Sam ls a female sLage Lhree sLudenL who ls ln year 3 aL 8evesby ubllc School.

Sam
has uown syndrome, whlch ls a geneLlc dlsorder and ls Lyplcally assoclaLed wlLh
physlcal growLh delays, characLerlsLlc faclal feaLures and mlld Lo moderaLe
lnLellecLual delays. Sam has Lhree older slbllngs and was an unexpecLed pregnancy
from older parenLs who are supporLlve of all Lhe endeavours LhaL Sam Lakes on. Sam
loves everyLhlng Lo do wlLh belng ouLdoors and exploraLlon so her recenL accldenL
where she fell from a Lree has saddened her as she has been conflned Lo a
wheelchalr for aL leasL 12 monLhs. arenLs have reporLed LhaL behavloural lssues
have lncreased slnce Lhe accldenL.

SLrengLhs
Sam en[oys readlng magazlnes abouL pop culLure and Lhrough Lhe
collaboraLlon of Leacher, parenLs and speech paLhologlsL ls only a year behlnd
Lhe resL of Lhe cohorL. When a new Loplc ls belng lnLroduced (Llke currenL
lssues: AnLarcLlca) her supporL group organlse for Loplc-relaLed language Lo
be revlsed, whlch ls maLched Lo vlsual cues.
Sam ls also a very empaLheLlc sLudenL. She ls a peer supporL leader and
alLhough she becomes wlLhdrawn ln group slLuaLlons wlLh sLudenLs her own
age, ls happy and comforLable ln guldlng and relaLlng Lo sLudenLs ln younger
grades.
Learnlng gaps
Sam has had 3 weeks off school due Lo her ln[ury so she has fallen behlnd on
qulLe a loL of work. Pavlng Llme off school has also has affecLed her
behavlour (whlch was mosLly manageable) Lo a polnL where she wanLs Lo
!"#$%%&'# #)$ *+,-- aL any chance she geLs by Lalklng and/or yelllng.
Case study: Samantha Smith
Part A
Possible strengths, learning gaps and Inclusion
./%0!"1 !" 1%/&'- *," 2$ 3&!#$ 4!55!*&+# for Sam as she Lends Lo wlLhdraw
herself (uykens & kasarl, 1997). She does noL llke Lhe lnLlmacy and wlll noL
conLrlbuLe Lo any dlscusslons.
Sam has #%/&2+$ 6!#) ,"7 -/%# /5 6%!##$" 6/%0 as she has poor flne moLor
skllls (Sacks & 8uckely, 2003). She has access Lo a lapLop, whlch she ls
allowed Lo use for 3 ouL of Lhe 6 lessons ln Lhe day.

lncluslon
1eacher has lmplemenLed an emoLlon charL (uown Syndrome WA, 2009) for
sLudenLs so every mornlng when Lhey come lnLo class Lhey move Lhelr face Lo
Lhe presenL column" and plck an emoLlon whlch besL sulLs how Lhey are
feellng.
Sam's homework ls dlfferenLlaLed due sLudenLs wlLh down syndrome havlng
Lrouble wlLh shorL Lerm memory (!arrod, nadel and vlccarl, 2007). AL Lhe end
of each day, Sam and her mum have a shorL meeLlng wlLh Lhe Leacher where
Sam expresses a few polnLs LhaL she dldn'L undersLand durlng Lhe lessons.
1eacher Lhen seLs Lasks expllclLly relaLed Lo dally conLenL.


















SLage: 3
?ear: 3
kLA: Puman SocleLy and lLs LnvlronmenL
unlL of work: CurrenL lssues: AnLarcLlca


CuLcome: LnS3.6
Lxplalns how varlous bellefs and pracLlces lnfluence Lhe ways ln whlch people lnLeracL
wlLh, change and value Lhelr envlronmenL.

lndlcaLors:
Lxamlnes facLors LhaL may glve rlse Lo dlfferenL vlews abouL Lhe care of places
ldenLlfles Lhe dlfferenL vlew polnLs of groups and lndlvlduals abouL uses of Lhe
land
Lxpresses a personal polnL of vlew on an envlronmenLal lssue and provldes
supporLlng evldence


