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CASE STUDY Michael, Supplementary, Cognitive

Year level
Educational setting
Mainstream school

Level of adjustment
Category of disability
Included in data collection

Michael's story

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.

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 in the Disability Discrimination Act 1992, Michael has a disorder or malfunction that results in him learning differently from a person without the disorder or malfunction.

  • Do you have evidence? Yes

    • Reports from specialists and school-based assessments
    • Results of standardised tests, including ACER tests and NAPLAN
    • Intervention timetable, teacher program outlining key goals
    • Adjusted work samples
    • Notes from teacher, specialist maths teacher and education assistant
    • Records of intervention, monitoring and review
    • Minutes of consultation meetings with parents; additional supporting information to inform the adjustments: collaboration (separately with mum and dad, who are separated)
    • Minutes of meetings with paediatrician, psychologist and speech pathologist
  • Step 2. What is the level of adjustment? Supplementary

    • Adapted and additional instruction in numeracy from a specialist maths teacher (small group of 12), and adapted and additional instruction in an intensive literacy program (including spelling) three times a week (small group of four)
    • Teacher is supported by an education assistant three hours a week to support the program of several students, including Michael
    • When required, support from the director of students
    • Michael's school consults with his private speech pathologist
  • Step 3. What is the category of disability? Cognitive

    Michael has a cognitive disability due to a language disorder, anxiety and imputed learning disability.

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

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