Case Study 4
The teacher is undertaking an assessment of two students’ expressive communication needs
to assist in determining communication priorities and goals, as well as appropriate adjustments
and supports.
Miguel
Miguel is in Year 1. He enjoys interacting with people and orients his head and/or eyes in
the direction of his communication partner during one-to-one interactions. His first language
is Spanish and his parents speak to him in both Spanish and English.
Miguel uses non-symbolic forms of communication including vocalisations, gestures, facial
expressions and eye–gaze. His communicative behaviours are pre-intentional, although there
is some possible evidence of emerging intentionality for some functions of communication.
Communication partners observe Miguel closely and respond promptly to communicative
behaviours according to the designated function or by interpreting the behaviours according
to the context. Miguel rarely initiates communication or spontaneously seeks attention.
Miguel understands simple routine instructions. He recognises his name and some familiar
key words (including activity names). Communication partners talk to Miguel about what
is about to happen and what is happening around him using simple language. Miguel uses
a switch to activate the computer to listen to stories. He demonstrates some understanding of
cause and effect. He can see large, bright/high contrasting objects within a 20–30cm range.
Elodie
Elodie is in Year 1. She enjoys interacting with others and has a good sense of humour.
Elodie uses a variety of communication forms including single words (eg names of family,
yes/no, more, hello, go), vocalisations, body movements and facial expressions. Much of her
language is still ‘babble-like’ and can be difficult to understand. Elodie answers yes/no
questions more accurately in familiar routines. Sometimes she uses ‘yes/no’ inaccurately
(ie she may say ‘yes’ when she means ‘no’ and vice versa). This is thought to be because she
does not understand the concepts being spoken about or the vocabulary. Elodie is starting
to use some words spontaneously during interactions. She is learning to use some signs,
eg ‘more’ which she pairs with talking.
Elodie has a total loss of vision. She is provided with opportunities to feel real objects during
interactions and understands what familiar objects represent (eg cup/bowl represents
mealtimes, book represents story). When presented with two choices, Elodie will either
push the object she doesn’t want away or reach for the object she wants. Elodie understands
simple one-step instructions. She has an understanding of some adjectives including fast/
slow, loud/soft.
She uses a switch-adapted mouse to read spoken stories on the computer. Elodie attempts to
answer comprehension questions about texts and often smiles and laughs at parts of a story.
Her teacher provides routine and repetition in daily activities and provides repeated
opportunities to model key words and phrases in context.
40
Support Materials for Students with Special Education Needs
English K–6
Case Studies
Case study 4
