Sarah, her parents, teacher, Stage supervisor, occupational therapist, physiotherapist, teacher’s aide, speech pathologist, support teacher – vision and learning support teacher, have been involved in the collaborative curriculum planning process.
The process has determined that, across the key learning areas:
- Sarah is working towards Early Stage 1 outcomes, with individually targeted content and indicators
- Sarah is working towards the following goals:
- developing conceptual language, eg in, on, up, down, next, more, yes, no
- responding to one-step instructions paired with physical prompts and/or real objects
- maintaining attention for increasing periods of time
- increasing her recognition and use of everyday objects for communication
- participating, with assistance, in whole class and small group activities
- the implementation of the following adjustments enables Sarah to participate in teaching and learning experiences and assessment opportunities:
- objects selected for Sarah are familiar, portable, high in contrast, may have an auditory cue, and are of an appropriate material, size, shape and weight
- objects are stored in a personal display board and presented by attaching them to a portable soft foam wedge
- Sarah uses a jellybean-switch to access computer software
- Sarah uses a VOCA to participate in class and group activities, eg she presses the switch to respond to predictable lines of spoken/sung text, and to give news
- Sarah’s position is regularly adjusted throughout the day. She uses her wheelchair, standing frame, side-lyer and floor chair, as planned with the physiotherapist, occupational therapist and support teacher – vision
- the classroom environment is organised to include Sarah’s furniture/equipment and to enable her to be positioned appropriately for the classroom activity, eg Sarah uses her floor chair when the class is seated on the floor for whole-class reading
- the teacher provides verbal instructions paired with physical prompts to facilitate Sarah’s engagement in classroom activities
- opportunities for individualised instruction by the teacher or teacher’s aide are built into the class program.
Priorities identified for Sarah by the teacher relevant to the unit of work are to:
- develop the concepts of ‘on’ and ‘up’ identified for Sarah. The concepts of ‘on’ and ‘up’ have been targeted as they are very different to one another. For the unit of work, the teacher has identified the following meanings of ‘on’ and ‘up’ for Sarah:
On: a position above, eg on the ground, on the table
Up: a movement to a higher position, eg lift your leg up
- respond to one-step instructions involving targeted conceptual language.
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