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ED7202 Student Diversity and Inclusive Practice

ASSESSMENT TASK 2
Written Case Study and NEP

Sally was found to have a severe to profound sensorineural unilateral hearing loss that was discovered from
complications during her birth as she was premature and required neonatal intensive care. She was fitted with hearing
aids specifically for amplification purposes. Her hearing loss progressed throughout her childhood and a cochlear
implant evaluation was conducted which proved that she was an acceptable candidate for the implantation surgery.
At 8 years of age, she underwent a right-sided cochlear implant without any complications and her function has
improved greatly. A cochlear implant is both a reliant and effective treatment for a severe to profound hearing loss
like Sallys. The implant consists a sound processor and coil that is worn behind the ear. The internal component,
however, is surgically positioned under the skin behind the ear.

Sally is quite self-conscious about her cochlear implant, therefore it is fundamental for her learning that she is not
isolated or singled out for additional support. However, both Sally and her parents have agreed to seek support for
her in regards to social interaction as she, at times, struggles to recognise and pick up on verbal cues. Sally benefits
from being encouraged to use a friend to clarify and reinforce specific instructions. Due to the reason that Sally has a
unilateral hearing loss, it is imperative that her unimpaired ear is directed towards the teacher at all times.

Sally works well when environmental noise is kept to a minimum. This can be achieved by using curtains on windows,
book bags hung on chairs, carpet throughout the classroom, felt or rubber tips glued on the legs of tables and chairs,
displaying students work as a hanging mobile, etc. Another important consideration not just for the teacher, but all
students is to avoid glare or light in the classroom when talking to Sally, this causes a shadow and makes it extremely
difficult for her to lip read. As noted previously, it is important to seat Sally in close proximity to the teacher for the
best sound projection and visual information. However, it is vitally important not to restrict Sally to only one location
within the classroom.

Ensuring that Sally is actually attending lessons, not just listening is fundamental for her learning. At all times, Sally
benefits from her name being called first to initiate communication, this can be achieved through an agreed signal,
hand gesture, nod, etc. Phrasing any written material as clearly as possible will not only assist Sally, but all students
with language difficulties. This can be achieved through: using short and concise sentences, using common words
LAURA CLOTHIER | tca123463

ED7202 Student Diversity and Inclusive Practice


ASSESSMENT TASK 2
Written Case Study and NEP

where possible to eliminate the potential for confusion, presenting information in some form of a sequential order
and avoiding words with double meanings. In regards to visual strategies and classroom accommodations, it is
essential for Sallys desk to be arranged in a circular or horseshoe shape if possible so that she can see her peers and
which makes it easier for her to read peoples lips, if necessary.

It is important to realise that understanding speech in noisy environments can at times be difficult for any child, but
for a child with a hearing loss, like Sally, it is more challenging than it seems. All children need access to speech to
enable them to develop their hearing, language and learning skills. However, significant distance from the person
speaking, the potential of reverberation and background noise are common challenges that dramatically reduce a
child, like Sally, to access crucial speech information. FM technology has proven to be the most effective way to
improve a childs speech understanding within specific listening situations that deem difficult or challenging. FM
systems are a wireless system that transmits sound directly from the sound source, worn by the teacher, to the
receiver. The sound source is a microphone that is worn by the teacher.

In conclusion, it is fundamental for Sallys learning to provide her with ample opportunities for success within the
classroom on a daily basis. Ensuring that Sally is not singled out or excluded from any learning activity or social
interactions, providing additional support for her to learn and installing an FM system for her in the classroom are
imperative adjustments that are required for her to learn to the best of her ability.

LAURA CLOTHIER | tca123463

ED7202 Student Diversity and Inclusive Practice


ASSESSMENT TASK 2
Written Case Study and NEP

School/Preschool: ABC Primary School

Student Details
Name:

Student ED ID:

Sally Smith
Date of Birth:

Age:

Year Level:

1/01/2006

Year 5

GOM

ATSI

ESL

NESB

New Arrival

School Contact:
Eloise Maple
Verified as eligible for Disability Support Program Yes

No

ED04 in student file


ED04A processed

Level of Support

NEP documented

Date:21 / 05 / 2015

Verified Disabilities
1. Congenital, Unilateral, Sensorineural Hearing Loss
Other diagnosed health condition/syndrome information:
Non-Applicable
Reports from health professionals

Who

Service/Agency

What

Date

Other relevant information

LAURA CLOTHIER | tca123463

ED7202 Student Diversity and Inclusive Practice


ASSESSMENT TASK 2
Written Case Study and NEP

Has always been in mainstream class, received minimal support in class.


