Personalised adjustments in practice
Decisions on making adjustments to teaching, learning and assessment for students with disability occur using a process called collaborative curriculum planning. Parents or carers, teachers and other key people in the student’s life, collaborate to decide what adjustments are needed. Collaboration can also involve the student where appropriate. The following case studies are hypothetical.
Noah
Noah is in Year 6 and has cerebral palsy with spastic quadriplegia. His teacher is planning adjustments to support Noah's participation in movement activities in PDHPE.
Savannah
Savannah is in Year 3 and has sensory processing disorder. Her teacher is planning adjustments that can support Savannah to achieve the goals decided through personalised planning.
Grace
Grace is in Year 10 and has chronic fatigue syndrome. Her teachers are planning how best to support her transition to Stage 6 and pathway to the HSC credential.
Omar
Omar is in Year 7 and has an acquired brain injury, sustained at 3 years of age. His Technology teacher is planning adjustments to support his learning, particularly for practical tasks.
Aiden
Aiden is in Year 12 and has a diagnosis of autism spectrum disorder. His Biology teacher is planning adjustments to support him to build his knowledge and understanding and make connections in his learning.
Huong
Huong is in Year 11 and has a speech and language difficulty. His English teacher is planning adjustments to support his receptive and expressive language skills.
Kai
Kai is in Year 11 and has a mild intellectual disability. His Mathematics teacher is planning adjustments to support his development of knowledge and skills.
Kim
Kim is a Year 11 student who has speech and language delay. Her Mathematics teacher is planning adjustments to support her language and comprehension skills.
Mackenzie
Mackenzie is in Year 12 and has a history of anxiety and depression. Her History Extension teacher is planning adjustments to support her to manage her anxiety, particularly in relation to assessment tasks.
Tracey
Tracey is in Year 11 and has dyslexia which affects her reading and comprehension skills. Her Investigating Science teacher is planning adjustments to support her to understand information presented in scientific texts.