Michael is in Year 5 at a metropolitan all-boys school. He has been previously diagnosed by a speech pathologist and psychologist as presenting with a language disorder and anxiety. Michael is under the care of a developmental paediatrician and sees a private clinical psychologist for anxiety. At school, Michael is also able to access support for his anxiety, as required, from the director of students. His teachers have evidence of an imputed learning disability. Michael also has social/emotional needs due to overlapping anxiety.
In class, Michael’s teacher ensures that general learning intentions are stated and oral instructions are simplified and supported via the use of visual aids. To encourage engagement, the teacher has established a positive reinforcement strategy. Michael receives adapted and additional instruction in the following ways:
- numeracy support from a specialist maths teacher (small group of 12)
- access to an intensive literacy program (including spelling) three times a week (small group of four)
- the teacher is supported by an education assistant three hours a week to support several students' programs, including Michael's.
In the last 12 months, Michael has received private speech pathology support. Following parental consent, the school has been able to consult with the speech pathologist and made appropriate adjustments to Michael’s program.