Collaborative curriculum planning

Emma, her parents, teacher, Stage supervisor, speech pathologist and specialist teacher for hearing, have been involved in the collaborative curriculum planning process. The process has determined that, across the key learning areas:

• Emma is working towards Stage 2 outcomes
• Emma is working towards the following goals:
• improving the intelligibility of her speech
• increasing her understanding of conceptual language
• The implementation of the following adjustments enables Emma to participate in teaching and learning experiences and assessment opportunities:
• the teacher assists Emma in maintaining the effective use of audiology devices, including the FM transmitter and hearing aids
• Emma is seated in the classroom in a position that maximises her opportunity to see those who are modelling, and other visual cues
• the teacher facilitates the development of Emma’s receptive language by ‘chunking’ information, rephrasing instructions and explanations, limiting the length of instructional sentences, providing written instructions and visual supports as a permanent record for Emma’s reference, and reducing background noise when Emma is required to listen to the teacher or to peers
• pre-teaching key vocabulary for units of work
• peers may assist Emma by repeating or demonstrating instructions/expectations and standing when they are speaking to gain her attention
• the teacher pauses after each instruction for 10 seconds to give Emma sufficient time to process the information, and to formulate a response, when appropriate
• the teacher facilitates the development of Emma’s targeted speech sounds by modelling vocabulary and planning opportunities in collaboration with the speech pathologist.

• expand her understanding of mathematics-specific language
• use targeted mathematics-specific language and speech sounds in group discussions.