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CURRICULUM ACCESS PLAN

2019

Student Name: Parker Rounsevell Participants


Class Teacher: Mrs Maddy Dent
Date of Birth: 29 January 2014 Year Level: PP
SWD Coordinator: Mrs Donna Kempton

Parents: Tamsin & Blake Rounsevell Principal: Mr David Tunchon

SWD Consultant: Mrs Paula Power

Background
NCCD Disability Category: Disability

Physical / Cognitive / Social Emotional / Sensory


Condition:
Level of Adjustment Severe language delay at an early age
Support within QDTP / Supplementary / Substantial / Grommets
Extensive 13 April 2018 Autism Spectrum Disorder Assessment: Dr Ritu
Campbell (Clinical Psychologist): Autistic Traits noted, review
recommended in 12-24 months’ time
13/8/19 CELF5 Assessment- St Lawrence’s Speech
Pathologist Trish Chivilo: Core language score-75 (moderately
delayed oral language skills, affecting both his expressive and
receptive language
Medical/Health Care Considerations Therapy Agencies

OT – Allied Health
Medical Action / Health Care Plan - Yes/No (If yes attached) Speech – Allied Health & School Based

Standardised Assessment Results: Reporting Method


2019 o Standard
OLI: Significantly below expected level
Low letter/Number ID
Priority Goals
 To develop learner independence
 To improve literacy and numeracy skills
Strengths Issues & Concerns
 Good social skills  Difficulties with concentration
 Wide network of friends  Ability to stay focused on Literacy/Numeracy
 Follows class routines tasks
 Difficulty with following instructions
 Often doesn’t understand questions asked of him
and responds with an unrelated answer

TEACHING & LEARNING ADJUSTMENTS ACROSS ALL LEARNING AREAS


Environmental Adjustments Instructional Adjustments
 Small group instruction and one-one instruction as  Attend Pre Lit daily (Literacy Intervention – small
required in Literacy and Numeracy group)
 Fine motor skills development  Daily One-one direct instruction on specific areas
(letters/sounds, numbers)
 Explicit Teaching of
- Correct use of pronouns, he, she & they
- Consistent inclusion of correct auxillary verb ‘is’ and
‘are’, eg he is walking, they are swimming
- Consistent use of a verb at the beginning of a
sentence when asking a question eg Can I…, Did
he…
- Comprehension of negatives eg sentences containing
not or without
- Comprehension of left-right orientation when
answering questions about beginning and end

The adjustments provided to this student will be included in the Nationally Consistent Collection of Data for School Student with
Disability.

Signatures:
Teacher/s Parent/s:
Mrs Maddy Dent

Term Three, 2019

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