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CASE STUDY Darcy, Physical, Supplementary

Year level
Educational setting
Mainstream school

Level of adjustment
Category of disability
Included in data collection

Darcy's story

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.

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

  • Do you have evidence? Yes

    • Additional time allowances for assessments
    • Specialist letters
    • Physiotherapy reports and guidance to school on stretching program and PE adjustments
    • Sick bay log
    • Teacher assistant timetable showing support provided to Darcy for stretching program and in PE
    • Teacher assistant daily notes showing completion of physiotherapy stretching program
    • PE teacher weekly planner showing adjustments to support Darcy’s inclusion
    • Information and progress reports from teachers
    • Meeting notes from consultations with parents
    • Counsellor’s calendar showing appointments with Darcy and general focus of sessions
  • Step 2. What is the level of adjustment? Supplementary

    Darcy requires adjustments for particular activities at specific times including:

    • adapted and additional instruction in some or many learning areas or specific activities
    • planned health care in addition to active monitoring and supervision.
  • Step 3. What is the category of disability? Physical

    Darcy has a physical disability in the form of cerebral palsy.

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

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