Education Adjustment Plan L J

Auditory processing describes the way the brain assigns significance and meaning to the sounds in the environment. The auditory system uses the outer and
middle ear to receive noise and sound information. It receives information about volume, pitch and rhythm. Its primary function is to detect sound. The
auditory system processes and organises information and enables us to distinguish between similar sounds ( auditory discrimination), remember what we
hear (auditory memory), develop communication and literacy skills (auditory memory and sequencing.)
Effective auditory processing involves a relatively high speed of information transfer. It also requires a good attention span, a well-functioning memory, and
sensitivity to the many subtleties of sound. When parts of this complex system break down or don't operate efficiently, listening is compromised. All the
ensuing problems are collectively known as Auditory Processing Disorders (APD)
When a child has a deficit in auditory processing they have difficulty distinguishing and interpreting the meaningful sounds and filter them from the
unimportant sound. The child receives mixed / muddled messages that results in confused responses. A child may have good hearing but still not follow
ordinary speech.
OBSERVATIONS.MAY/JUNE 2014
Day 2 - 13 May - Responded well to visual prompts for steps to perform during compound words activity and was able to work independently on that
task before checking in with the teacher to receive reassurance/ affirmation of task before moving on to next step.
Working on a subtraction sheet with L. By the 4
th
question I took away some support and encouraged him do it himself. He was successful and, employing
the finger strategy I had taught him, he was able to complete more with minimal support. When I tried to encourage him to work independently and go to
assist others he became anxious; visible through voice tone and body language, he would call out and follow me for assistance and did not focus or re-
engage until I returned to assist. This cycle of support/behaviour persisted until the end of class.

When asked, could read out the subtraction sum but then was unsure of what to do next. what now, what now Was eager to work but required step by
step guidance and reassurance. Could use fingers on most occasions to figure out sum but was unsure of where to write answer and needed a reminder.
Analysis - needs things broken into workable steps. - Visual prompts of tasks. -Check in.
Day 3 21 May - In morning community circle: choral recount of numbers. Could not count by 2s past 10 with partner on mat raised finger to lip for
symbol of sh. Later, one on one, L. used pointer and visual chart to count confidently to 100 and then used pointers to count by 2s, first by odds then by
evens. L. only needed assistance on 80 transitioning through to 90.
24/5 removed himself from the group when noise levels rose.
25/5 relies heavily on visual when there was both audio and visual supplied..
26/5 social>will bounce/active up close to get peers attention before using words.
26/5 L.s language skills are low and he mutters when talking about things he is unfamiliar with. Talks confidently in longer sentence when context/subject is
familiar.
28/5 responds and is actively engaged in the IWB activities such as envision maths,
29/5 pinches child and gets up close and personal when child does not respond to him.
Abbreviates sentences; sometime cuts out conjunctions, pronouns.
2/6 Visibly upset and took a while to be calmed. When student said, I dont want to be your friend. Quickly accepted apology when given.
5/6 L standing next to me sighing quietly to himself. Its noisy so I am singing. Blocking out the noise.
6/6 Writing string of letters for sentence. Words/letter formation is good and from obs on past workbooks did a lot of copying with words well formed.
Worked solidly to complete a blank number chart to 100; some number written back to front.
Free time L chose to independently cut and paste numbers to 20 worksheet.


Student Profile
Name: L J DOB: 15/05/2008
Gender: Male
Background: Has recently relocated with family from Queensland.
Diagnosis: Was referred to a Speechcraft- for assessment of his speech and language skills- after concerns raised by mother and classroom teacher in 2013.

Strengths
L enjoys creating and building things with open ended construction materials where he is able to create without limits.
Enjoys playing with cars and aeroplanes.
L wants to make strong friendship ties and actively tries to initiate them.
L enjoys imaginative play with pirates, army games and knights.
Responds well to visual cues and learning materials.
L shows an interest in mathematics number charts and can actively order numbers up to 100 in a number chart.






Concern/ Areas of Need
L appears to have difficulty following instructions and retaining information.
L is still writing in letter strings when asked to write an adjective sentence. However his previous workbook form previous school displays well formed words. In
light of observations of actual writing task, it is of my opinion that he may have copied words in past.
L displays some traits of noise sensativity and works well in a quiet environment.
Has trouble sitting/focusing for long periods of time and needs breaks from intensive work scenarios.
Has difficulty understanding abstract concepts and needs assistance to consolidate knowledge through repetition and revisiting concepts frequently.
Writing tasks need to be scaffolded and modified to ensure L can complete and have a sense of accomplishment and success. (extra time, limit amount required.)
L reportedly can display aggressive behaviours when his requests are not met or to express frustration. pinching / gets up close in others personal space.
Can display defiant behaviours arms folded, refuses to make eye contact or speak, can refuse to comply when he does not understand task or thinks it is beyond
his capabilities.





