Steven, 2003). At SEMJE Primary School we firmly follow this
declaration and believe it is our responsibility to ensure all childrens
rights are respected.
The Disability Discrimination Act 1992 is legislation strongly valued
at SEMJE Primary School due to its assistance in the elimination of
discrimination against people with disabilities. In line with The
Disability Discrimination Act 1992 and view we share for the rights
of every child, we provide an equal opportunity and inclusive
education to all children by ensuring, this policy is at the forefront of

the minds of all educators. The general principles of Rights of

Persons with Disabilities (Australian Human Rights Commission,
2006) assist to form policy that respects and ensures the rights of
all, including those with a disability:
1. Respect for inherent dignity, individual autonomy including
the freedom to make ones own choices, and independence of
persons;
2. Non-discrimination;
3. Full and effective participation and inclusion in society;
4. Respect for difference and acceptance of persons with
disabilities as part of human diversity and humanity;
5. Equality of opportunity;
6. Accessibility;
7. Equality between men and women;
8. Respect for the evolving capacities of children with disabilities
and respect for the right of children with disabilities to
preserve their identities.
Schools need to comply with the Disability Standards of Education
2005, in regards to consultation, ensuring that there is a team of
people who have significant knowledge and understanding of the
student including the student and their family members or carers..
Consultation can involve the principal, class teachers and support
teachers, and can include the expertise of therapists and other
community service providers (ACARA, 2015)

3. Links with Australian Curriculum & General

Capabilities

At SEMJE Primary School, we use the three-dimensional design of

the Australian Curriculum, comprising of learning areas, general
capabilities

and

cross-curriculum

to

provide

teachers

with flexibility to cater for the diverse needs of students (ACARA,

2013).
The Australian Curriculum embraces eight learning areas, they
include:

English,

Mathematics,

Science,

Humanities

&

Social

Sciences (history, geography, economics & business and civics &

citizenship), the Arts (drama, dance, media arts, music and visual
arts), Technologies (design & technologies and digital technologies),
Health and Physical Education and Languages (Chinese, Italian,
Indonesian, French (endorsed April 2014) Arabic, German, Japanese,
Korean,

Modern

Greek,

Spanish

and

Vietnamese

(Pending

endorsement March 2015).

The introduction of an Aboriginal & Torres Strait Islander language
framework is currently underway, Australian Curriculum (2014).
Each learning area lists specific content descriptions, this is the
vessel of information that should be delivered and taught.

The

achievement standards compliment and measure every Childs

understanding

and

skills

throughout

their

schooling

journey,

Australian Curriculum (2014).

Underpinning the Australian Curriculum is the strategic paths of the
general capabilities and cross-curriculum priorities. There are seven
facets of the general capabilities, they are; literacy, numeracy,
information and communication technology, critical and creative
thinking, personal and social capability, ethical understanding and
intercultural understanding.

Once again, with each capability it

should reflect and/or gauges a child specific knowledge, ability or

skill level attained through their educational path, Australian
Curriculum (2014).

The three cross-curriculum priorities include Aboriginal and Torres

Strait

Islander

histories

and

cultures,

Asia

and

Australias

engagement with Asia and Sustainability. The composure of these

aspects encourages and arms Australian students with local,
national and international gen to better engage understand and
flourish within a globalised world (Australian Curriculum, 2014).
Working in close partnership with the Australian Curriculum is the
Melbourne Declaration on Educational Goals for Young Australians.
All

Australian

Education

Ministers

articulated

this

national

declaration in December 2008. They professed dual national goals:

Goal 1:

Australian schooling promotes equity and excellence

Goal 2:

All young Australians become successful learners, confident

and

creative individuals and active and informed citizens

(Ministerial Council on Education, Employment, Training and

Youth

Affairs, 2008 p. 7)

