EUB401: Information Resource Case Studies Assessment

Assessment

Task overview

Drawing from scholarly sources, policy and legislation, you will develop an evidence-based resource( a narrated PowerPoint presentation) that could be used in your future professional practice.

Through the process of developing a SMART goal framework, you will draw upon literature and policy to identify a specific goal and subsequent adjustment to either the curriculum, pedagogy, assessment or environment to effectively teach a learner with a complex learning profile in your inclusive classroom.

This is an authentic assessment because this is an activity you would be expected to engage in, in your professional practice.

Scenario 1: Bella

Bella lives with her father, Ray, a mechanic; her mother, Demi, a stay-at-home mum; her brother, Dixon, 3 years old; and her sister, Jeni, 9 years old. Bella is very shy and has found it difficult to make friends, although she desperately wants friends. Bella has frequent absences from school to attend clinics and/or therapy sessions. She has spina bifida and uses a wheelchair. Bella has poor coordination, weak muscles and mild tremors but loves reading and playing fantasy.

Psychological assessment has identified that Bella has average intelligence. She is competent in handling the cognitive tasks for the context, although she has significant challenges with fine motor skills, which affects her ability to hold writing and art materials and engage in activities involving fine motor skills and/or upper body skills.

The physical environment of your context requires little modification to accommodate a child who uses a wheelchair. Your principal/director is confident that Bella can be successfully accommodated in your class. S/he tells you that Bella’s parents have high expectations for Bella’s schooling.

Scenario 2: Anders

 Anders lives with his mother, Adele, and grandparents, Mr and Mrs Barrett. His father is not involved in this life. Anders is an active boy, although his grandparents, who mind him while his mum is at work, are happy for him to play on his iPad, which he loves. Ander has cerebral palsy and must use a walking frame to move around the house and the school environment.

Psychological assessment has identified that Anders has a mild intellectual impairment, which affects his progress in reading and writing. While he desires to be involved in activities with other children, his low muscle tone means that he fatigues easily. He also has restricted some uncontrollable hand and arm movements, which has adverse effects on his ability to hold writing implements. Anders had some absences from school to attend clinics and/or therapy sessions.

Scenario 3: Arwa

Arwa lives with his father, Karam, a dentist, and his mother, Maryam, a research assistant at a nearby university. He has a sister, Nadia, who is 8 years old, and Maryam is pregnant with the family's third child. Arwa adores his sister and follows her around everywhere, trying to imitate what she does. She is very patient with him. Arwa has Down syndrome.

A psychological assessment has identified that Arwa has a mild intellectual impairment. His movements can be clumsy, especially when he is in a hurry, which he seems to be most of the time. He has some difficulty with fine motor control, which affects his ability to hold writing implements. He loves being read to and can name a few animals in his favourite storybooks.

The physical environment for your context requires little modification to accommodate a child with Down syndrome. The principal/director is confident that Arwa can be successfully accommodated in your class. His parents have expressed that they want Arwa to be happy and to make some friends but also have high expectations for his schooling.

Summary of Assessment Requirements

The assessment requires students to create an evidence-based narrated PowerPoint presentation that can be used in future professional practice. The task involves:

1. Developing a SMART Goal Framework

Students must identify one learner with a complex learning profile from the given scenarios (Bella, Anders, or Arwa) and create:

• A specific, measurable, achievable, relevant, and time-bound (SMART) learning goal.
• A clear adjustment to curriculum, pedagogy, assessment, or learning environment based on that goal.

2. Drawing from Scholarly Literature, Policy, and Legislation

Students must support their recommendations using:

• Academic research
• Relevant educational policies
• Inclusive education legislation

This ensures the resource is evidence-informed and professionally appropriate.

