- organises the class so that Daniel is in small groups with peers who have
appropriate interaction and negotiation skills
- explicitly models and teaches the form, meaning and purpose of non-verbal cues
- provides instructions and information in appropriate ‘chunks’
- reviews, with Daniel, his personalised social story about accepting others’ opinions
and information with which he disagrees, on a regular basis
- provides scaffolds and checklists to support group work
- uses role-play and video to support the teaching of social skills
- provides sentence starters and cloze sentences to assist Daniel to record and talk
about others’ points of view.
Priorities identified by the teacher relevant to the unit of work for Daniel are to:
• accept that others will often have different points of view to his own
• accept arguments and supporting evidence which may not align with his own point of view
• summarise and present information, orally and in written format, representing alternative
points of view to his own
• understand and use tone, facial expressions and body language to add meaning.
Determining the starting point for instruction
The teacher has used a range of assessment information to determine students’ achievement
in relation to Stage 1 and Stage 2 outcomes and the Discussion text type. All students have
demonstrated that they can:
• justify a point of view with supporting evidence
• discuss and reflect upon a variety of responses and views
• challenge a point of view with supporting evidence
• seek an explanation or more information from the speaker on their topic using different
types of questions (adapted)
• use tone of speech appropriate to audience
• use body language and gesture to enhance meaning
• use pause and repetition for effect
• use notes as prompts when speaking
• make judgements about the appropriateness of information
• identify words that indicate possibility, probability
• identify evaluative language in literary and factual texts
• make brief notes of information relevant to the topic, recording resources used.
Adjustments
Below are details of the adjustments that Daniel requires in order to demonstrate the
achievement of some of the above indicators:
• sentence starters and cloze sentences to assist him in appropriately disagreeing with
and opposing points of view
• explicit teaching and provision of a list of rules to support interactions. These are
reviewed prior to whole-class and small-group interactions
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Support Materials for Students with Special Education Needs
English K–6
Case Studies
Case study 3