SEMJE Primary School staff is committed towards strengthening the

implementation of the educational goals for all our students by
actively applying the Australian Curriculums three-dimensional
design. SEMJE also invites and encourages the united responsibility
from parents, families, additional educational institutions, the wider
community, and school regions and likewise from our national and
federal government bodies, MCEETYA, (2008) in achieving the above
goals.
In doing so we assure in following the commitment to Action through
the eight inter-related facets stated by MCEETYA (2008). They are:

Developing stronger partnerships

Supporting quality teaching and school leadership
Strengthening early childhood education
Enhancing middle years development
Supporting senior years of schooling and youth transitions
Promoting world-class curriculum and assessment

Improving educational outcomes for Indigenous youth and

disadvantage young Australians, especially those from low

socioeconomic backgrounds.
And strengthening accountability and transparency

(MCEETYA, 2008, p.10)

4. Supporting inclusion across the whole

school
At SEMJE Primary School we believe in the importance of supporting
the active participation and wellbeing of all students, staff, families
and community in our community of practice; achieving equity
through engagement in all aspects of [school and] daily life (Hyde
et al. 2014, p.5) Across the whole school, we do this through the
following areas:
Partnerships

Ensuring all stakeholders feel that they are being involved,

because they are valued, and participation as a full member of

their family, community and society is supported.

Highly valuing the engagement of parental involvement for
the benefit of every child, as the Australian Government
Department of Education and Training (2015) states, parental
engagement is associated with improvements across a range
of indicators, including:
better education outcomes
enhanced engagement with school work
more regular school attendance
better behaviour

 and increased social skills.

- Monitoring

attendance

of

our

students,

promoting

communication with caregivers to ensure students regularly

attended and additional needs for this to occur are addressed

Regular communication and contact with families by their
class teacher; e.g. where possible accessibility of teacher to
parents at drop off and pick up times; communication diaries;
weekly mini newsletters about class learning and childrens
self-assessment

on

how

they

felt

about

the

activities/experiences; simple classroom displays, photos and

anecdotal learning stories

Fostering active involvement of students in decision making
processes through informal and formal ways such as Student
Voice representatives, which assist us to monitor, support and
improve students input and wellbeing in our community of

practice.
Support, promote and implement Positive Education in our
school and with our regions partnership schools, through the
PERMA model; Positive Emotion, Engagement, Relationships,
Meaning, and Accomplishments (Seligman as cited in Mallala

Primary School, whole school wellbeing agreement, 2014).

Engaging all students, teachers, specialists, support
personnel,

families

and

community

members

in

the

importance of our shared belief of an inclusive education and

the resources available. (DiPaola &. Walther-Thomas, 2003);
this would be implemented through strong partnerships and
distributed through many avenues such as written material

and presentations (Hyde et al. 2010).

Collaborate, communicate and respectfully liaise with DECD
and outsourced service providers, such as speech pathologists
or

medical

personal

to

support

our

understanding

of

individuals needs in order for all our students to access

learning successfully and reach their full potential.

10

Embedding

and

including

appropriate

perspectives

of

Aboriginal & Torres Strait Islander cultures across all aspects of

the school environment. By applying specific processes and
practices entailing quadrat facets: i) personal and professional
accountabilities, ii) organisational environment, iii) community
partnerships

and

iv)

the

curriculum,

Northern

Territory

Government - DET (2010)

Encouraging, promoting and role modelling Aboriginal & Torres
Strait Islander employment within all aspects of the school
environment

Leadership
At SEMJE Primary School, the Principal ensures that the school
remains focused on inclusive education and is responsible for:

The organisation/coaching of professional development days,

information on disabilities/giftedness and resources (Hyde et

al. 2010).
Committing to regular reviews, developments and of policies,
procedures, and professional developments which support
important aspects of inclusion through understanding child
protection, mandatory reporting or anti-bullying/harassment
strategies

Encouragement of team learning, innovation, collaboration,

and professional growth (DiPaola et al. 2003)

Managing curriculum and instruction (DiPaola et al. 2003)

Supporting and supervising teaching (Hyde et al. 2010)

Supporting the Identifying, monitoring and reporting of

student progress (DiPaola et al. 2003)

