Max, a Year 2 student who received reading intervention in Term 4 of Year 1, continues to exhibit some difficulties with decoding, reading fluency and reading comprehension. Writing skills are developing, however Max is slow to complete written tasks. He has well developed oral language skills.
The classroom teacher has met with the parents to understand and plan for Max’s needs. Following the meeting, the school’s Literacy Coordinator worked with the classroom teacher to assess Max’s reading and writing, identify strengths and learning needs, and develop specific strategies to accommodate his needs in the classroom. A further assessment after the adjustments had been in place for a term would provide evidence to determine if Max may have a specific learning disability, or whether the targeted teaching program had resulted in significantly improved abilities in these areas.
The planned adjustments included:
differentiated curriculum materials to accommodate his literacy needs;
regular targeted small group instruction in the classroom to strengthen phonological awareness and phonics skills;
repeated reading activities for classroom and home; and
additional time to complete written tasks.
Max’s teacher will collect data to indicate whether current interventions are having an effect on Max’s literacy levels or whether mor specialist assessments might be in order.
Max’s progress was discussed and reviewed at Student Support Group meetings.
When to include
Despite the targeted strategies in place in Term 1, on -going data has shown that Max had not improved as expected in the follow up assessment by the Literacy Coordinator. The school determined, based on this evidence, that it was highly likely that Max had a long term learning difficulty. After consulting with Max’s parents, it was decided that a formal assessment was required so that the specific learning needs of the child could be provided through additional adjustments on an ongoing basis within the classroom.
Once the school had determined that Max had an imputed learning disability, he would be eligible for inclusion in the collection. The level of adjustment for Max would be based upon the support provided in Term 2. Assuming the adjustments were similar to those provided in Term 1, Max would be receiving support within quality differentiated teaching practice.
If additional support was provided, such as support from the Literacy Coordinator each week, then the level of adjustment would become supplementary. Max would be reported as having a cognitive Disability, in the form of an imputed learning disability, for the purposes of the NCCD.