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.
Carlos enjoys reading with adults and is developing his skills in ‘sounding out’ and breaking
words into smaller parts. He will begin to ‘sound out’ words but often finds it hard to form
some first sounds. His articulation skills are also being targeted during music sessions.
Carlos can recognise and comprehend some sight words. He shows his comprehension of
texts by locating a picture or by commenting, eg when reading ‘There is a dog in the park!’,
Carlos says ‘woof woof’. With some assistance with the initial sentences in a book, Carlos
quickly remembers the word patterns to help him decode words that are repeated in the book.
Carlos can type sentences when provided with a model to copy.
Evidence of learning
The teacher implements the following receptive communication assessments in the context
of
and a lesson on
:
•
– Johnny
•
– Johnny
•
– Johnny
• comprehension of 1- and 2-step oral instructions – Carlos
• comprehension of oral questions – Carlos
• comprehension of oral comments and statements – Carlos.
The
for Johnny and Carlos capture some of the assessment information gathered
as part of the receptive communication assessments. Information gathered from the videos
is recorded in blue font on the assessment forms.
The teacher analyses the assessment information to determine each student’s possible
priorities, goals and supports for receptive communication. The information is discussed
at collaborative planning meetings for Johnny and Carlos. The decisions made at the
collaborative curriculum planning meetings (as detailed below) will in turn inform the
teacher’s whole-class planning and programming.
Collaborative curriculum planning
Johnny
Johnny, his parents, teacher, speech pathologist and occupational therapist have been
involved in the collaborative curriculum planning process. The process has determined
that, across the key learning areas:
• Johnny will work towards Early Stage 1 outcomes in English, HSIE and Science and
Technology and Stage 1 outcomes in PDHPE, Creative Arts and Mathematics
• Johnny will work towards the following goals:
– comprehending and following 1-step non-routine instructions
– developing an understanding of
how
and
when
in comments, followed by
how
and
when
in questions
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Support Materials for Students with Special Education Needs
English K–6
Case Studies
CASE STUDY 5
