Case study 4

Andrew has limited expressive language and speaks in four- to five-word utterances. He can effectively express his needs and wants, but experiences difficulties with descriptive language and making requests using appropriate language. Andrew has difficulty taking turns in group situations. He enjoys playing handball and soccer with his peers.

Andrew can read simple stories accurately, with little comprehension. He writes using large script and has underdeveloped spacing skills. Andrew does not stay on the lines provided for writing. He is beginning to use a computer for games, reading activities and story writing.

Andrew can count by ones to more than 100 and read numbers to 100. He experiences difficulty counting with one-to-one correspondence beyond 8. Andrew does not demonstrate an understanding of place value or number size.

Andrew experiences difficulty making connections between previous and new learning. He does not use new strategies unless prompted and guided, preferring to use strategies that he has relied on from early learning, eg when adding and subtracting numbers to 10 he relies on concrete objects rather than using his number line.

Andrew relies on prompting from the teacher or his peers to start work and to remain on task. He relies on assistance from the teacher and his peers to undertake tasks, though he can complete them independently.

The teacher simplifies instructions for Andrew to assist his understanding. If asked if he understands instructions or new learning, Andrew always indicates ‘yes’.

The teacher receives additional support for Andrew in the classroom.