Inclusive Education

Assignment 2: Project

Inclusion
Educational authorities have adopted diverse philosophies of inclusion, due to
the multiplicity and complex notion it holds for individuals (Forbes 2007).
Inclusion refers to the right to active participation and equity in all aspects of
daily life (Hyde et al 2010). The three components of inclusive education are;
access, participation and equitable outcomes (Hyde, Carpenter & Conway
2014). This highlights that inclusive educational practices are a process of
supporting the uniqueness of individuals, providing access to quality
education, full physical and social participation and maximising a sense of
wellbeing (Hyde, Carpenter & Conway 2014). Regardless of an individual’s
differences, inclusion is important in an educational setting as all children are
entitled to learn and receive opportunities relevant to their needs (New
Brunswick Department of Education 1994). The significance of inclusion
provides opportunities for students to feel a part of their school community
and can fosters a classroom culture of respect, belonging and connectedness
(Richards & Armstrong 2008).

Curriculum, Policies and Legislations

Acknowledging policies and legislations surrounding inclusion critically
supports educators in implementing inclusive practices into their pedagogy.
The Australian Curriculum Assessment Reporting & Authority [ACARA] 2017),
has a strong focus upon student diversity, meeting diverse learning needs and
creating personalised learning. ACARA (2017), emphasise their commitment to
develop high quality curricula for all students, that promotes equity in
education. ACARA (2017) states, Curriculum (2017) outlines, ‘All students are
entitled to rigorous, relevant and engaging learning programs drawn from
challenging curriculum that addresses their individual needs’. Essentially,
educators should use the curriculum to develop learning programs that build
on students’ interests, strengths, goals and learning needs that address their
cognitive, physical, social and aesthetic domains. The Melbourne Declaration
on Educational Goals for Young Australians (2008) is a framework for the
Australian Curriculum that focalises inclusion and equity in Goal 1: Australian
schooling promotes equity and excellent; ‘Promote personalised learning that
aims to fulfil the diverse capabilities of each young Australian’ and ‘Provide
students with access to high quality education, that is free from discrimination
based on gender, language, culture, disability’ and other diverse factors.

The World Conference for All (1990), was one of the initial stages for
promoting inclusion in educational discourses (Hyde, Carpenter & Conway
2014). Since then, legislations embarked on inclusion approaches such as the

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Salamanca Statement (1994), The Convention on the Rights of Persons with

Disabilities (2006) and the Disability Standards for Education (2005), that
comply with the provisions for the existing Disability Discrimination Act (1992).
The Disability Discrimination Act 1992, emphasises that students must be
treated the same way when it comes to enrolment, participation, curriculum
development, accreditation, delivery, support services, harassment and
victimisations. The Disability Standards for Education (2005), highlights that
students with disabilities must be catered to fully participate, use services and
facilities similarly to a student without a disability.

Down Syndrome
Trisomy 21 or known as Down syndrome is the most common disorder
occurring at conception (Crawford & Dearmun 2016). It is unknown how Down
syndrome occurs however, the disorder is caused when there is an extra
chromosome (Newton, Puri & Marder 2015). People with Down syndrome
have 47 chromosomes in their cells instead of the standard 46 chromosomes
(Newton, Puri & Marder 2015). During conception, Down syndrome is caused
by three types chromosomal abnormalities; trisomy 21, translocation and
mosaicism (Pavarino, Biselli, Junior & Bertello 2013). The most common type,
trisomy 21 occurs when there are three rather than two number 21
chromosomes present in the cell of the body (Pavarino, Biselli, Junior &
Bertello 2013) Translocation is when part of the chromosome 21 breaks off
during cell division and attaches to another chromosome and mosaicism
occurs when nondisjunction of chromosome 21 takes place in one of the cell
divisions after fertilisation and the mixture of the two types of cells duplicate
(Pavarino, Biselli, Junior & Bertello 2013).