Lives with both parents, only child, very little interaction with children her age prior to her schooling experience.
Has good attendance history and parents are diligent with communicating with staff and school.

Parent/Carer signature:

Date:

Principal/Delegate signature:

Date:

LAURA CLOTHIER | tca123463

ED7202 Student Diversity and Inclusive Practice


ASSESSMENT TASK 2
Written Case Study and NEP

School/Preschool: ABC Primary School

Student Profile
Name

Date compiled

Sally Smith

21/05/2015

Participants in the NEP Process


Bonnie Wilson Parent
Chey Drew Student Support Coordinator
Eloise Maple - Teacher
Laura Clothier - Principal
Strengths/Interests/motivations

Horses how to care for and life cycle of horse


Reading picture books/comics/short stories
Art great at drawing (horses in particular) and girls
Family priorities/preferred pathway

No intention to remove from mainstream schooling


Would like to support Sally as best possible in mainstream schooling for all schooling
Information from student

Sally does not like to be singled out for support, enjoys being included in class activities as much as possible.
Would like support in social interaction as struggles to pick up on verbal cues from peers.
Information about disability/health condition and implications for learning and environment

Hearing what is being said by the teacher, another student or any audio presentation.
Difficulty in following instructions and understanding teaching.
Difficulty engaging in discussions.
Difficulty hearing the source of the communication.
Difficulty hearing in noisy settings.
Speech and language delays.
Delays in literacy development and achievement.
Delays in literacy can result in delays across all curriculum areas.
Difficulty connecting with peers.
Challenges in joining in games at play time.
Challenges in hearing auditory signals such as whistles, shakers, bells etc.
Psychological effects including low self- esteem and identity issues.

Recommendations from assessment reports

LAURA CLOTHIER | tca123463

ED7202 Student Diversity and Inclusive Practice


ASSESSMENT TASK 2
Written Case Study and NEP

FM system in classroom
SSO support in classroom activities
Extra programs supporting social and academic growth
Removing loud technology from classroom
Place felt on bottoms of chairs, bottom of pen pots
Seating arrangement not near door/window or high trafficked area

Other relevant information


Health care support

Assistive Technology

Transport

Behaviour

Personal care

Access Equipment

Attendance

Other

Details:

Current level of functioning/concerns barriers to learning

Is able to participate in all classroom activities, however, clear and concise instructions must be given to Sally so
that she knows the instructions for activity. Inviting her into social activities is also necessary to assist her
building relationships with peers and to improve her verbal communication skills.
When running classes out of the classroom setting where FM system is unable to be used ensure Sally is within
close range of the person giving instruction.

Parent/Carer signature:

Principal/Delegate signature:

Date:

Date:

/ /

/ /

LAURA CLOTHIER | tca123463

ED7202 Student Diversity and Inclusive Practice


ASSESSMENT TASK 2
Written Case Study and NEP

Preschool/School: ABC Primary School

Learning Support Plan


Date Compiled: 21/05/2015

Verified Disability

Sally Smith

Name

Review date:

Curriculum Context/Standard

Assessment and Reporting

End of Term 2

yes

Same as peers with adjustments

A-E reporting

Modified Curriculum

Eligible for exemption from NAPLAN

Modified SACE

Additional Information
Wears cochlear implant in right ear

Review
Goal

Adjustments

Who/What

How supported

Emerging (E)

Indicators

Consolidating (c)

of success

Independent (I)

Comprehends and follows


accurately the instructions
given by teacher

Wear microphone
(teacher) during
instruction time, student
seated in view of teacher
instruction area

Eloise Maple (Teacher)

FM system installed,
teacher wears
microphone, extra
prompting and
clarification time with

Student understanding, or
clarity of hearing instruction
is improved. General
engagement in task

LAURA CLOTHIER | tca123463

ED7202 Student Diversity and Inclusive Practice


ASSESSMENT TASK 2
Written Case Study and NEP

teacher

Engages in group activities


confidently

SSO support programs,


Buddy system (peer
support)

Chey Drew (SSO


Coordinator)

SSO support in
classroom, students
being aware of buddy
system (peer support
system)

Overall confidence of
student improves and
student feedback is
positive

Disruptive and disengagement


is minimised in class

Adjusted curriculum
(teacher notes/extra
information given to
student prior to lesson
starting)

Eloise Maple (teacher)

Teacher effort to engage


student in class activity
heightened, sso support
during class time

Student is producing class


work at higher level, able to
complete tasks in class
time, no longer daydreaming

Class (students)
Eloise Maple (teacher)
Chey Drew (SSO
Coordinator)

Parent/Carer Signature:

