CASE STUDY Isaiah, Substantial, Cognitive

Year level
Primary
Educational setting
Mainstream school

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

Isaiah's story

Isaiah is a 7-year-old boy who attends a metropolitan primary school. At the time he was enrolled at the school, his parents provided reports and advised the principal that Isaiah had an intellectual disability and that he had received one year of early intervention. He is currently accessing the curriculum at a Kindergarten level (pre-literate). Isaiah also has a facial palsy that affects his left side, he is anaphylactic to foods such as lentils, peanuts and cashews, and he must have a gluten-free diet. Isaiah has a personal healthcare plan, and the school has a school anaphylaxis management policy in place.

Although Isaiah comes from a multilingual family, he speaks only English, and both his receptive and his expressive language skills are delayed for his age. Isaiah’s parents have been able to source speech and occupational therapy through the National Disability Insurance Scheme (NDIS) for non-educational purposes in line with the NDIS applied principles and tables of support. As a result, Isaiah attends speech pathology sessions outside school hours once per week. Additionally, a school liaison officer transports Isaiah to speech pathology sessions once per week during school hours.

Currently, Isaiah participates in a specialised educational program on most days supported by highly modified materials in a room with three other students. This program provides individualised instruction on most content as well as specific skill development in language and motor skills.

Most programs are adjusted with emphasis on specialist gross motor and fine motor skills, core strength, posture and letter formation, as recommended in reports from Isaiah’s therapists.

Isaiah accesses the playground regularly and socialises well. Isaiah’s parents work closely with the school in planning for his health needs and agreed adjustments to curricular programs.

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, Isaiah 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 and medical reports
    • Regular therapy reports (a speech therapist has carried out class observation)
    • Healthcare plan
    • A personalised educational plan
    • Notes from support group meetings involving parents, specialists and teachers in the design and evaluation of a personalised plan
    • Work samples
    • Copies of modified teaching resources, such as worksheets and individualised scaffolding
  • Step 2. What is the level of adjustment? Substantial

    • Access on most days to a specialised educational program delivered in a room with three other students
    • Personally prepared, highly modified materials
    • Most programs are implemented by a teacher with the support of an education assistant
    • Individualised instruction for most content as well as specific skill development in language and motor skills
    • Adjustment of most programs, with emphasis on specific language development and specialist gross and fine motor skills, core strength, posture and letter formation as recommended in reports from Isaiah’s therapists
  • Step 3. What is the category of disability? Cognitive

    Isaiah has a cognitive disability due to a diagnosis of an intellectual disability. This is the primary driver of Isaiah’s adjustments.

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

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