An individual with Down syndrome often may have a short neck, flattened
facial features, upward slanting eyes and poor muscle tone (Pavarino, Biselli,
Junior & Bertello 2013). Down syndrome is the most common cause of an
intellectual disability, however there’s a misconception that they are physically
impaired (Hyde, Carpenter & Conway 2014). The intellectual delay will differ
for everyone, although it can affect an individual’s capacity to learn,
communicate and retain information (Hyde, Carpenter & Conway 2014).
Individuals with Down syndrome will either have a mild, (IQ: 50-69) moderate
(IQ: 35-50) and severe (IQ: 20-35) intellectual disability (Hyde, Carpenter &
Conway 2014). Specifically focusing on a moderate intellectual disability (IQ:
35-50), children with Down syndrome may have developmental delays in their
fine and gross motor skills, speech, language, cognition, memory and attention,
meaning they may be slower in reaching developmental milestones (Hyde,

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Carpenter & Conway 2014). Common behavioural characteristics apparent in

people who have Down syndrome are; compulsive, obsessive, stubbornness,
inattentiveness, and oppositional behavioural (National Down Syndrome
Society 2019).

According to Down Syndrome Australia (2011) the population of people with

Down syndrome in Australia is over 13,000. Each year about 6,000 babies are
born with Down syndrome, which is calculated to 1 in every 700 babies are
born with the disorder (Down Syndrome Australia 2011). The increasing
evidence collated from state and territory data sources reveals the number of
babies being born with Down syndrome disorder is growing (Australian Bureau
of Statistics 2010) The prevalence of Down syndrome in Australia proves how
common the disorder is and it is critical for educators to acknowledge it is
more than likely children with Down syndrome will be prevalent in their
Australian schools (Australian Bureau of Statistics 2010) Essentially, it is crucial
identify how important it is to educate themselves about Down syndrome,
change and develop their own ideologies, in order to create ways for effective
and inclusive practices to implement in the classroom environment.

Critical issue
Motor Development
Children with Down syndrome who have a moderate intellectual disability
often experience delays in their gross and fine motor skills (National Down
Syndrome Society 2019). Children with Down syndrome experience low muscle
tone which decreases their strength and joint laxity (Silvia, Schlock, Garberg &
Smith 2012). This means, the muscles have less tension, feel floppy and causes
the child to exert extra effort into completing activities (Silvia, Schlock, Garberg
& Smith 2012). Due to the low muscle tone, this limits children’s motor
development and decreases their ability to effectively execute tasks efficiently
in comparison to children who do not have motor delays (Silvia, Schlock,
Garberg & Smith 2012). Children with Down syndrome who experience gross
motor delays may have trouble with posture and locomotion skills such as;
rolling over, running, swimming and bicycle riding (Hyde, Carpenter & Conway
2014. Children with fine motor delays may have trouble with the coordination
of the small muscles, such as; hand-eye coordination, holding items, using
scissors and general movements involving the muscles in the hands, fingers
and wrists (Hyde, Carpenter & Conway 2014).

Researchers stress that children with Down syndrome who experience motor
development delays, does not mean they cannot be improved (Silvia, Schlock,

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Garberg & Smith 2012). It is critical for educators to recognise through early
intervention, adapting supportive strategies to accommodate for the students
and extra practice with their motor development will improve their motor
skills. (Down Syndrome Australia 2011). Providing students with posture aid
supports, including; cushions, back supports and alternative seating options
and allowing students to move around more frequently will support their gross
motor develop and poor muscle tone (Hyde, Carpenter & Conway 2014).
Enabling students to improve their fine motor skills by grasping small objects,
completing puzzles, manipulating objects, drawing and using tweezers that
stimulate their senses support students fine motor skills (Hyde, Carpenter &
Conway 2014; Down Syndrome Australia 2011). Accessing pencil grips and
spring back scissors provide extra support for student’s fine motor skills and
improves their poor muscle tone (Hyde, Carpenter & Conway 2014; Down
Syndrome Australia 2011). Support from an Occupational Therapist is
recommended to increase the development of their fine motor skills and the
educator can work close with the paraprofessional to adopt specialised
suggestions to increase their motor development (Hyde, Carpenter & Conway
2014; Down Syndrome Australia 2011).

Critical issue
Speech and Language
Despite individual variability, children with Down syndrome will experience
some speech and language difficulties (Meyer, Theodoros & Hickson 2017). Is it
thought children with Down syndrome will acquire speech and language more
slowly than other children without the disorder (Eggers & Eerdenbrugh 2018).
Research indicates young children with Down syndrome will be late in saying
their first words, their vocabulary grows more slowly and the same two-word
phrases are commonly used, as it difficult for express what they are trying to
say (Eggers & Eerdenbrugh 2018). Buckley & Rondal (2003), claims the growth
of expressive, receptive and vocabulary seems to be developed at a slower
place. It is reported that between 15% to 45% of children with Down syndrome
have difficulties with blocks on vowels, word and phrase repetitions,
interjections and experience hesitation, hurried speech, lack of flow and
fluency (Eggers & Eerdenbrugh 2018). As speech and language is developed
through hearing, vision and touch, studies have revealed the onset of delayed
speech and language development is through early chronic fluid accumulation,
which can cause some hearing loss in their early years (National Down
Syndrome Society 2019; Eggers & Eerdenbrugh 2018).