Date:

Principal/Delegate Signature:

Date:

LAURA CLOTHIER | tca123463

ED7202 Student Diversity and Inclusive Practice


ASSESSMENT TASK 2
Written Case Study and NEP

School/Preschool: ABC Primary School

Student Profile
Action
1. Pages of NEP Completed

Who

When

All

21/05/2015

Laura Clothier

By 28/05/2015

Part 1 Child/Student Details


Part 2 Child/Student Profile
Part 3 Learning Support Plan
2. FM Transmitter in classroom contact and
organise with Australian Hearing

(Principal)
3. SSO Support in class

Chey Drew (Student


Support Coordinator)

By end of Term 2

4. Extra programs for support (social and


academic)

Chey Drew (Student

By end of Term 2

5. Update hearing test and recommendations


from specialist/professional
6. Removing loud technology and adding felt to
classroom areas
7. Seating arrangement

Bonnie Wilson (Parent)

By end of Term 2

Eloise Maple (Teacher)

By week 7

Eloise Maple (Teacher)

By end of week 5

Support Coordinator)

Parent/Carer Signature:

Date:

Principal/Delegate Signature:

Date:

LAURA CLOTHIER | tca123463

ED7202 Student Diversity and Inclusive Practice


ASSESSMENT TASK 2
Written Case Study and NEP

To be honest, I never appreciated all the time and effort my teachers used when preparing my
Negotiated Education Plan until I had to create one myself. The explicit organising and strategic
planning that occurs to provide opportunities for a child to learn in the best possible way is a process
that I took for granted as a school student. Now, I can see the significance for a Negotiated Education
Plan to be addressed for any student with a learning difficulty and can comprehend how imperative it
is for their learning. For me personally, I can relate with Sally who also has a hearing impairment,
especially with her struggles within the classroom and her desperate need for a NEP to be established
and put into practice. Overall, this learning experience has opened my eyes and made me realise the
importance of myself as a teacher and the resources that are available for me to further assist any
student that requires it. Reflecting back on the process of creating this NEP, I underestimated the fact
that the NEP is the cornerstone of any special education. Both writing and implementing a NEP that is
effective and successful requires many people and involves a variety of steps and more importantly,
collaborative decision making among all involved.

LAURA CLOTHIER | tca123463

ED7202 Student Diversity and Inclusive Practice


ASSESSMENT TASK 2
Written Case Study and NEP

REFERENCE LIST
WEBSITES
Australian Hearing. (2010). The hearing impaired child in the classroom. Retrived 21 November, 2015 from
http://www.mydr.com.au/hearing-health/hearing-impairment-and-schoolchildren
Australian Hearing. (2013). Cochlear implants. Retrieved 21 November, 2015 from
http://www.hearing.com.au/cochlear-implants/
Australian Hearing. (2013). Whats an FM system?. Retrieved 23 November, 2015 from
http://www.hearing.com.au/whats-fm-system/
Goodwin, P. (2014). AccessAbility Services. Published by James Cook University, Australia. Retrieved 23
November, 2015 from http://www.jcu.edu.au/disability/JCUPRD_051411.html
Paediatrics Organisation (2009). All about FM. Published by Aussie Deaf Kids. Retrieved 24 November,
2015 from http://www.aussiedeafkids.org.au/all-about-fm-1.html

BOOKS
Hyde, M. & Palmer, C. (2010). Understanding sensory impairment. In Hyde, M., Carpenter, L. & Conway, R.
Diversity and inclusion in Australian schools (pp.235-265, especially 253+ for Hearing Impairment.) South
Melbourne: Oxford University Press.
Pagliano, P. (2012). Facts about vision and vision impairment, and Facts about Hearing and hearing
impairment. In Ashman, A. & Elkins, J. Education for inclusion and diversity, 4th ed. (pp. 188-189; 223-224).
Frenchs Forest: Pearson.

LECTURE NOTES
Geytenbeek, L. (2015) ED7202 Student Diversity and Inclusive Practice, week 8 lecture notes [PowerPoint
Presentation slides] Retrieved May 20, 2015 from
http://learn.taboradelaide.edu.au/mod/url/view.php?id=81668

PERSONAL COMMUNICATIONS
Dr Michael Schultz: ENT Surgeon, Adelaide. Memorial Hospital, North Adelaide SA 5006

OTHER REOURCES
Australian Hearing
Domain Building, Shop 3/209 Grenfell Street, Adelaide SA 5000
Deaf Can:Do Organisation
59-61 Grange Road, Welland SA 5007
info@deafcando.com.au

LAURA CLOTHIER | tca123463