Case study 3
The Year 4 class teacher is planning a unit of work for the Number Strand (Substrand: Chance). In developing a whole class program to meet the learning needs of all students, the teacher needs to consider the particular learning needs of one student, Emma.
Emma has moderate hearing loss and wears hearing aids for both ears. She communicates orally and requires support to regulate her speaking volume. Emma uses an FM transmitter, for which the teacher or directed communication partner wears the microphone. Emma experiences difficulty with sentence structure, including verb tenses and plurals. She sometimes misses word endings and some high frequency sounds, such as ‘s’, ‘sh’, and ‘f’. Emma also experiences difficulty pronouncing these sounds when speaking. To assist Emma’s language development, she is encouraged to use new language in each of the programmed lessons and in a range of contexts. Emma uses lip reading to supplement her hearing aid and FM transmitter. She becomes fatigued when listening for long periods of time. |
- Collaborative curriculum planning
- Determining the starting point for instruction
- Selection of outcomes and content
- Teaching strategies for the learning experiences and assessment opportunities
- Learning experiences and assessment opportunities
- Feedback
- Evidence of learning
- Evaluating