Carlos
Carlos, 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:
• Carlos will work towards Early Stage 1 outcomes in English, HSIE and Science and
Technology and Stage 1 outcomes in PDHPE, Creative Arts and Mathematics
• Carlos will work towards the following goals:
– increasing his spontaneous requesting and commenting
– comprehending and following 1-step non-routine instructions when he can see
the referent without the support of teacher gestures
– developing fine motor skills for using writing equipment
– writing unfamiliar words
– consistently reponding to simple
where
questions regarding the location of items
and people in the immediate surrounds by pointing to and saying words such as
‘there’ and ‘here’
– consistently responding to simple yes/no questions, when the content of the
question is known to him, by nodding or shaking his head and saying ‘yes’ and ‘no’
– responding to simple
who
questions about people who are in his immediate
surrounds, outside routine contexts
– comprehending a range of descriptive words in everyday contexts, both verbally
and non-verbally, eg
quickly
,
faster
,
softer
,
louder
,
broken
,
little
,
hot
– comprehending a wide range of action words that he commonly performs
• the implementation of the following adjustments enables Carlos 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 and opportunities
for responses
– 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, turn-taking
– using video (dynamic visuals) to assist Carlos in understanding routine activities
– pairing gestures (eg pointing) and written words with speech to highlight the meaning
of key words when asking questions, giving instructions and making comments
– providing additional time for Carlos to prepare himself when he is asked to finish
a motivating task (eg count down or timer)
– using Carlos’ name to get his attention before giving instructions, asking questions
– repeating instructions
– emphasising key words and eliminating small words such as
the
,
is
,
a
etc
– providing model answers to similar types of questions before asking Carlos a question
– using forewarning comments, eg talking about upcoming events and lessons
throughout the day.
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Support Materials for Students with Special Education Needs
English K–6
Case Studies
Case study 5
