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CASE STUDY Cooper, Supplementary, Sensory

Year level
Educational setting
Mainstream school

Level of adjustment
Category of disability
Included in data collection

Cooper's story

Cooper is a 12-year-old boy in Year 7 who attends a regional city high school. He is part of an Aboriginal family.

Cooper presents with cerebral palsy and has a moderate hearing impairment in both ears. He wears orthotics and hearing aids.

Cooper is able to walk independently, but his occupational therapist (OT) has recommended adjustments to physical activities in some curriculum areas, for example, physical education. Cooper accesses a private OT outside of school hours.

Cooper’s teacher is using a sound field system that links with Cooper’s hearing aids to ensure that he is able to tune in and focus on classroom activities.

To improve his speech production and literacy skills, Cooper accesses support from both a literacy intervention teacher and a school-based speech pathologist twice a week. Both the speech pathologist and literacy teacher review his progress with his classroom teacher to ensure transference of skills. Cooper and his classroom teacher are also supported by an itinerant (visiting) teacher who provides specialist support around adjustments for hearing and physical impairment.

Cooper’s parents are aware of the supports in place and regularly communicate either via email or over the phone.

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, Cooper has a malfunction, malformation or disfigurement of a part of his body.

  • Do you have evidence? Yes

    • Information supplied to the class teacher by the itinerant teacher; diagnostic assessments and verifications; personal learning plan that includes Auslan interpreter
    • Notes made by the teacher at registration in the teaching program; manual handling plan (including risk assessment; processes to ensure privacy, safety and dignity for Cooper and support staff); regular access to allied health specialists; individualised resources with adjusted ways to access language
    • Entries in the school wellbeing database; records of program changes based on formative assessment of progress; minutes of review meetings
    • Records of meetings with school personnel; OT and external support; parents
  • Step 2. What is the level of adjustment? Supplementary

    • Adjustments occur for particular activities at specific times throughout the week
    • Specialised technology (sound field system)
    • Specialist support: school-based speech pathology, itinerant (visiting) teacher, consultation with an external OT
    • Adjustments to accommodate physical abilities
  • Step 3. What is the category of disability? Sensory

    Cooper has issues related to a number of disabilities including sensory and physical. His teachers decided that the sensory category of disability most affects his ability to participate and has the greatest functional impact.

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

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