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Educators play a significant role in students’ speech and language development

(Eggers & Eerdenbrugh 2018). Researchers outline, when educators provide
students with higher levels of language stimulation, their speech and language
development furthers in multiple areas (Eggers & Eerdenbrugh 2018). Creating
inclusive strategies that build a rich language environment, will provide
students with Down syndrome the extra practice and assistance that is needed
to improve their delays. Educators can support speech and language
development through experiences that convey meaning in different context
including, multimodality and multisensory experiences through learning that
explores aspects of hearing, touching, drawing, visualising and providing hands
on and visual modes learning (Buckley & Rondal 2003). Maximising learning
experiences that focus on students’ oral motor skills, including using their
tongue and mouth muscles, through reading, peer interactions, singing or
listening to nursery rhymes (Down Syndrome Australia 2011). The educator
can structure learning that maximises peer interaction and collaboration,
promote turn taking and group discussions that will be inclusive to all students
and increase speech and language development (Hyde, Carpenter & Conway
2014). Additionally, the educator can initiate conversation with the student
with Down syndrome, use open questioning, support language with gestures,
visual cue cards and repeat what the student has said to support their delays
(Hyde, Carpenter & Conway 2014). It is recommended students with Down
Syndrome seek language intervention from a Speech Pathologist, who can
work with the educator to provide extra support for the student that includes
sound and language stimulation, accompanied by play and oral motor
exercises (Down Syndrome Australia 2011).

Critical issue
Cognition and Memory
Children with Down syndrome who have a moderate intellectual disability
often show cognitive delays, which critically affects their working memory
(Meyer, Theodoros & Hickson 2017). This means they may be slower in the
development and awareness of understanding the world around them and to
think, reason, remember and recall (Meyer, Theodoros & Hickson 2017).
Those with Down syndrome, exhibit a decline in everyday cognitive functions,
memory encoding, retrieval abilities, episodic memory and new learning
abilities (Godfrey & Lee 2018). This means they will have difficulty with actively
retrieving information, due to the limited capacity in their working memory
(Godfrey & Lee 2018). Furthermore, those with Down syndrome struggle in
performance situations that have a higher cognitive load, with an increased
number of stimuli, such as; general knowledge questions, retaining facts,

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acquisition of vocabulary, personal and contextual memories, classification and

concentration (Rafii 2016) The syndrome, results in gradually declining IQ in
early childhood, which impedes their cognitive gains that do not align with
their chronological age (Numminen, Service, Ahonen & Ruoppila 2001).
Further research creates clear links that the cognitive delay may be in the
consequence of the language and speech development in children with Down
syndrome (Rafii 2016). Subsequently, memory abilities are commonly
associated with adaptive behaviour, attention span and independence skills
(Numminen, Service, Ahonen & Ruoppila 2001).

Educators are an influential part of a child’s development (Hyde, Carpenter &

Conway 2014). Essentially educators who develop students’ cognitive functions
and memory, will further assists the students’ ability in achieving learning
outcomes and operating in everyday life (Godfrey & Lee 2018). Increasing
learning experiences, by incorporating inclusive strategies that support all
students’ cognition and memory will enhance and improve their skills and
abilities. Adapting the curriculum standards to target students’ abilities,
differentiate learning tasks and assessments to meet the overall needs of the
student, providing short, concise instructions and lesson information in
different modes is an effective modification the educator can implement in
their pedagogy (Hyde, Carpenter & Conway 2014). The educator can design
activities that build on students’ memory and cognition, including, word games
where students’ can point to objects, memory activities such as, having a range
of materials and removing one and asking what one is missing, lining pictures
upwards and turning them face down, shuffling them around and asking the
student to pick a recall a particular picture (Hyde, Carpenter & Conway 2010)
Grouping, organisation and sequencing activities support students storage in
their working memory by categorising and recalling items in groups (Hyde,
Carpenter & Conway 2014; Godfrey & Lee 2018). Likely, students with Down
syndrome will work closely with a School Support Officer (SSO), to provide
specialised support to increase areas in their development, social-emotional
domains and learning.