11

Making relevant policies known to all new staff through an

induction process
Ensuring accountability through performance management
meetings with staff, team meetings with stakeholders and

classroom observations
Supporting staff and

intervention and support when requires

Supporting regular attendance in collaboration with classroom

students

by

providing

behaviour

teachers and assist staff to facilitate and address issues

related to regular attendance

Liaising with support staff and agencies to ensure all children
have access to the curriculum and opportunity to reach their

full potential
Establishing and maintaining collegial relationships with the
regions partnership schools, to build networks and promote
learning from others (Mallala Primary School, whole school
wellbeing agreement, 2014)

The Learning Environment

At SEMJE Primary School we promote safe, inclusive and productive
learning environments by:

Providing a welcoming environment and culturally safe space;

where all are protected and feel safe from physical and
psychological

harm

but

where

biased

and

or

racist

perspectives/ values can be openly challenged in a supportive

way, helping children develop cultural competence and

understanding for diversity (Holly and Steiner, 2005).

Embracing a universal design for learning, which ensures
experiences and environments are ready for all regardless of

race, gender or disability.

Promoting play based learning exploration and environments

12

Valuing the cultural diversity of our school community through

diverse displays featuring art, flags, maps and artefacts from
around the world

Effective Teaching and Learning; supporting inclusion

As suggested by White and Frederiksen (as cited in Killen, 2007)
there are six main criteria for effective teaching, worthwhile
engagement, adept classroom management, effective pedagogy,
explicit thinking about the subject matter and good classroom
climate; which supports a strong foundation in promoting and
supporting inclusion and greater access for all in the classroom,
because the social environment of the classroom empowers
learning through engagement, encouragement, rapport, respect
and sensitivity to diversity (p. 78).
The strategies we use to promote inclusion through effective
teaching and learning include:

Promoting equity and equal opportunities for success; even as

part of a team situation, children contribute to the overall
outcome or target by improving on their own individual past

performance.
Explicitly teaching our school values of Participation, Diversity,
Respect and Understanding, with emphasis on these at the

beginning of every year.

Providing support, resources and direction to educational
support workers regarding individual students needs and
providing ways to communicate and document progress with

each other.
Utilising educative support workers (SSO) to support all
childrens learning rather than just singling out the person in

need, and not withdrawing students from class for support

Identifying, monitoring and reporting student progress
(DiPaola et al. 2003)

13

Promoting and using the DECD Learner Wellbeing Framework

to guide our understanding of what wellbeing means and how

to support it.
Provide an engaging curriculum that stimulates critical,
flexible and creative thinking and where students feel

supported to take risks in their learning.

Identifying, monitoring and reporting

(DiPaola et al. 2003).

Using play based learning experiences, to stimulate childrens

student

progress

creativity and intrinsic motivation, enabling them to learn at

their own level.

Essentially
implementing
competence1

practices.

effective
This

diverse,

develops

and

cultural
enables

supportive, teaching and learning environment for all students

of multicultural backgrounds.
Equipping teacher knowledge and awareness on past and
current issues pertaining and affecting Indigenous education
at local, state-wide and national levels, Hyde, Carpenter &
Conway (2014).

Classroom Practice
At SEMJE Primary School our educators are committed to continually
building their own growth and expertise in the professional practice
domain, fostering inclusion through improved student learning,
engagement and wellbeing. We use the AITSL (2015) classroom
practice continuum and resource guide, to facilitate our
understanding of how the level of individual educator expertise,
should develop and progress over time.
Our educators demonstrate their expertise in inclusive classroom
practice by:

1 Cultural competence is the act in understanding, interacting and

applying effective communication that is sensitive to all cultural
backgrounds, NTG DET (2010) p. 4.
14

Outlining the purpose of the intended learning, explaining the

lesson structure and connections between goals, activities and

assessment requirements with students (AITSL, 2015)

Promoting high levels of social interaction, interpersonal
understanding, higher order, flexible and critical thinking; in
which students are supported to independently develop
questions, pose problems and reflect on multiple perspectives

