^{CASE STUDY} Seb, Substantial, Social/emotional

Year level: Secondary

Educational setting: Mainstream school

Level of adjustment: Substantial

Category of disability: Social/emotional

Included in data collection: Yes

Seb is a 15-year-old boy who attends a large metropolitan secondary school. He received a diagnosis of autism spectrum disorder (ASD) in his last year of primary school.

During his first year at secondary school, Seb was observed to be increasingly anxious. As his stress levels rose, he experienced difficulty interacting appropriately with teachers and peers.

Seb is currently in Year 9, and his school attendance has been irregular due to fluctuating mental health. He continues to require adjustments to support him, particularly with his learning and social skills.

Seb attends counselling sessions at school, and these are focused on assisting Seb to acquire the skills to engage in positive social relationships. He has been observed to interact in a socially inappropriate manner with other students when he is feeling anxious. Seb receives substantial individualised instruction and ‘what to do’ stories to support appropriate social interaction. Seb has also had access to his mobile phone restricted during school hours, due to his accessing of social media during learning time.

When setting tasks for Seb, teachers use their awareness of his strengths, challenges, and interests in forensics and acting. Seb receives adjustments to the delivery of most courses and assessments, including frequent individual instruction to access curriculum content and individualised work samples for most subjects and assessments. An education assistant supports a number of students for 30 hours per fortnight, comprising three lessons per day, including some one-to-one support for Seb.

Teachers check in frequently with Seb’s parents to monitor triggers for his anxiety. Seb attends a weekly social skills program at school.

Information that supports inclusion in the NCCD What's this?

Step 1 Is there an adjustment to address disability? Yes
Do you have evidence? Yes
Step 2 What is the level of adjustment? Substantial
Step 3 What is the category of disability? Social/emotional
Step 4 Record and submit the data Yes _{(Student is included)}

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, Seb has a disorder, illness or disease that affects his thought processes, perception of reality, emotions or judgement, or that results in disturbed behaviour.
Do you have evidence? Yes
- Filed copies of formal diagnostic reports provided by external professionals
- An individual learning plan which has been developed in collaboration with Seb's parents
- ‘What to do’ stories written for use in Seb’s social skills program and with the school counsellor
- Meeting notes and logged phone conversations
- School counsellor file notes and notes from biannual conversations between the school counsellor and Seb’s private psychologist
- Four days of external work and career training
Step 2. What is the level of adjustment? Substantial
- An education assistant for 30 hours per fortnight, comprising three lessons per day, including some one-to-one support
- Adjustments to the delivery of most courses and assessments, including frequent individual instruction to access curriculum content and individualised work samples for most subjects and assessments
- Peer mentoring or education assistant support during practical classes to support Seb to manage his anxiety (education assistant supports a number of students)
- Substantial individualised instruction and ‘what to do’ stories to support appropriate social interaction
- Attendance at a specialist program to prepare for work experience equivalent to four separate days per month
- Access to a supervised room for lunch breaks where Seb is provided with guided social interactions including roleplay and structured small-group activities
- Individual support during extracurricular activities such as school camp, sport days and drama presentations
- Weekly support from the school counsellor with flexible additional access as required, which can vary from daily to once a fortnight, depending on Seb's mental health
Step 3. What is the category of disability? Social/emotional

Seb has a social/emotional disability due to a diagnosis of ASD and anxiety.
Step 4. Record and submit the data Yes _{(Student is included)}