Darcy is a 9-year-old boy who attends a regional primary school. He has a diagnosis of cerebral palsy and experiences muscles spasms and weakness in his arms, legs and trunk. He also has a slight tremor and impaired balance. This impacts on both his fine and gross motor movements. Darcy becomes fatigued easily and requires rest breaks at least once a week in the sick bay. Darcy performs academically at an appropriate level for his year group. Adjustments are made at the school in order for Darcy to access and participate in school activities. These mostly relate to his physical disability.
Darcy is given additional time to complete in-class assessments. He has the option of using a laptop for written tasks but prefers to handwrite using an ergonomic pen.
Darcy has been using a spare room daily for 15 minutes stretching exercises designed by a private physiotherapist and supervised by a teacher assistant. The physiotherapist has provided guidelines to the school on how to support Darcy with his stretching routine and ensure his safety. The physiotherapist also provides advice to the PE teacher once a term on how to adapt lessons to facilitate Darcy’s inclusion. The teacher assistant attends PE classes as a general support to the PE teacher and at times works to provide additional support to Darcy. The physiotherapist visits the school once per term to meet with Darcy’s teachers to provide advice and support to staff and check on Darcy’s progress with his stretching program and participation in PE lessons.
There are times when Darcy becomes anxious about being perceived as different due to his disability. When this is observed, or at his own request, he meets with the school counsellor. This occurs at least fortnightly.
Darcy has required extra support this year; however, he does not require an individual program or individualised instruction.