– responding to requests that he does not want, like or finds difficult using appropriate
phrases, eg ‘I don’t want to’, ‘I need help’ or ‘Maybe later’ rather than ‘I can’t do it!’
– developing his writing skills using the computer
– increasing his range of responses to routine comments about his own and others’
bodily states when less obvious contextual cues are present, eg in response to the
comment ‘I’m hot’, Johnny may agree and comment about getting a drink, being
thirsty, turning on the fan, wetting his face, turning on the air conditioner etc.
– making comments that provide additional information when others make comments
about recent past experiences in which Johnny took part
• the implementation of the following adjustments enables Johnny to participate in
teaching and learning experiences and assessment opportunities:
– providing consistent classroom routines that incorporate the use of explicit and
consistent language and that have embedded preferred activities for responses.
This also inclues conversation routines, eg teacher routinely says ‘I’m hot, I think
I’ll get a drink’. Teacher at other times says ‘I’m hot’ and student responds ‘I’m
gonna get a drink’
– providing Johnny with additional time before commencing non-familiar activities
– using visual supports (eg photo sequences, visual displays, wall calendars, ‘who’s
here’ and ‘whose turn’ charts, star charts, Interwrite board images, shadow boards
and templates) to represent the day’s activities, assist him to understand vocabulary,
comments and statements, procedures and turn-taking
– using video (dynamic visuals) to assist Johnny in understanding routine activities
– gaining his attention and allowing time for him to prepare himself before asking
a question or giving an instruction
– giving instructions to other students while Johnny listens to reduce Johnny’s
feelings of pressure
– breaking down the steps involved, adding gestures and re-phrasing instructions
so that they contain key words only
– setting the scene by showing related visuals or talking about topics before
asking questions
– providing models of answers to similar types of questions before asking a question
– if Johnny has difficulty answering a question:
- it is rephrased as a closed statement or a yes/no question, then repeated as
the unanswered question form
- a selection of choices are provided, eg ‘Do you want ... or ...?’
– using visual supports to help him underestand that
who
questions relate to people
and
when
questions relate to time
– pairing gestures and written words with speech when asking questions
– using forewarning comments, eg talking about upcoming events and lessons
consistently throughout the day
– using review comments, ie talking about completed events and previously
occurring lessons consistently throughout the day
– timing comments to coincide with related actions, sensory input or experiences.
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Support Materials for Students with Special Education Needs
English K–6
Case Studies
Case study 5
