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CASE STUDY Mohamad, Sensory, Substantial

Year level
Educational setting
Mainstream school

Level of adjustment
Category of disability
Included in data collection

Mohamad's story

Mohamad is 12 years old and in Year 6 at a small primary school. His oral communication skills are exceptional for his age and he actively participates in class discussions and debates. He enjoys music and is a talented vocalist, regularly performing as a soloist for the school. He was diagnosed at birth with ocular albinism (reduced pigmentation of the iris). During early intervention with Vision Australia, Mohamad was also diagnosed with nystagmus (repetitive, uncontrolled movement of the eye) and photophobia (eye discomfort/pain due to light exposure).

At school, Mohamad prefers to sit in a darkened space. Blinds have been installed in his classroom, hall and a group area. Mohamad uses a closed circuit television (CCTV) video magnifier system, and prefers pale blue coloured paper to reduce glare. These adjustments have been recommended by his specialists. These specialists have also provided input into Mohamad’s health care plan. Vision Australia supplies him with a computer that is individualised for his needs. At times, Mohamad still experiences eye fatigue.

Mohamad finds classwork challenging. He needs individualised instructions and has modified lesson activities that are provided in a highly structured manner throughout the day. His assessments are adjusted to meet his educational and access needs. Mohamad is supported by a visiting teacher (visual impairment) who provides specialist support and advice each fortnight.

When Mohamad goes outside of the classroom he wears sunglasses and a hat. The playground has painted and tactile markings to support student safety. In preparation for secondary school, Mohamad is learning how to use a cane when walking in playground areas, in less familiar parts of the school and to and from school. Mohamad’s orientation trainer from Vision Australia works with his class teacher and other school staff to provide strategies to support him and to monitor his safety when using the cane.

Mohamad, his parents, teacher and visiting teacher have regular meetings each month to refine his learning and support plan and monitor the adjustments for his academic, health and safety needs. Mohamad’s parents, visiting teacher and the school maintain contact at least once per week by email and phone. There have been additional meetings with his orientation trainer and the year coordinator from the secondary school. This contact has been almost daily as Mohamad undertakes orientation training to ensure a smooth transition to secondary school.

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

  • Do you have evidence? Yes

    • Diagnosis from a specialist and reports from specialist disability services 
    • Learning and support plan and health care plan that document Mohamad’s needs and the adjustments over the entire year
    • Documentation from the regular support team meetings
    • Records from meetings with the high school
    • Notes from visiting specialist teacher and orientation trainer
    • Records of communication and meetings with parents
  • Step 2. What is the level of adjustment? Substantial

    • Specialised equipment to access the curriculum, including CCTV video magnifier, coloured paper and a laptop with text reader
    • Individualised educational program with additional guidance from a visiting specialist teacher
    • Personalised instructions and modified lesson activities, highly structured throughout the day
    • Weekly communication between parents, teacher and visiting specialist teacher to monitor Mohamad’s learning and support plan
    • Orientation trainer works with Mohamad each day
    • School staff monitor Mohamad’s safety in the playground and during orientation training
    • Blinds, tactile markers and painted markings installed in the playground area
  • Step 3. What is the category of disability? Sensory

    Mohamad has a sensory disability due to a diagnosis of ocular albinism, nystagmus and photophobia.

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

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