Case Study 5
The teacher has undertaken assessments of two students’ receptive communication strengths
and needs to assist in determining communication priorities and goals and appropriate
adjustments and support.
Johnny
Johnny is in Year 5. He likes pirate ships, drawing on the interactive whiteboard, water toys,
swimming, sports, construction toys like Lego and computer games.
Johnny is able to stay on task independently. He finds sharing difficult and is working on
increasing the time he engages in shared play. The teacher provides regular choices
throughout the day so Johnny feels as though he has some control over his environment.
Johnny becomes anxious in non-familiar activities and when he is asked to do something
with which he is not confident. He is provided with additional time to prepare himself for
non-routine tasks.
Johnny has difficulty comprehending pronouns, prepositions and other words that change
their meaning depending on who is in the role of the speaker and listener. Communication
partners use specific language highlighting the names of people, objects and locations rather
than using pronouns such as
you
,
me
,
it
,
there
and
here
, to assist his comprehension.
Johnny is provided with regular modelling of problem-solving, eg ‘Oh no, the interactive
whiteboard pen is broken. Hmm what to do? Use another pen, ask for help, etc’. Johnny is
starting to ask for assistance when he does not comprehend what has been said. He requires
repeated models of how to phrase requests for help/assistance.
Johnny will attempt to decode familiar words if he feels confident. He often produces the
letter name rather than the letter sound when ‘sounding out’. He worries about making
mistakes and does not like to be corrected. Johnny relies heavily on pictures to make sense
of text. He has not yet mastered the skill of breaking words into smaller parts.
Johnny can write words and sentences if provided with a model to copy. He is starting to
use reference materials to check his spelling, eg using the class globe to check the spelling
of place names.
Carlos
Carlos is in Year 2. He likes structure and relies heavily on routines to know what is
expected. Carlos enjoys making choices and is provided with regular opportunities
throughout the day. Carlos likes and can get distracted by technology such as computers,
TV, CD players etc. He has difficulty sharing preferred equipment and requires prompting
to stay on task.
Carlos shows attention and responds to ‘negative’ comments like ‘No outside play today’ or
‘It’s not January’ by putting his hands on his ears and vocalising ‘oh noo!’ and sometimes
responds to affirmative statements by saying ‘Yeah’.
When Carlos wants assistance, he references between an adult and the thing he wants help
with, eg word on the board.
Carlos has difficulty comprehending pronouns, prepositions and other words that change
their meaning depending on who is in the role of speaker and listener. Communication
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Support Materials for Students with Special Education Needs
English K–6
Case Studies
Case study 5
