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CASE STUDY Rabeeta, Sensory, QDTP

Year level
Educational setting
Mainstream school

Level of adjustment
Category of disability
Included in data collection

Rabeeta's story

Rabeeta is in Year 5 in a combined primary and secondary school in a metropolitan area. She has been assessed as gifted by a psychologist. Rabeeta is a prolific reader and is well ahead of her peers in most subjects. In English and Mathematics, Rabeeta has been accelerated and attends lessons in the secondary school. She completes all other subjects with her peers in Year 5 with enrichment and extension activities. The school provides adjustments to allow Rabeeta to access academic extension. These adjustments are documented in a learning and support plan.

Rabeeta’s plan also describes adjustments due to disability. She has been diagnosed as having low vision and receives support with technology from Vision Australia on a needs basis, usually once per year, to ensure she has appropriate equipment. Rabeeta’s adjustments include using a computer with enlarged text and a text reader. Where lessons involve pen and paper, she uses low vision aids to magnify the text. Rabeeta is independent in her use of technology which has been provided through NDIS. While Rabeeta is independent with her academic work and mobility within the school, teachers monitor her to ensure she is safe and can access her work.

Rabeeta’s parents encourage her to actively participate in all aspects of school. She is a member of the school band and has learnt to play the keyboard by ear. She is a good swimmer, representing the school at the district level. Her parents maintain contact with her teachers through email and planning meetings each term.

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, Rabeeta has a malfunction, malformation or disfigurement of a part of her body.

  • Do you have evidence? Yes

    • Specialist’s report from Vision Australia confirming Rabeeta’s diagnosis 
    • Learning and support plan that documents adjustments provided
    • Emails and phone records between the school and parents and Vision Australia, where necessary
  • Step 2. What is the level of adjustment? QDTP

    • Rabeeta uses a computer with enlarged print and a text reader and has low tech aids provided through NDIS
    • Teachers monitor safety and participation
    • Rabeeta uses low tech vision aids to magnify papers
    • Planning meetings with parents once per term
  • Step 3. What is the category of disability? Sensory

    Rabeeta has a sensory disability due to a diagnosis of low vision.

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

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