(AITSL, 2015)
Providing students access to information through multiple
modalities and careful selection of resources, relevant to the

lesson goals and content (AITSL, 2015)

Supporting, encouraging and monitoring the students use of

ICT and adherence to protocols (AITSL, 2015)

Modelling and teaching listening, sharing and communication
skills to assist the development of respectful interactions

(AITSL,2015)
establishing clear behavioural expectations and consequences
in collaboration with students, sensitively responding to their
behaviour (AITSL, 2015) and dealing with issues promptly and
fairly; according to Pirola-Merlo (as cited in Hyde et al., p.3)
fairness is a key teacher attribute to developing an inclusive

classroom.
Providing purposeful feedback; praising the students efforts or
product rather than the person, and abilities rather than
intelligence, to develop growth mindsets and positively impact
on behaviour of all our students (Sandery March 2015, lecture
notes,

character

strengths

and

mind

sets

professional

development); personal expectations are often influenced by

feedback

from

significant

others

(Hattie;

Vollmeyer

&

Rheinberg as cited in Hyde, et al. p.118, para 2, 2014)

Accessing and utilising specific Aboriginal & Torres Strait
Islander frameworks and pedagogies that can strengthen and
develop

sustainable,

positive

classroom

practices

in

conjunction with the Australian Curriculum, eg. 8 Ways

15

Aboriginal Pedagogy (2015), Chris Sarra - Stronger Smarter

Institute (2005)
School Services Officer; role in supporting inclusion for all
The support staff at SEMJE Primary School are valued for their
contribution towards building inclusive education for all. School
Services Officers (SSOs) play an important role in supporting the
delivery of education to students with disabilities in mainstream
schools, preschools and special educational settings. They perform
a variety of tasks to support teachers to cater for the academic and
social needs of students, and are integral to the inclusion of
students with disabilities in mainstream settings (Government of
South Australia, 2005, p.21). At SEMJE Primary School our support
staff work under the direction of a classroom teacher facilitating the
inclusion of all students.

Aboriginal & Islander Education Work (AIEW)

The AIEW works under the direction of the Principal and liaises with
students, teachers, parents, families, service providers and the
wider community in delivering and improving all facets of Aboriginal
& Torres Strait Islander education.
Core targeted areas are attendance, engagement, pastoral care,
emotional and social wellbeing and A&TSI cultural awareness and
family connectedness.
When needed, the AIEW will provide classroom support to assist
student transitioning and assist towards behavioural situations
under the direction of the classroom teacher to deliver a collective
approach.

16

The AIEW undertakes initiating and involving effective, relatable

programs that benefits all students of SEMJE Primary. They do this
by mentoring Indigenous and non-Indigenous staff, parents and the
wider community in understanding and practicing apt Aboriginal &
Torres Strait Islander cultural awareness, policies and procedures.
Another essential duty is the promotion of healthy relationships, role
modelling positive behaviours, supporting teachers, students,
parents and their families towards succeeding educational outcomes
(M.Priestley, personal communications, 10/04/15).

5. Gifted Education (School Focus)

C
At SEMJE Primary School our Gifted and Talented Co-ordinator
promotes enrichment and acceleration. They work closely with
everyone in the school to help establish relevant and appropriate
education adjustment plans, provide feedback to students, parents
and teachers through support meetings and reports. The Gifted and
Talented Co-ordinator assesses and monitors our students progress
and provides timely delivery of assessments (TKI, 2011).
It is essential that staff are highly trained in the delivery of programs
for gifted and talented students and the SEMJE Gifted and Talented
Co-ordinator takes a lead role in promoting and supporting this. The
role of the Gifted and Talented Co-ordinator is to demonstrate
respect and support for SEMJEs vision, values, goals and policies
and procedures (Kilvington, 2015).
As part of SEMJEs whole school focus towards inclusive education,
we recognise that our gifted students require support, direction and
consistent monitoring in order to reach their optimum abilities.
Gagns Differentiated model of Giftedness and Talent (2008)

