CASE STUDY Harley, Supplementary, Cognitive

Year level
Primary
Educational setting
Special school

Level of adjustment
Supplementary
Category of disability
Cognitive
Included in data collection
Yes

Harley's story

Harley is a 6-year-old boy in Year 1 in a regional special school. He has a diagnosed genetic condition known as Prader-Willi syndrome. The characteristics described below are a result of Harley’s condition.

Harley experiences a range of learning difficulties and requires a tailored program across most curriculum areas.

A speech pathologist provides strategies to support his expressive language development and to improve Harley’s articulation and voice quality.

As Harley processes information slowly, teachers ensure that he has extra time to understand and to complete tasks. He receives instruction within a small group to acquire new concepts and skills using a highly structured approach.

Harley accesses an occupational therapist outside school to support his fine motor skills and writing formation. There is good communication between the occupational therapist, home and school so that adjustments are implemented at home and school.

Because of obsessive behaviour and rigidity in his thinking, Harley has issues interacting appropriately with peers whom he perceives as acting inappropriately. This makes him anxious. A psychologist has worked with the school and Harley's parents to develop strategies that support his positive interaction with peers.

Harley experiences constant hunger and is overweight, a symptom of Prader-Willi syndrome. This means that he needs close supervision during school hours, particularly at recess and lunch, so that he does not overeat.

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, Harley has a disorder or malfunction that results in his learning differently from a person without the disorder or malfunction.

  • Do you have evidence? Yes

    • Medical report
    • Personalised learning plan
    • Healthcare plan
    • Emails and notes from meetings between school and parents about adjustments
    • Notes and minutes from learning support team review of Harley’s progress
  • Step 2. What is the level of adjustment? Supplementary

    • Tailored programs in some learning areas
    • Adapted additional instruction for curriculum, communication and fine motor skills, including support with fine motor skills in consultation with occupational therapist
    • Assistance with expressive language in consultation with speech pathologist
    • Extra time to understand and complete tasks
    • Close monitoring to control overeating
    • Strategies and interventions to support Harley's social/emotional development and positive interaction with peers
  • Step 3. What is the category of disability? Cognitive

    Harley has Prader-Willi syndrome. The adjustments made over the reporting period have been mainly cognitive.

    This may need to be revised if Harley’s social/emotional needs continue to require adjustments while his achievement levels progress.

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

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