Case study 8
The Year 2 class teacher is planning a unit of work for the Space and Geometry Strand (Substrand: Position). The students are working at different Stages of the syllabus for the Position Substrand. 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, Sarah.
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Sarah has multiple and complex needs. These are related to learning, communication, mobility, vision and management of her epilepsy. She communicates her wants and needs by body movements and vocalisations. Sarah smiles to indicate ‘yes’ and that she would like an activity or interaction to continue. She puts her head down to indicate ‘no’ or her desire to terminate an activity or interaction. Sarah’s communication partners gain her attention by saying her name and touching her hand. Familiar objects are used to support communication. Sarah uses and recognises these objects when given the opportunity to feel and explore them, eg spoon for eating, CD for music, book for stories, switch for computer, and a piece of lycra for swimming. Objects are presented to Sarah at eye level. She will reach out to accept objects and will reject objects by pushing them away. She uses a wheelchair for mobility and postural support. Sarah requires full assistance for self-care (dressing, grooming, toileting, medication and eating). The teacher has the support of a teacher’s aide for designated times during the day. |
- 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