Case Study 1
The Y
address outcomes from the speaking and listening, reading and writing strands. The students
are working at different stages of the syllabus in each of the strands. In developing a whole-
class program to meet the learning needs of all students, the teacher needs to consider and
make decisions to address the particular learning needs of one student, Isabella.
Isabella experiences difficulties with the comprehension and expression of oral language and
i
in learning experiences and applies effort consistently to her school-work. She has good
interaction skills and enjoys group work.
When Isabella was in Y
hearing due to concerns with her comprehension and limited vocabulary use. Isabella’
hearing was found to be within normal limits. Following her hearing assessment, Isabella
was referred to a speech pathologist. The speech pathologist used a number of standardised
assessments to assess Isabella’
identified the following areas of difficulty:
•
•
•
•
•
Isabella uses sentences on average of 4–6 words in length.
Isabella also experiences difficulty with reading. She is able to decode vc, cvc and some
cvcc words with accuracy when presented on flashcards or in lists. She can reliably read
30 words as ‘sight words’. Isabella has limited reading fluency
vocabulary impact on reading comprehension. Isabella is provided with regular opportunities
for
Isabella’
of 20 words that include targeted letter–sounds) and her oral reading fluency
Isabella can accurately write words in isolation when provided with a model to copy
write independently and accurately most vc and cvc words but with limited pace. Isabella has
difficulty copying and independently writing sentences.
The speech pathologist is working with Isabella, her family and the classroom teacher to
support her language development on an ongoing basis.
s fu
n
understanding and following instructions, particularly when they are long and complex
gaining information from descriptions or explanations when the teacher is introducing
a new concept or topic
identifying and remembering key information
using complete sentences and more complex sentence structures (compound and
complex sentences)
vocabulary development.
c
ear 2 class teacher is planning a unit of work on narrative texts. The unit of work will
tio
s phonics development (how many words she can decode accurately from a list
ning below wh
ear 1, she was referred to an audiologist for an assessment of her
at wou
s oral language development. The speech pathology report
ld be
with a Y
expected
ear 6 ‘buddy’. The teacher regularly monitors
of same-age peer
. This and her limited
s. Isabella is eag
.
er to p
. She can
ar
s
ticipate
5
Support Materials for Students with Special Education Needs
English K–6
Case Studies
CASE STUDY 1
