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Tabs: social skills, communication (some may need safety, personal care)
Planning and Personnel Support Learning Goal:
Adjustments:
CGM:
Planning and Personnel Support Learning Goals:
- For to successfully access learning at his level of
Adjustments to Grouping:
-intensive small group and individualised programs.
Adjustments to instructions:
-structures and processes - routines
- class timetable displayed
- mastery programs (reading and maths)
- multi-sensory methods - sounds
- Additional guided practice of key concepts
- Modified language
- Small group reinforcement of concepts
- placement - close to teacher and instruction area
- visual representations of instructions.
Small group and individualised programs.
Mastery programs (reading)
Explicit teaching and modelling of oral and written sentences.
Modified language.
Seated close to instruction area.
1-1 explanations.
Placement near instruction area.
Mastery programs
Multi-sensory methods
Additional guided practice of key concepts
Modified language
Visual representations of instructions.
Adjustments to assessment:
- provide quiet alternate environment
- 1-1 explanation when required.
- providing a reader for mathematics assessments
- providing a scribe
- allowing student to complete assessments orally.
- allowing student to complete assessments using technology.
- modified language
- additional rest breaks
- additional time
-alternate tasks provided at a lower level.
- provide practice questions.
- alternate format for assessments.
Quiet alternate environment.
1-1 explanation when required.
Providing a reader/scribe
Technology option.
Modified language
Additional time/rest breaks
Scaffolds provided for writing assessments.
Oral assessment.
Extra time, breaks, support (reader/scribe)
Verbalisation before writing.
25 words or less
LAD:
Adjustments:
Adjustments:
- handrails on stairs
- ramps to access different school levels
- additional support for movement based activities
25 words
Alex may attend the quiet playground alternate at lunch time as
needed to manage fatigue.
Alex may use handrails and ramps to access school safely.
Mobility plan followed.
Placement near teacher/ main instruction area.
Reminded to use hand rails and ramps when fatigued.
Monitoring and modifications to movement activities.
Classroom Teacher 1-1 support for movement activities as needed.
Quiet playground alternative.
Mobility and fatigue considered in planning processes.
30/7/2013 - Tanya Barber (Educational and Developmental Psychologist) - WISC-IV - Full Scale score 104* Interpret with caution, verbal
comprehension 108, perceptual reasoning 108, working memory 91, processing speed 97.
30/7/2013 - Tanya Barber (Educational and Developmental Psychologist)WIATT-II - pseudoword reading grade equivalent 2.9years,
spelling grade equivalent 2.4years, numeric operations grade equivalent 3.6years - weakness in phonetic decoding, well below potential in
mathematics.
30/7/2013 - Tanya Barber (Educational and Developmental Psychologist)BASC-2, TRS-C, PRS-C - high levels of anxiety and withdrawal.
Summary of results from testing 30/7/2013- Specific Learning Disorder and significant difficulties with anixety and attention.