These five case studies further illustrate effective procedures and strategies to assist students with particular learning needs. They provide concrete examples of the content introduced in the Teaching and learning cycle, Speaking and listening, Reading, Writing and Communication sections. Case studies four and five are also accompanied by videos providing real-life examples of the theory in practice.
CASE STUDY 1
Programming tiered learning experiences
The Year 2 class teacher is planning a unit of work focusing on narrative texts. In developing a whole class program, the teacher needs to address the particular learning needs of one student, Isabella.
Isabella is functioning below the level of same-age peers in comprehending and using oral language. She also experiences difficulty with reading, as well as writing sentences independently.
Read: Case study 1 online
CASE STUDY 2
Developing subject-specific language
The Year 4 class teacher is planning a unit of work for the English KLA to support knowledge, understanding and skills of text types relevant to the Science KLA. In developing a whole class program, the teacher needs to address the particular learning needs of one student, Jack.
Acquiring and maintaining new vocabulary can be challenging for Jack. He has some difficulty decoding and spelling words, which in turn impedes his writing fluency. Jack has begun using word prediction software for writing activities.
Read: Case study 2 online
CASE STUDY 3
Supporting peer and social interaction
The Year 6 class teacher is planning a unit of work focusing on discussion texts, to be integrated with an HSIE unit on rainforests. In developing a whole class program, the teacher needs to address the particular learning needs of one student, Daniel, who has difficulty working in groups and interacting with peers.
Read: Case study 3 online
CASE STUDY 4
Assessment of expressive communication needs
Miguel is in Year 1 and uses non-symbolic forms of communication. His communicative behaviours are pre-intentional and he rarely initiates communication.
Elodie is also in Year 1 and uses a variety of communication forms, including single words and body movements. She is starting to use words and signs spontaneously. Elodie has total vision loss.
The teacher is assessing Miguel’s and Elodie’s expressive communication needs to determine the communication goals and adjustments required.
CASE STUDY 5
Assessment of receptive communication needs
Johnny is in Year 5 and finds sharing and interacting with others difficult. He becomes anxious in situations with which he is not familiar. Johnny has some difficulties comprehending oral language and relies heavily on pictures to comprehend texts.
Carlos is in Year 2 and enjoys structure and routine, requiring prompting to stay on task. Carlos also has difficulties comprehending oral language and written texts. He can type sentences when provided with a model to copy.
The teacher is assessing Johnny’s and Carlos’ receptive communication needs to determine the communication goals and adjustments required.