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Support Materials for Students with Special Education Needs
English K–6
Case Studies
Case study 3
Learning experiences, assessment opportunities and adjustments
(cont)
Learning experiences and assessment opportunities Adjustments for Daniel
Following group work, one student from each group
• Daniel is provided with an opportunity to view
role-plays in a discussion of logging. They each represent
a number of role-plays before he is required to
the viewpoints of their appointed interest groups. This is
take part
repeated with different members of the small-groups.
• Daniel is guided to reflect on the level of
After each role-play, the teacher guides students to reflect
formality being used by students
on presentation skills (eg tone of speech, body language
• Daniel is provided with sentence starters to
and gesture, volume) and language used to persuade
assist him to disagree appropriately or seek
an audience.
information, eg ‘I disagree with what you
said because …’, ‘That is true but …’, ‘I feel
strongly about this because …’, ‘Is your opinion
based on fact?’
• Daniel is encouraged to repeat what the
person he is responding to said, to show he
was listening and acknowledge their viewpoint,
eg ‘You said that …’
Students view and listen to excerpts from debates on TV and • Daniel is provided with a checklist to assist him
radio broadcasts on the issue of ‘logging’. The video is used
to review how tone, body language, voice and
to reflect further on how attitude and opinion are conveyed
facial expressions are used by participants
through tone, body language, voice and facial expressions.
In groups of three, students work together to develop
• Daniel is placed in a group with students who
an argument for and against ‘logging’ in preparation for
have good interaction skills and are able to repair
a debate.
communication breakdowns
• the teacher appoints group roles
• Daniel is provided with sentence starters to assist
him in presenting information he does not
believe, eg ‘It could be thought _________.’,
‘Some believe ________.’
Students are provided with an opportunity to research
• Daniel is provided with specific information to
the issue to support arguments for and arguments against
research, ie a specific argument for or against
logging. They discuss which argument they support.
‘logging’
Students collate the case for and against ‘logging’.
• Daniel collates his thoughts on cards with
They record the issue, arguments for, arguments against
sentence starters, for example:
and recommendation. A number of students present their
– We think that …
group’s discussion orally. The teacher links this to the
purpose of the discussion text type, ie to present differing
points of view. The teacher records arguments for and
– Our first reason …
– Our second reason …
against on the interactive whiteboard.
The teacher demonstrates how students can use arguments
– Some people think that …
for and against to anticipate possible arguments to be
– They say …
presented by the other side in a debate. Students role-play
responding to arguments in preparation for rebuttals by
– Although some people think that …
using some of the listed points recorded on the interactive
– We think we have shown …
whiteboard (or using their own).
