Summary
96
Support Materials for Students with Special Education Needs
English K–6
Case Studies
Case study 5
Type of Comment or Statement Student
Evidence/comments
Response
Student’s name
Johnny consistently and immediately responds to his name.
If someone mentions his name in conversation with another
person he listens in to what is being said.
Greetings and farewells
Johnny responds consistently to greetings and farewells
unless he is feeling emotionally overwhelmed.
Names of preferred people, food,
Johnny has a good comprehension of names of people,
objects, activities and topics
places, topics and activities that he likes.
Descriptive words that are
Johnny demonstrates his understanding of commonly
associated with obvious
used descriptive words such as
heavy
,
sticky
,
wet
,
cold
,
hot
sensory input
by either responding nonverbally (pulling a face about
stickiness and trying to wipe his hands) or verbally (adding
additional comments).
Action words said as the student
Johnny demonstrates his understanding of commonly used
engages in related movement
action words such as
jumping
,
stirring
,
pull
etc by either
responding nonverbally or verbally (adding comments).
Comments or statements about
Johnny responds quickly and appropriately to comments
the immediate surroundings when
about his immediate surrounds, when obvious contextual
obvious contextual cues are present
cues are present.
Comments or statements about
early
Johnny agrees or disagrees and adds reciprocal comments
the student or the teacher when
E
with well-rehearsed dialogue. Johnny does not usually
obvious contextual cues are present
respond when the teacher says less familiar comments.
However, he may occasionally say a related word.
Comments or statements about
Johnny responds consistently to comments about other
the immediate surroundings
students and objects in the surrounding environment even
when minimal or less obvious
when less obvious cues are present.
contextual cues are present
Comments or statements about
very early
Johnny responds with reciprocal comments during
the student or the teacher
E
well-rehearsed dialogue. If comments are made during
when minimal or less obvious
less-rehearsed dialogue, he usually looks at the person but
contextual cues are present
does not say anything in response.
Comments or statements about
very early
Johnny is beginning to respond with reciprocal comments
routine and non-routine, familiar
E
if something very exciting has happened in the recent past.
events and activities that have
Most of the time, Johnny does not respond to comments
finished or are expected to occur
about future or past non-routine events unless:
that day or week
• it is well–rehearsed dialogue
• it is about the day’s schedule (what lesson occurs when)
• a series of comments are modelled in succession.