Teaching Strategies
Teacher to touch base after initial class instruction to ensure task is understood and he has the required tools to complete the task.
Provide ongoing instructions in small simple steps during activities. Use clear simple language. Provide visual cues on board.
Have visual prompts of daily routine for L.
Encourage L to repeat instructions and use self-talk strategies to help him work through tasks.
Encourage and allow L to frequently check in to ensure he is on track.
Encourage L in talking about tasks to enhance understanding/building concepts. Support L to verbalise processes.
Learns best with visual materials and hands on lessons that allow him to explore, investigate, actively participate and be involved in learning.
Modify/Limit the task requirements to ensure it is achievable.
Allow L time to consolidate the foundations of the concept before progressing on to more complex.
Vary presentation style dvd, you tube clips, Interactive Smartboard resources, web based activities, iPad, concrete materials/examples, acting/roleplay,
multimodal activities.
Use computer / iPad apps to build understanding of vocabulary and improve receptive language.
Personalise abstract concepts using manipulatives and concrete materials that reflect areas of interests as examples (construction, pirates, knights)
Repetition, reteach, revisit main concepts frequently.
Spelling words limit to five frequently used sight words to practise.
Peer tutor through group work and activities.
Mixed ability groups (for mentoring) and ability groups to allow to work at ability and comfort level.
Monitor L throughout tasks and may require frequent reminders to remain focus/continue with task.
Ensuring Specialist teachers and support staff are aware that L has difficulty processing verbal information and provide effective teaching strategies that are
outlined above that assist L to access, participate and engage in learning opportunities.


Environment Adjustments / Strategies
Careful seating arrangements so L is seated next to or near a peer/adult who can provide cues and clarify instructions.
Classroom displays to illustrate and support ongoing concepts, current unit vocabulary, visual mathematic supports.
Reduce distraction Sit at front during mat time. Quiet area for reading.


Education Adjust Plan



STUDENT NEEDS PROFILE (SEN data)
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3 1 1 0 3 1 0 0 0 0 0
Key: 0 = No Support 1 = Minimal Support Needed 2 = Moderate Support Needed 3 = Major Support Frequently 4 = Major Support Continually

Moderation date: Moderated by: SSD Advisors
Signature: EAP meeting date: EAP review date:



Area of Need SNP Category:

Curriculum
L to access the curriculum learning
Outcomes for Grade 1


Baseline:
Frequent checkins are required to
support L to begin work and ensure
that he is doing what is required
correctly.





Difficulties with phonological
awareness, receptive skills.
Needs consolidation of task before
moving on to more complex tasks.


Goal
Learning outcome: L to
engage and participate in all
areas of the curriculum with
modified work tasks to
ensure a sense of
accomplishment and success

When doing desk work, L
will attempt the first step of
the activity teacher to
check in and ensure on L is
on task.



Literacy comprehending a
range of text through
listening, reading and
viewing.
Build on word knowledge
and expressing and
developing ideas.

Learning Design
Modify/Limit the task requirements to ensure it is achievable. Allow
Alex time to consolidate the foundations of the concept before
progressing on to more complex.
Offer additional support through SESTA/ISA assistance if available.
Teacher to touch base after initial class instruction to ensure task is
understood and he has the required tools to complete the task.
Provide ongoing instructions in small simple steps during activities.
Use clear simple language.
Encourage L to repeat instructions and use self-talk strategies to help
him work through tasks.
Allow L to frequently check in to ensure he is on track.
Repetition, reteach, revisit main concepts frequently. Provide
scaffolds for tasks. Model tasks providing visual demonstration
of the task required.
Vary presentation style dvd, you tube clips, Interactive Smartboard
resources, web based activities, iPad, concrete materials/examples,
acting/roleplay, multimodal activities.
Use Reading Eggs to build understanding of vocabulary and improve
receptive language. Focus on phonics and letter/word sounds
Personalise abstract concepts using manipulatives and concrete
materials that reflect areas of interests as examples (construction,
pirates, army games.)
Spelling words limit to five frequently used sight words to practise

How assessing the
outcome:
L will complete modified
work with support and
receive ongoing
constructive feedback
from the teacher to
encourage progression of
current ability.


L to initiate task and check
in with teacher to ensure
he is on track.

Min 5 Spelling and sight
words checked weekly.
Daily reading with teacher
or support and progress
monitored weekly.
Constructive feedback on
progress.


Progress demonstrated on
Reading Eggs program.



Area of Need SNP Category:

L currently writes in string sentences
with no obvious word / sentence
formation.







Organisation:
L to get organise and start task
.



Social :
L to form consist friendships and
demonstrate appropriate social
interactions/ communications

Goal

L to form and write eligible
words and simple sentences.







L to independently get tools
out for desk work.





L to gain attention of peers
through appropriate social
avenues.
Learning Design
Opportunities to practise writing through formal and informal
teachings with focus on sounding out words and finger spaces.
Focus on phonics and letter sounds and transferring those into our
writing through sounding out, chunking and segmenting .
Language Development Program to explicitly teach and develop an
awareness of letter sounds, blends and diagraphs in our speech and
transferring those sounds into our writing by chunking and
segmenting.
Monitor L throughout tasks and may require frequent reminders
to remain focus/continue with task.
Opportunities to practise writing through formal and informal
teachings with focus on sounding out words and finger spaces.

Provide developmental play sessions to encourage play situations
where playing and communicating with others is required.
Peer tutor through group work and activities and encourage
participation and acceptance.
Pair with students of similar interest and encourage communication
through mutual interests.
Mixed ability groups (for mentoring) and ability groups to allow to
work at ability and comfort level.


How assessing the
outcome:

Improvement in writing
and words to represent
sentences.



Anecdotal records to
record progress.




L successfully forms and
maintains relationships
with peers.