CuLcome: Ln2-1A
CommunlcaLes ln a range of lnformal and formal conLexLs by adopLlng a range of
roles ln group, classroom, school and communlLy conLexLs

lndlcaLors:
lnLerpreL ldeas and lnformaLlon ln spoken LexLs and llsLen for key polnLs ln
order Lo carry ouL Lasks and use lnformaLlon Lo share and exLend ldeas and
lnformaLlon
undersLand LhaL soclal lnLeracLlons lnfluence Lhe way people engage wlLh
ldeas and respond Lo oLhers for example when explorlng and clarlfylng Lhe
ldeas of oLhers, summarlslng Lhelr own vlews and reporLlng Lhem Lo a larger
group
lnLeracL effecLlvely ln groups or palrs, adopLlng a range of roles



1he Len lessons also encompass elemenLs of Lhe
uPL syllabus, whlch are evldenL Lhrough 8/99&"!*,#!"1: ;"#$%,*#!"1 ,"4
<%/2+$9 -/+=!"1>
Sclence syllabus, whlch ls evldenL ln ?!=!"1 #)!"1- ,"4 $"=!%/"9$"#,+ 9,##$%-



Case study: Samantha Smith
Part B
Key syllabus outcomes
SLudenLs ln Lhe classrooms we are abouL Lo enLer wlll conLlnue Lo fall behlnd unless
we (as pre-servlce Leachers and Leachers) acL upon Lhese lssues !"# (loreman,
2003). SLudenLs who need a dlfferenLlaLed sysLem are belng exposed Lo an un[usL
envlronmenL where Lhey are lncapable of reachlng Lhelr full poLenLlal.
ulfferenLlaLlon draws upon a sLrong correlaLlon wlLh lncluslon. ueveloplng a unlL of
work lsn'L abouL changlng acLlvlLles raLher creaLlng acLlvlLles LhaL allow each sLudenL
Lo be lncluded ln Lhe lesson buL compleLe Lhe acLlvlLy ln Lhelr own way.

8eneflL one of a dlfferenLlaLed unlL of work for Sam ls LhaL lL wlll allow her Lo achleve
Lhe same ouLcomes as each of her fellow peers.

8eneflL Lwo of a dlfferenLlaLed unlL of work for Sam ls LhaL lL wlll allow her Lo
parLlclpaLe ln Lhe same acLlvlLles as LhaL of her peers (McCraLh, 2003). Cn reflecLlon
back Lo an experlence l had ln Lhe classroom where a Leacher gave a sLudenL a
compleLely dlfferenL Lask and every oLher sLudenL recognlsed and knew. 1he sLudenL
became embarrassed and wlLhdrawn from Lhe work. 1hls could be Lhe case wlLh Sam
lf she ls glven dlfferenL work (especlally ln sLage 3).
















Case study: Samantha Smith
Part B
Two benefits of a differentiated unit of work
Remembering Understanding Applying Analysing Evaluating Creating
Verbal (Enjoys
reading, writing
and speaking)



!"##$% '()*
-Ss parLlclpaLe ln a class
Should
AnLarcLlca be preserved
or conserved?
-1 asks whaL Lhey Lhlnk
Lhen spllLs Lhem up and
glves Lhem Llme Lo
declde on argumenLs


Mathematical
(enjoys working
with numbers and
science)
!"##$% $%"*
-ConsLrucL a Llmellne as
a class showlng Lhe
exploraLlon ln
AnLarcLlca
-AfLer Lhls ls done
dlsplay Llmellne ln
classroom
-reflecL on Lhe lmpacL of
Lhe dlscovery on us

Visual/Spatial
(enjoys painting
and drawing)
!"##$% +,$*
-SLudenLs use clrculL
bralnsLorm Lo ldenLlfy
Lechnology used ln
exploraLlon
-SLudenLs draw and
label Lechnology
-8eflecL on Lhe use of
Lechnology: was lL
effecLlve? WhaL would
Lhe ss use Loday?
!"##$% -(./+*
-vlew vldeos
showcaslng dlfferenL
sLaLlons e.g. Mawson
and Casey
-CreaLe a venn dlagram
uslng descrlpLlve words
Lo compare Lhe Lwo
slLes


