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CASE STUDY Abdul, Supplementary, Cognitive

Year level
Educational setting
Mainstream school

Level of adjustment
Category of disability
Included in data collection

Abdul's story

Abdul is 16 years old and in Year 11 at a large metropolitan high school. He lives at home with his twin brother and parents.

In primary school, Abdul was identified as having a severe language disorder and he received individual intervention to assist him to access subject material. When Abdul enrolled in his current secondary school, his parents met with his year level coordinator to agree on possible adjustments and support.

During his first three years of secondary school, Abdul received specialist language and literacy intervention and made some improvement in skill development. Subject teachers were supported by the school’s learning support team, who assisted Abdul in enhanced vocabulary enrichment with a subject-specific focus.

As Abdul struggled with both the form and content of written expression, teachers introduced visual scaffolding and subject-specific organisational strategies. Abdul continued to have problems accessing the curriculum at his year level and his confidence continued to decline.

In Year 10, he had further school-based assessments. Following discussion between Abdul, his parents and the learning support team, Abdul selected a Year 11 program that included subjects focusing on his strengths – mathematics, music and an off-campus subject. He was also provided with a reduced subject load and scheduled study time with support for one hour per week.

Abdul continues to receive adjustments from the learning support team for language-based content. His confidence has improved since he started Year 11.

Information that supports inclusion in the NCCD What's this?

  • Step 1. Is there an adjustment to address disability? Yes

    Yes, adjustments are provided to enable a student with disability to access education on the same basis as other students.

    As defined by the Disability Discrimination Act 1992, Abdul has a disorder or malfunction that results in him learning differently from a person without the disorder or malfunction.

  • Do you have evidence? Yes

    • Diagnostic reports confirming Abdul's language disorder held on file
    • A personalised learning plan that stipulates his goals and his progress towards these goals
    • Copies of an adjusted program, including assessments, recorded by subject teachers
    • Meeting notes for teacher–student and parent collaborative planning sessions, which have taken place six times during the past 12 months
  • Step 2. What is the level of adjustment? Supplementary

    • Given weekly course materials in accessible formats where required
    • Attendance at a supported study class with a learning support specialist teacher for one hour per week
    • Adjusted programs in some subject areas including adjusted assignments and assessments
    • Some subjects completed with the support of the learning support team for specific subject-focused vocabulary, visual scaffolding and organisational strategies
    • Participation in an off-campus subject that includes vocational education/applied learning one day per week
  • Step 3. What is the category of disability? Cognitive

    Abdul has a cognitive disability due to a diagnostic assessment confirming a severe language disorder.

  • Step 4. Record and submit the data Yes (Student is included)

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