– engaging in joint construction activities to develop an awareness that information
and ideas can be recorded
– using a Mountbatten or adapted keyboard with speech output to write
– keeping her fingers in a stretched position above the appropriate keys on the
Mountbatten when scribbling and when staff members assist Elodie to write
• the implementation of the following adjustments enables Elodie to participate in teaching
and learning experiences and assessment opportunities:
– organising the layout of the room consistently to assist Elodie’s understanding of
her environment. Elodie is told of any changes to layout
– Elodie sits in a modified chair to assist her to improve her seating position
– communication partners:
- position themselves at Elodie’s eye-level and speak in short simple sentences,
using consistent language
- describe what is about to happen or what she is hearing or feeling
- provide time for Elodie to respond
- get Elodie’s attention by saying her name before talking to her
- pause during interactions and/or activities with repetitive actions to encourage
Elodie to say and/or sign ‘more’
- pair real objects with spoken words to assist her in understanding the concept
or referent
- imitate Elodie’s approximation of words and try and interpret what Elodie is
referring to, using the context to assist. They then model a closer approximation
to the word or model the word, followed immediately by responding to Elodie’s
request/comment
- use auditory cues to assist Elodie to locate objects
- support Elodie to use vocabulary by providing cues (semantic cues, sentence
starters, first sound or syllable)
- ask Elodie to repeat what she is saying if they do not understand
- ask Elodie to provide the first sound of a word if they still do not understand
- model targeted approximations and words on a regular basis
- keep a record of Elodie’s approximations of words and what they mean.
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Support Materials for Students with Special Education Needs
English K–6
Case Studies
Case study 4