3. Developing an Evidence-Based Resource

The final output is a narrated PowerPoint that:

• Explains the chosen scenario
• Presents the SMART goal
• Justifies the chosen adjustment
• Shows alignment with inclusive education principles

4. Authentic, Practice-Based Task

The assessment mirrors real responsibilities teachers face when creating inclusive learning plans for students with diverse needs.

How the Academic Mentor Guided the Student (Step-by-Step Approach)

Step 1: Understanding the Assessment Brief

The mentor first clarified:

• The purpose of the assessment
• The expected structure of the presentation
• The requirement to integrate research, policy, and practical strategies

This helped the student understand the professional relevance and required depth.

Step 2: Selecting a Scenario

The mentor encouraged the student to:

• Review all three learner profiles
• Compare cognitive abilities, mobility constraints, social needs, and motor skill challenges
• Select the student whose needs they understood best
  Once chosen, the student analysed the scenario deeply before moving ahead.

Step 3: Identifying Key Learning Needs

With the mentor’s guidance, the student mapped:

• The learner’s strengths (e.g., Bella’s love of reading, Arwa’s enthusiasm for stories, Anders’ interest in iPad activities)
• Barriers to learning (motor difficulties, fatigue, social challenges, intellectual impairment)
• Contextual factors (family expectations, school environment, attendance patterns)

This analysis ensured the SMART goal would be meaningful and relevant.

Step 4: Formulating the SMART Goal

The mentor demonstrated how to convert learning needs into a SMART goal:

• Specific: What exact skill or behaviour needs to improve?
• Measurable: How will progress be tracked?
• Achievable: Realistic given the learner’s profile
• Relevant: Connected to curriculum or social-emotional needs
• Time-bound: Clear timeframe

The student practiced drafting several versions before finalizing one precise goal.

Step 5: Choosing the Adjustment (Curriculum / Pedagogy / Assessment / Environment)

The mentor explained how adjustments must:

• Directly respond to the SMART goal
• Be justified through research
• Align with inclusive education frameworks

Examples shared included:

• Assistive technology
• Modified tasks
• Peer-support strategies
• Environmental accommodations
• Scaffolded learning activities

The student selected one evidence-based adjustment with strong rationale.

Step 6: Integrating Literature, Policy, and Legislation

The mentor supported the student in:

• Locating peer-reviewed research
• Finding inclusive education policies relevant to the region
• Identifying legal frameworks supporting learner rights

The student learned how to weave this evidence into their explanation to strengthen professional credibility.

Step 7: Planning the Narrated PowerPoint

The mentor guided the student to structure the resource as follows:

1. Introduction to the scenario
2. Description of the learner’s strengths and challenges
3. SMART goal statement
4. Chosen adjustment and justification
5. Policy and research connections
6. Implications for inclusive practice
7. Conclusion summarising the benefits for the learner

The student also learned best practices for narration clear tone, concise explanations, and visual support.

Step 8: Reviewing and Refining

Finally, the mentor assisted with:

• Checking academic integrity
• Ensuring logical flow
• Making the presentation accessible
• Verifying alignment with assessment criteria

This step ensured the final submission was professional and coherent.

Outcome of the Process

Through structured mentoring:

• The student developed a well-organized narrated PowerPoint that fully met assessment expectations.
• The SMART framework was correctly applied.
• Adjustments were evidence-based and connected to policy and legislation.
• The resource reflected authentic, inclusive teaching practices.
• The student demonstrated the ability to make pedagogical decisions tailored to learner needs.

Learning Objectives Achieved

By completing this assessment with guided support, the student achieved the following learning outcomes:

• Understanding of inclusive education principles and how to apply them in real classroom contexts.
• Ability to analyse learner profiles and identify strengths, needs, and barriers.
• Competence in writing SMART learning goals tailored to diverse learners.
• Ability to design and justify curriculum/pedagogical/environmental adjustments using academic research and policy.
• Skill in developing professional teaching resources, including narrated presentations.
• Improved capability to translate theory into practice, preparing the student for real-life teaching responsibilities.

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