Critical issue
Attention
Several attentional problems are commonly reported as behavioural
characteristics with those who have Down syndrome (Petersen & Posner
2012). Educators and parents reported in 2012, multiple children with Down
syndrome, exhibit attention deficits including, inattentiveness, short attention
span, are often distractible and experience hyperactivity (Petersen & Posner

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2012). These neurological factors lead to a range of problematic behaviours,

such as impulsivity, oppositional, obsessive and compulsive behaviours and
ultimately can inhibit students sustained learning (Chavira, Garcia & Trejo
2017). Breckenridge et al (2012), suggest those with Down syndrome have
difficulties with their selective, sustained and executive attention, which
impedes their ability to focus on an activity or stimulus for a long period of
time. Petersen and Posner (2012) found that attentional systems are
dependent on multiple neural networks and those with Down syndrome go
into a cognitive over load and struggle to maintain the multiple networks at
once, this is when the attentional problems occur as well as emotional and
behavioural outburst.

Educators can implement several modifications and strategies in their planning

and practice to promote the success for students with Down syndrome in
supporting their attentional deficits (Breckenridge et al 2012). Preventative
strategies can minimise attentional problems and include, assigning the
student to a seat that avoids classroom distraction and eliminating excessive
visual stimuli and clutter that can easily interrupts the students’ attentiveness
(Breckenridge et al 2012). Being aware of the length of lessons, breaking down
instructions into small steps and keeping instructions short and concise can
effectively maintain students’ attention. Breckenridge et al 2012; Hyde,
Carpenter & Conway 2014). Adjusting and modifying interesting and engaging
lessons that are connected to students’ abilities and needs, can enrich learning
experiences, minimise problematic behaviours and support their selective and
sustained attention (Chavira, Garcia & Trejo 2017). Additionally, an inclusive
strategy the educator can implement is providing all student with consistent
brain breaks, that are designed to re-stimulate and focus students’ attention
and concentration (Down Syndrome Australia 2011; Hyde, Carpenter &
Conway 2014). It is highly likely and recommended a student with Down
syndrome will have an Individual Education Program (IEP), where the educator
will work with closely with parents and paraprofessionals to outline what is
being tailored for the student, including accommodations, considerations and
individualised learning goals (Hyde, Carpenter & Conway 2014) (refer to
appendix 1).

Networks and Services

Down Syndrome South Australia (2019), provides further information for
parents about Down syndrome disorder, NDIS funding and early intervention.
The service organises events and fundraises to develop community awareness,
offers families an opportunity to connect with other families with members

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who may Down syndrome through support groups, playgroups, leisure and
recreational activities. Down Syndrome Australia (2011) is another support
network that provides parents with extensive information about Down
syndrome. Additionally, the service provides valuable information for
educators about Down syndrome and inclusive strategies and accommodations
to create in their pedagogy and classroom environment. Furthermore,
Educators can use picture books as supportive resources to educate other
students about Down syndrome and provide that sense of an inclusive
classroom culture for the student with the disorder, examples are; ‘Why are
you looking at me?’, Hannah’s Down Syndrome Superpowers’ and ’47 strings
Tessa’s Special Code’. These picture books outline what it is like to be a child
with Down syndrome (refer to appendix 2).

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Lesson Plan
Year level: 1 Learning area: Mathematics
Topic: Patterning Stations
Content Descriptors: Investigate and describe number patterns formed by skip-counting and patterns with objects (ACMNA018)

Achievement Standard: By the end of year 1, students will continue simple patterns involving numbers and objects
EYLF Outcomes: Outcome 4: Children are confident and involved learners

