Evidence of learning
The teacher obtains communication samples for
and
The samples
are collected in the context of morning circle and a shared reading lesson. Samples are also
collected during a recount (Elodie) and using a switch to read a book on a computer (Miguel).
The teacher analyses the communication samples for expressive communication. The
allows the teacher to
identify possible functions for, and meanings of, behaviours, as well as the intentionality of
the communication. As part of the analysis of the communication samples, ABC recording
sheets have been completed for Miguel and Elodie.
Using the assessment information, the teacher, with the support of the speech pathologist,
determines possible targets for the behaviours assessed or assigned as having particular
curriculum planning meetings for Miguel and Elodie. The decisions made at the collaborative
curriculum planning meetings (as detailed below) will in turn inform the teacher’s whole-
class planning and programming.
Further information about obtaining and analysing communication samples for expressive
communication can be found in the
section.
Collaborative curriculum planning
Miguel
Miguel, his parents, teacher, speech pathologist, occupational therapist, physiotherapist,
orthoptist, psychologist and the school principal have been involved in the collaborative
curriculum planning process. The process has determined that, across the key learning areas:
• Miguel will continue to work towards Early Stage 1 outcomes
• Miguel will work towards the following communication goals:
– consistently expressing ‘yes’ by smiling and lifting his arm/head accompanied
by a vocalisation
– expressing ‘no’ by poking out his tongue, putting his head down and away
accompanied by a vocalisation, eg ‘nnn’ or a grizzle
– attempting to reach towards things he wants
– poking out his tongue, stiffening his body, frowning and vocalising (‘ow’ or ‘ur’)
to indicate he is uncomfortable, doesn’t like what is happening and/or wants
something to change
– increasing the consistency and extent of use of ‘em’ to request ‘more’ across a
range of activities and contexts
– vocalising and reaching to seek attention
– taking part in songs and familiar rhymes by vocalising
– demonstrating an awareness that information is being provided by attempting
to position himself in an upright position
– listening and responding to an increased number of simple one-step routine
instructions, eg ‘head up’, ‘lift your arm’
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Support Materials for Students with Special Education Needs
English K–6
Case Studies
Case study 4
