• the implementation of the following adjustments enables Miguel to participate in
teaching and learning experiences and assessment opportunities:
– using a tactile and auditory timetable
– minimising background noise
– enabling Miguel to feel the objects (referent) being discussed.
– using colour contrast to improve visibility, eg a light object on a dark background
– altering Miguel’s position throughout the day to maximise his participation and
address his therapy goals
– communication partners:
- utilise Miguel’s
to recognise and respond
appropriately to his communicative behaviour
- pair auditory cues (such as tapping or shaking an item) and real objects with speech
- position themselves at Miguel’s eye-level and speak in short simple sentences,
using consistent language
- provide time for Miguel to respond
- imitate Miguel’s vocalisations, followed by modelling happy and displeased
sounds to demonstrate other communication forms that express feelings.
Partners respond immediately to the designated or assigned function(s)
- periodically substitute non-preferred items to distinguish between communicative
behaviour(s) and check Miguel’s requesting behaviour(s).
Elodie
Elodie, her parents, teacher, speech pathologist, occupational therapist, physiotherapist,
orthoptist, psychologist, and school principal have been involved in the collaborative
curriculum planning process. The process has determined that, across the key learning areas:
• Elodie will continue to work towards Early Stage 1 outcomes
• Elodie is working towards the following goals:
– expressing her needs and wants with more clarity using a combination of spoken
words and adapted signs
– improving the accuracy/reliability of her yes/no response
– communicating a greater number of spoken words and approximations
spontaneously
– showing that she is attending by sitting still and quietly
– increasing the frequency and extent of the use of the sign ‘more’ paired with the
spoken word
– saying ‘ow’ in combination with touching or rubbing the area that is uncomfortable
or sore (instead of whining)
– using the beginning sounds of words for communication repair
– developing the skills and coordination to track Braille, moving her hands slowly
from left to right
– locating tactile symbols on a page
– sequencing events in her day using real objects on a timetable
– identifying the letter–sounds and names represented by Braille letters
– identifying and saying the beginning sounds of words
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Support Materials for Students with Special Education Needs
English K–6
Case Studies
Case study 4
