CASE STUDY Tara, Substantial, Cognitive

Year level
Secondary
Educational setting
Special school

Level of adjustment
Substantial
Category of disability
Cognitive
Included in data collection
Yes

Tara's story

Tara is a Year 11 student enrolled at a large metropolitan secondary education support centre. She has attended the centre since Year 8. Tara has a confirmed diagnosis of moderate intellectual disability; she lives at home with her parents and younger sister.

Tara is very keen on becoming as independent as possible and has a goal of living independently from home, possibly in a supported, shared setting with other young people for at least part of the time. Her individual education plan is focused on providing her with the literacy, numeracy and independent living skills necessary to reach her goal. Her individual education program is therefore focused on alternate literacy and numeracy around reading for living in the community, accessing travel timetables, filling in forms and safe community access.

Tara currently attends her work placement one afternoon a week at McDonald’s. She has one-to-one support while at work and her employer reports she is becoming more confident completing her set work routines, such as clearing and cleaning the restaurant tables with minimal support.

To support her current work placement Tara’s program includes:

  • ASDAN Workright program
  • participation in the People First protective behaviours program
  • taking part in a weekly small group with the community nurse focusing on understanding sexuality and personal care/hygiene and body functions
  • travel training to and from work
  • structured social skills program in the classroom, one-to-one skill development, structured small-group opportunities to develop the target skills and then generalisation of target skills in the community/work settings
  • structured social activities to support implementation of social skills at all break times and before and after school.

Tara and her parents meet with school staff every semester, and sometimes more regularly if any of her support team requests it. During these meetings, Tara’s progress towards her goals is discussed, any refinements are made and the team members provide feedback.

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

    • Reports from medical professionals
    • Notes from meetings with Tara and her parents
    • Personalised education plan
    • Personal healthcare plan
  • Step 2. What is the level of adjustment? Substantial

    • Tara is provided adjustments at specific times to enable her to participate in education on the same basis as her peers.
  • Step 3. What is the category of disability? Cognitive

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

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