Kinaesthetic
(enjoys doing
hands on
activities,
sports and
dance)
- !"##$% 0(%"
-Ss consLrucL a dlorama
of Lhelr own sLaLlon ln
AnLarcLlca
-AfLerwards Ss reflecL
on wheLher lL would
meeL Lhe baslc survlval
needs of anybody who
would choose Lo sLay
Lhere
Naturalist
(enjoys caring
for animals and
plants)

Musical (enjoys
making and
listening to
music)
!"##$% '"1"%
-SLudenLs creaLe Lhelr
own clnqualn poem
based on an explorer of
Lhelr cholces experlence
ln AnLarcLlca
-lck a few as a class
and reflecL on Lhelr
good and bad
experlences


Interpersonal
(others)

!"##$% 2$34
-ln groups of 4 research
and wrlLe abouL whaL
Lypes of sclenLlflc
research LhaL ls
currenLly occurrlng ln
AnLarcLlca.
-reflecL on whaL lL
would be llke Lo llve ln
AnLarcLlca whlle
carrylng ouL Lhe
research
!"##$% 5/4""
-ln groups of 4 Ss
research dlfferenL
faceLs of human
lnvolvemenL ln Lhe
AnLarcLlc uslng Lhe
[lgsaw acLlvlLy.
-8eflecL on whaL ls
good/bad abouL whaL ls
golng on

Intrapersonal
(self)
!"##$% 6(1"
-ConsLrucL a mlnd map
LhaL emphaslses Lhe key
prlnclples of Lhe
AnLarcLlc 1reaLy
-Ss use carLoons or
skeLches where posslble
lnsLead of words.
-8eflecL on Lhe changes
lL has broughL and how
Lhey mlghL change lL
!"##$% 5"%
ldenLlfy fuLure
problems ln AnLarcLlca,
conslder ozone
depleLlon, commerclal
whallng, and
greenhouse gas
emlsslons. resenL your
flndlngs as a newspaper
arLlcle.



Lesson 4/10 SMA81 ouLcome AdapLlons AssessmenL
-ln groups Ss are Lo
research abouL whaL
Lypes of sclenLlflc
research occurrlng ln
AnLarcLlca

-Ss are Lo crlLlcally revlew
and dlscuss whaL ls
necessary and whaL wlll
noL affecL Lhe
envlronmenL

-Ss are Lo share dlscusslon
polnLs ln groups wlLh one
s Lo record answers

-Ss wlll reflecL on whaL lL
would be llke Lo llve ln
AnLarcLlca whllsL carrylng
ouL Lhe research
Sam wlll acLlvely engage and
parLlclpaLe ln small co-
operaLlve group work Lo
successfully galn facLual
lnformaLlon.

!"#$%& ( )*+,$%"-. /.#$012
3(, 4$55 $%$-$(-. 6
70%8.#9(-$0%(5 /0$%-9 #.5(-.1
-0 -:. 97$.%-$;$7 #.9.(#7: $%
<%-(#7-$7(=




-Sam wlll be parL of a group
encompasslng 3 (noL 4) Ss so she ls
more wllllng Lo parLlclpaLe ln Lhe
soclal acLlvlLy wlLh her peers and ls
noL feellng Loo overwhelmed.

-As Lhls ls only lesson four ouL of
Len lessons Sam wlll sLlll be
worklng on speclflc language so
wrlLLen work ls noL requlred for
Lhls lesson

-Sam wlll noL be requlred Lo
crlLlcally" revlew raLher she wlll
dlscuss whaL she has read and
observed






-AnecdoLal records: 1eacher assesses
lnLeracLlon underLaken by Sam

-lrequency counLs: 1eacher Lallles Lhe
LoLal amounL of Llmes LhaL Sam
conLrlbuLes Lo group dlscusslon
Case study: Samantha Smith
Part C
Smart outcome table

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Case study: Samantha Smith
Part C
Marking rubric for SMART outcome: During a 10-minute
period, Sam will initiate 3 conversational points
related to the scientific research in Antarctica.