112
Support Materials for Students with Special Education Needs
English K–6
Case Studies
Case study 5
Type of Comment
Student
Evidence/comments
or Statement
Response
Comments or
statements about
the immediate
surroundings when
minimal or less
obvious contextual
cues are present
Comments or
statements about the
student or the teacher
when minimal or
less obvious contextual
cues are present
Comments or
statements about
routine and non-routine,
familiar events and
activities that have
finished or are
expected to occur
that day or week
Comments and
statements about
changes in routine
and scheduled events
Comments and
statements about
familiar topics and
themes (ie those
recently studied
at school)
Comments and
statements about
unfamiliar topics
and themes
E
O
very early
E
very early
E
NA
NA
Carlos is inconsistent in his response to comments about his immediate
surrounds (with less obvious cues). On about 50% of occasions, he
does not respond, particularly if the comments do not relate to a routine
situation. He needs repetition on most occasions and seems to interpret
the comment as a direction to point to the other person rather than
respond to the particular details mentioned.
Carlos does not respond to comments about himself or his
communication partner (with less obvious cues).
Carlos only responds to comments about routine events that will
occur that day. It appears that he responds to key words in the
comment. He usually points to the person or photograph of the lesson
mentioned and does not pick up other information. He does not
comment about past events or future events that are not represented
by visual supports.
Carlos protests when imminent routine lessons that he enjoys are
cancelled. He does not retain information about changes if the
information is not conveyed through visual supports.
The following supports assist Carlos to comprehend comments and statements
1. Visual supports (photographic sequences, visual displays, wall calendars,
‘Who’s Here’ and ‘Whose Turn’ boards, star charts, Interwrite board images,
shadow boards and templates).
2. Nonverbal communication, particularly pointing.
3. Well-rehearsed routines that provide clear opportunities for the student’s response.