Lesson Context Modifications and Accommodations Resources and Materials

Introduction  Remove clutter around the  Interactive white bored

Transitioning from a previous lesson, students’ patriciate in a freeze dance brain classroom
break https://www.youtube.com/watch?v=2UcZWXvgMZE  Groups students in mixed abilities
and students who cooperate to
Teacher will put students into groups of 4 and model, provide a minimise distractions
breakdown of short, clear and concise instructions about the mathematics
pattern stations.
Body of Lesson  Provide instructions for each  Ice cream cones template
Teacher will move around the stations and use open questioning to gain station  Coloured paper
students understanding; ‘Explain how….’, Show me how…’, ‘Why did you…’  Students will have 5 minutes at  Scissors
each station to be mindful of length  Coloured pencils
Station 1: Build an ice-cream  Have a completed example at each
Using an ice cream cones template, students will colour a stick on blank station
paper. Students will cut out coloured paper to create ice-cream and build  Spring back scissors available for
their own ice-cream pattern, going up by 2’s and 3’s skip counting (see students
appendix 3)  Pencil grip available for students
 Cushions available for students
Station 2: Pom Pom Patterns  SSO will be in the classroom
Using a tray of coloured pom poms and tweezers, students are to create available for extra support

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rows of multiple skip counting patterns.  Coloured pom poms

 Tweezers
Station 3: Pop stick Bands
Students are to grab a numbered popsicle stick and weave the coloured
rubber bands according to the number to make a number pattern.  Popsicle sticks
 Small coloured rubber bands
Station 4: Clothesline Patterns
Using multiple coloured t-shirt cards, students are to make a pattern of
their choice by pegging the t-shirts cards on a clothes line. Students will  Coloured shirt cards
take-turns by memorising and attempting to continue another peer’s  String
clothes line pattern.  Pegs

Conclusion  Cushions available for students

Teacher will prompt a group discussion and think-pare-share to  Posture aid support (back brace)
surrounding the patterning stations and what they gained from the
experience.

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Appendix 1: Snippet of a potential IEP

Accommodations and Considerations
Seating Support Services
 Seated near a supportive peer  Speech Pathology
 Seated close to the board/teacher  Occupational Therapy
 Seat near positive role models  School Support Officer
 Low distraction area
 Alternative seating options (when applicable Use of Aids
 Use of technology
Classroom Instruction  Wobble/move and sit cushion
 Additional time  Timetable on desk
 Gain student’s attention before instruction  Pencil group or tri grip
 Verbal check for retention  Spring back scissors
 Refocus/sign action to stay in task  Posture aid support
 Adjust complexity
 Rest/focus break Social/behavioural
 Visual cues  Requires playtime mentor at times
 Modified tests  Personal care needs at times
 Instructions broken down – short, clear and concise  Requires down space when needed
 Additional prep and organisation time
 Check for understanding
Student Goals and Outcomes
Semester 1 goal: Give full attention during instructional and learning time and positive choices to move wh
distracted
Date discussed with parent: 20/10/19
Strategies
 Seat close to the board
 Check for understanding
 Minimise visual stimulation to avoid distractions
 Encourage and use positive feedback
Semester 1 goal: Increase fine motor skills by persisting and using problem solving during sensory rotations
Date discussed with parent: 20/10/19
Strategies:
 Change the variety of sensory rotations
 Use praise and encouragement
 Provide aids for additional support
 Increase manipulation and picking up of small objects in other lessons
Semester 1 goal: Involve myself group discussions during collaborative tasks
Date discussed with parent: 20/10/19
Strategies
 Use open questioning
 Provide discussion prompts
 Encourage whole class participation

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Appendix 2: Supportive resources

Appendix 3: Ice-cream cone templates

The Mailbox Education Centre 2019, viewed 22 October,
<https://www.themailbox.com/search/ice%20cream?gradeSearch=grade-1>

References

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Australian Curriculum, Assessment and Reporting Authority [ACARA] 2017, The

Australian Curriculum v8.2, viewed 14 October 2019,
<https://australiancurriculum.edu.au/f-10-curriculum/mathematics/>

Australian Government, Federal Register of Legislation, Disability Standards for

Education 2005.

Angulo-Chavira, AQ, García, O & Arias-Trejo, N 2017, ‘Pupil response and

attention skills in Down syndrome’, Research in Developmental Disabilities, vol.
70, pp. 40–49.

Breckenridge, K, Braddick, O, Anker, S, Woodhouse, M & Atkinson, J 2013,

‘Attention in Williams Syndrome and Down's Syndrome: Performance on the
New Early Childhood Attention Battery’, British Journal of Developmental
Psychology, vol. 31, no. 2, pp. 257–269.

Meyer, C, Theodoros, D & Hickson, L 2017, Management of swallowing and

communication difficulties in Down syndrome: A survey of speech-language
pathologists, International Journal of Speech-Language Pathology, no. 19,
vol.1, pp. 87-98.

