Skip to main content

CASE STUDY Russell, Supplementary, Cognitive

Year level
Educational setting
Mainstream school

Level of adjustment
Category of disability
Included in data collection

Russell's story

Russell is a Year 10 student who was diagnosed with dyslexia in Year 5. In the past, Russell has had extensive private tutoring at different points in his education. While his ability to spell and his reading fluency and accuracy have improved, he still has difficulty with these skills, particularly when there are large volumes of text, he is expected to work under time pressure, or when having to remember a large number of steps/instructions in an activity.

Russell’s school is aware that although he has difficulties in specific areas of literacy and organisation, he is very capable in other areas. The school aims to provide a variety of adjustments for Russell that focus on access to promote his learning, rather than reducing the academic standards and expectations. 

These adjustments include:

  • the use of assistive technology including screen readers and word prediction software
  • assessing content, not spelling errors, where the task is not a specific spelling task
  • allowing examination questions to be read to Russell and providing extra exam time in a separate room to reduce distractions
  • providing practice exam questions that demonstrate the format of questions
  • allowing for alternative presentation of exams, such as less information on a page or split exam papers to reduce fatigue
  • considering Russell’s academic load and ensuring he is given assignments in advance, and assistance to time plan
  • where appropriate, allowing alternative assignment formats (eg recorded oral reports, allowing dot points in writing)
  • providing scaffolding to ensure that Russell is able to demonstrate knowledge, skills and understanding
  • providing explicit teaching of essay-writing formats and providing examples of well-structured essays to the students.

While Russell still finds literacy tasks a struggle, he is currently keeping up with the curriculum requirements expected of a Year 10 student.

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, Russell has a disorder or malfunction that results in him learning differently from a person without the disorder or malfunction.
  • Do you have evidence? Yes

    • Classroom curriculum-based assessment
    • Teacher observations
    • Modifications of literacy curriculum
    • Notes from meetings with Russell and his parents  
    • Reports from medical professionals
  • Step 2. What is the level of adjustment? Supplementary

    • Russell has modified or tailored programs in some learning areas (spelling and reading). 
    • Russell needs extra time to complete assessment tasks. 
    • Russell is provided with alternate means of accessing content (eg alternative presentation of exams/assignment formats). 
    • Russell needs modifications to instruction in terms of teaching strategies (eg scaffolding literacy). 
    • Russell requires specialised technology (eg screen readers and word prediction software).
  • Step 3. What is the category of disability? Cognitive

    • Russell has a cognitive disability in the form of a diagnosed learning disability.
  • Step 4. Record and submit the data Yes (Student is included)

We use cookies on our website to support technical features that enhance your user experience.

We also use analytics & advertising services. To opt-out click for more information.