Case study: Mackenzie
Our case study illustrates adjustments for a student with disability who is studying History Extension. Mackenzie is in Year 12 and has a history of anxiety and depression. Learn about the personalised adjustments made to her teaching, learning and assessment activities.
Collaborative curriculum planning for Mackenzie
Mackenzie is in Year 12 and has a history of anxiety and depression. She becomes highly anxious when she has a formal assessment task to do. Mackenzie has a keen interest in history. She demonstrated extensive knowledge and understanding of Year 11 Modern History. She has elected to study History Extension in Year 12. Mackenzie is hoping to study at university when she finishes school.
Mackenzie has experienced more chronic anxiety and depression in her senior years of schooling. In particular, she has difficulty planning and organising her time to meet deadlines. Mackenzie has had many absences in Year 11, most often when assessment tasks are due.
Mackenzie struggles to participate in class activities. Group work and class presentations are particularly challenging due to her anxiety. She wants to succeed at school, which adds an extra level of anxiety and stress. When Mackenzie thinks she will not be successful at something, she can experience heightened levels of anxiety or depression.
Through collaborative curriculum planning, the school’s special education teacher discusses Mackenzie’s learning goals and priorities with:
- Mackenzie
- her parents
- the school counsellor
- the Year advisor.
They identify Mackenzie requires support provided through quality differentiated teaching practice.
Adjustments for Mackenzie
Through collaborative curriculum planning, it’s decided Mackenzie would benefit from the following adjustments:
- Break tasks into smaller steps and/or use checkpoints to assist Mackenzie to finish her work.
- Discuss assessment tasks with Mackenzie before handing them out, to reduce her anxiety.
- Support Mackenzie’s participation in group work. Use scaffolding and/or pair her with a peer she feels comfortable with.
- Model participation in class or group discussion before asking Mackenzie to contribute.
- Discuss feedback with Mackenzie. Ensure she acknowledges positive feedback as well as understands constructive feedback.
Mackenzie’s History Extension teacher considers how these adjustments can be used to support Mackenzie’s learning throughout the unit of work.
Mackenzie’s History Extension teacher also considers the adjustments Mackenzie will need for the assessment. The chosen adjustments enable her to access the task and demonstrate her achievement on the same basis as other students. The adjustments are:
- Allow more time for Mackenzie to complete and submit the task. To do so, Mackenzie’s teacher issues her the question one week earlier than other students.
- Provide a plan to assist Mackenzie to build her argument and provide evidence to support it.
- Guide Mackenzie to plan each component of her presentation. A program such as PowerPoint Mix is useful for this.
- Allow Mackenzie to record her presentation. Mackenzie can submit the recording rather than present to the class.
Marking guidelines provided with the assessment task will be used to assess all students’ responses, including Mackenzie’s. The adjustments provided for Mackenzie do not impact on the outcomes to be assessed or the knowledge, understanding and skills students are to demonstrate.