17

recognises that giftedness is only potential and that it must go

through a transformative process in order to become a talent
(Australian

Curriculum). Gagn

(2008),

Renzulli

(1978)

and

Tannenbaum (2003) all recognise that along with other factors that
school

plays

critical

role

in

giving

students

appropriate

opportunity, stimulation and experiences in order to develop their

potential and translate their gifts into talents (ACARA, 2015).
SEMJE sees that appropriate opportunity for students is directly
linked

to

providing

personalised

learning

in

order

to

meet

individuals needs. There are many strategies that can be used to

provide personalised learning for gifted students. Key strategies are
individual learning plans, curriculum differentiation, acceleration,
ability grouping, enrichment and enhancement (Government of
Victoria, 2012, p. 110); Ms Lynn Redley, the Manager of Curriculum
at the Australian Curriculum, Assessment and Reporting Authority,
which is charged with developing the new national curriculum, told
the Committee that it is through providing personalised learning
that teachers and schools will implement the Australian Curriculum
to ensure it meets the needs of gifted learners (Government of
Victoria, 2012, p.111).
Our partnerships that we have created with the wider school
community, aiding the development of our inclusive education, are
positive relationships and resources that our staff can utilise in order
to extend our gifted students. [Increasing] collaboration between
schools and community, business and industry [which] has the
potential to provide extended learning opportunities for gifted
students. In particular [we advocate], mentoring [as it] offers
significant benefits for gifted students (Government of Victoria,
2012, p.110).
We acknowledge that a holistic view towards students and their
abilities is vital to supporting both the strengths and weaknesses
that all students bring to the learning environment. In relation to

18

giftedness, we value the diversity that is apparent within these

students and strive to support them not only academically but in
social and emotional contexts. This is particularly true of our gifted
students with additional characteristics (twice as exceptional).
Twice exceptional students need to be both supported and
challenged. Ms Jo Freitag, Coordinator of Gifted Resources, a not-forprofit information service for parents and teachers, stated:
They need to be challenged at an appropriate level in their
areas of strength at the same time as they are being
supported in the areas they are not as strong. Sometimes this
may involve a particular program. For instance, if they are
visual-spatial learners, there might be a different way of
teaching them which will make it very clear for them At the
same time as the problem is being addressed they need to
have encouragement and to be challenged at the level they
are at in their strong area (Government of Victoria, 2012, p.
145).
The recognition and support of students weaknesses and strengths
additionally aligns with our gifted indigenous students, where
Gifted Indigenous students are especially unlikely to have their
giftedness identified, with low expectations of Indigenous student
achievement one of the primary causes of this. The culture of low
expectations also significantly impacts on the ability of gifted
Indigenous

students

to

access

challenging

and

stimulating

educational programs (Government of Victoria, 2012, p. 141).

At

SEMJE we have high expectations of all students and strive to foster

self-worth and build self-esteem in order to crate environments of
belonging and acceptance.

19

6. Education Adjustment Plans (EAP)

Personalised

learning

is

an

important

aspect

to

inclusive

education at SEMJE Primary School. The Australian Curriculum

supports this and states that Personalised learning may involve
one or a combination of approaches in relation to curriculum,
instruction and the environment (ACARA, 2015). An Education
Adjustment Plan (EAP) is one way we focus on personalised
learning at SEMJE Primary School.
Factors considered when developing an EAP:

Information from families

level of competence across the learning areasNTCF/SACE/Australian Curriculum
data from past EAPs
NAPLAN data
Assessment Reports
student work samples
preferred learning style
talents, interests and aspirations
The need for specialized equipment and/or resources.
school based assessments
Sensory Profiles
Special Needs Profile data
Learning Profiles
Behaviour checklists

All students with disabilities have the right to appropriate

curriculum and assessment through the development of an
individualised education adjustment plan. (DET Students with
Disabilities Policy 2011).
Develop, implement, evaluate and review every 6 months the
Education Adjustment Plan for the student with disabilities this may

20

involve working collaboratively with Special Education Teacher or

appropriate person (DET Students with Disabilities Policy 2011).