Crawford, D & Dearmun, A 2016, Nursing Children and young people, United
Kingdom, London, BMJ Publishing Group LTD no. 9, vol. 28, pg. 17.

Commonwealth Consolidated Acts, Disability Discrimination Act 1992, SECT. 22

Education.

Down Syndrome Australia, Abbotsford, Victoria Australia, viewed 22 October

2019,
<https://www.downsyndrome.org.au/contact_us.html>

Down Syndrome South Australia 2019, Adelaide South Australia, viewed 22

October 2019, https://downssa.oranaonline.com.au

Eggers, K & Van Eerdenbrugh, S 2018, ‘Speech disfluencies in children with

Down Syndrome’, Journal of Communication Disorders, vol. 71, pp. 72–84.

Forbes, F 2017, Towards Inclusion: an Australian perspective, support for

learning, vol. 22 no. 2.

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Richards, G & Armstrong, F 2007, Key Issues for Teaching Assistants, 1st edn,
London Routledge.

Hyde, M, Carpenter, L & Conway, R 2017, Diversity, Inclusion and Engagement,

2nd edn, Oxford University Press, Melbourne Vic.

Ministerial Council on Education, Employment, Training and Youth Affairs

2008, Melbourne Declaration on Educational Goals for Young Australians.

National Down Syndrome Society 2019, National Advocacy & Public Policy
Centre, Washington DC, viewed 22 October 2019,
<https://www.ndss.org/resources/managing-behavior/>

New Brunswick 1994, Department of Education, Best Practices for Inclusion

<https://www2.gnb.ca/content/dam/gnb/Departments/ed/pdf/K12/Inclusion/
BestPracticesinInclusion.pdf>

Newton, R, Marder L & Puri S 2015, Down Syndrome Current Perspectives, in

Clincis in Developmental Medicine, Mac Keith Press, London, UK.

Numminen, H, Service, E, Ahonen, T & Ruoppila, I 2001, ‘Working memory and

everyday cognition in adults with Down's syndrome’, Journal of Intellectual
Disability Research, vol. 45, no. 2, pp. 157–168.

Pavarino, E, Biselli, J, Junior, W & E, Bertello 2013 Down Syndrome: Clinical and
Genetic Aspects, counselling and prenatal screen and diagnosis.

Rafii, M 2016, ‘Improving Memory and Cognition in Individuals with Down

Syndrome’, CNS Drugs, vol. 30, no. 7, pp. 567–573.

G, Richards & F, Armstrong 2007, Key Issues for Teaching Assistants Working in
diverse and inclusive classroom, Routledge.

Silva, LMT, Schalock, M, Garberg, J & Smith, CL 2012, ‘Ongoing massage for
motor skills in young children with cerebral palsy and Down syndrome’, The
American Journal of Occupational Therapy, Official Publication of the American
Occupational Therapy Association, vol. 66, no. 3, pp. 348–355.

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Assessment feedback
School of Education

Course: Inclusive Education EDUC 3055

Assignment 2 (60%): Project
Student Name: Alexandra Spilios Marker: Jenny Panopoulos
Topic: Down syndrome

Key components of this assignment Performance on Component

Logical planning/organisation/sequencing of Below requirement Satisfactory Good Very good Exceptional

information

Clarity of arguments and information Below requirement Satisfactory Good Very good Exceptional
presented/analysis

Below requirement Satisfactory Good Very good Exceptional

Detail provided/depth of coverage

Below requirement Satisfactory Good Very good Exceptional

Insights into critical issues

Modified lesson plan Below requirement Satisfactory Good Very good Exceptional

Reference to the relevant Below requirement Satisfactory Good Very good Exceptional
literature/resources/reference list

Bibliographic conventions/in-text Below requirement Satisfactory Good Very good Exceptional

referencing/acknowledgement of sources

Student literacy/expression/punctuation etc Below requirement Satisfactory Good Very good Exceptional

ADDITIONAL COMMENTS

ASSIGNMENT GRADE

The Graduate qualities being assessed by this assignment are indicated by an X:

X GQ1: operate effectively with and upon a body of knowledge X GQ5: are committed to ethical action and social responsibility

GQ2: are prepared for lifelong learning X GQ6: communicate effectively

X GQ3: are effective problem solvers GQ7: demonstrate an international perspective

GQ4:can work both autonomously and collaboratively

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