Case Study 3
The Y
be implemented at the same time as an HSIE unit on
address outcomes from the speaking and listening, reading and writing strands. In developing
a
and make decisions to address the particular learning needs of one student, Daniel.
Daniel uses sophisticated oral vocabulary and has a strong interest in factual information.
He can comprehend information at the literal level but has difficulty comprehending language
at the inferential and evaluative levels. Daniel’
appropriate to his stage. Daniel enjoys writing scripts in the fantasy genre.
Daniel experiences difficulty working in groups and interacting with his peers. He uses formal
language regardless of the communication group and often provides too much information
when conversing. Daniel finds it difficult when his peers or teacher say things he thinks are
not factually correct or with which he disagrees. He also finds it difficult to understand
sarcasm, metaphors and idioms.
The teacher has assessed Daniel’
purposes using the
checklist to identify particular areas of difficulty and prioritise skills for explicit instruction
and targeted practice. The following interaction skills have been identified as skills with
which Daniel needs support:
•
•
•
•
wh
giving others an opportunity to talk and contribute (without interrupting)
accepting different opinions and disagreeing appropriately
understanding inference and intended meaning using context and non-verbal cues
using a communication style and language appropriate to the audience.
o
ear 6 class teacher is planning a unit of work focusing on discussion texts, which will
le-class progra
m, to meet th
s understanding and use of language and gestures for social
e learning nee
s decoding, spelling and handwriting skills are
ds of a
l
Rainforests
l
. The teacher has used the completed
students, t
. The unit of work will
he teacher needs to consider
Collaborative curriculum planning
Daniel, his parents, teacher
been involved in the
The process has determined that, across the key learning areas:
•
•
•
Daniel is working towards Stage 3 outcomes. He will be provided with additional
targeted and systematic instruction and practice to improve his:
–
–
Daniel is working towards the following goals:
–
–
–
the implementation of the following adjustments enables Daniel to participate in
teaching and learning experiences and assessment opportunities:
–
interaction skills
comprehension of inferential and evaluative language
improving his listening skills
engaging with and summarising information with which he does not agree
spending an increased amount of time in structured group work
the teacher:
- prompts Daniel to watch and follow his peers when he does not comprehend
information or instructions
, Stage supervisor, psychologist and learning support teacher
process.
, have
31
Support Materials for Students with Special Education Needs
English K–6
Case Studies
CASE STUDY 3