7. Definitions
Disability
The World Health Organisation (WHO) describes disabilities as
extensions comprising of deficiencies, restrictions and limited
participation, WHO (2015).
A broader definition by the ACE DisAbility Network (2006-2015)
states a person who possesses:

A total or partial loss of the persons bodily or mental functions

A total or partial loss of a part of the body
The presence in the body of organisms causing disease or

illness
The presence in the body of organisms capable of causing

disease or illness
The malfunction, malformation or disfigurement of a part of

the persons body

A disorder or malfunction that results in the person learning

differently from a person without the disorder or malfunction

A disorder, illness or disease that affects a persons thought
process, perception of reality, emotions or judgment or that
results in disturbed behaviour

The Aboriginal & Torres Strait Islander perspective on disabilities is

viewed and accepted on a larger scale than western differences.
Family members recognise what individuals can undertake rather
than what they cant do. This determines the outcome and on how
families and their communities accommodate to their needs and
capabilities. Ministerial Advisory Committee: Students with
Disabilities (Sep 2003, p35).
Gifted & Talented

21

The Australian Curriculum (2014) utilises Gagns Model of

Giftedness and Talent (2008). He defines giftedness as students
who possess abilities way above the norm within one or more facets
of human abilities such as; creative, intellectual, physical and social.
Implementing a differentiated curriculum is essential for the
wellbeing of these learners, DECD (2015).
Gifted and talented learners may have specific disabilities, which
prevent them from performing to their potential such as; autism,
dyslexia; ADD/ADHD; physical, emotional or behavioural difficulties.
Gifted and talented learners with disabilities may display strong
abilities in some areas and strong weaknesses in others, which may
make identification of their abilities more difficult.
According to Bevan-Brown (2003 p14), Gibson & Vialle (2007)
attempting to pinpoint an accurate definition of giftedness from an
Aboriginal perspective is problematic due to cultural diversity,
numerous language groups and an abundance of dialects. Following
extensive research into defining Aboriginal giftedness, they named
four facets of intellectual strengths. They are:

Linguistic intelligence
Spatial intelligence
Interpersonal intelligence
And naturalist and spiritual intelligence

Aspergers Syndrome
A neurological disorder with features that include; poor social skills,
repetitive behaviours and issues with communication (Hyde,
Carpenter, & Conway, 2010).
Autism

22

Children with autism will usually present with behaviours such as

difficulties with relating to other people, difficulties with language
and communication, repetitive habits and movements and
difficulties coping with change in routines. A diagnosis will usually
be made when a child is around 2 years old because the child will
not be following a normal developmental path (Hyde, Carpenter, &
Conway, 2010).
Autism Spectrum Disorder
Autism Spectrum Disorder was tagged as a continuum of autistic
disorders that include the conditions of autism and Aspergers
syndrome. ASD shares similarities with ADHD, such as
inattentiveness, impulsivity and distractibility (Hyde, Carpenter, &
Conway, 2010)

Attention Deficit Hyperactivity Disorder

A debilitating developmental disorder of self-control that is more
bnnn about peoples ability to regulate their own behaviour than
about paying attention (Hyde, Carpenter, & Conway, 2010).
Learning Difficulty
Refers to the difficulties that limit student access to, and
participation in, learning outcomes related to areas of literacy,
numeracy and learning how to learn (Hyde, Carpenter, & Conway,
2010).
Integration
Implies that persons with a disability should be integrated into all
elements of mainstream society, in the educational context it is

23

more likely that students will have to evidence a degree of ability

that is appropriate to their regular school placement, rather than the
school or school system adapting to their needs (Hyde, Carpenter, &
Conway, 2010).

8. Relevant legislation, policy and readings

Australian Dyslexia Association (2014).
http://www.decd.sa.gov.au/docs/documents/1/GiftedChildrenandStud
ents.pdf
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