EDU5LDP

17181595
Assignment 1- Case study

Karlee Rohde

CASE STUDY
Student Name

Gender

Angus McKenzie

Male

Year
Level
Grade 5

Age
10

OVERVIEW

SCHOOL

FAMILY BACKGROUND

Public mainstream school

Small rural school with a mostly anglosaxon population.
Parents mainly from farming backgrounds
with many family members.
Angus has attended this school from Prep.
No other students in the class of 17
requiring any support staff.

Parents separated
Lives with Anglo-Saxon Mother.
Visits Anglo-Saxon Father occasionally on
weekends and during holidays.
Younger sister age 5 who also lives in
same household, no apparent learning
difficulties

LEARNING DISABILITY
Angus has Aspergers syndrome, A high functioning Autism Spectrum Disorder (ASD)
therefore Angus has a rather high IQ and is very intelligent when working with
numbers and science. Though Angus works well with facts and numbers he is
severely lacking in communication skills, like many others with ASD, therefore Angus
needs a lot of support and guidance with his social skills (Delmolino & Harris, 2012, &
Attwood, 1993). Angus can speak well but often chooses to avoid talking to peers, or
in front of others. Angus often appears to fail to follow instruction, though this must
be monitored closely as more often than not is just failure to understand the task at
hand (Delmolino & Harris, 2012), but can also be when Angus has low interest in the
set work.
Angus has very low motor skill ability and therefor does not enjoy participating in
physical education or any other sorts of physical activities (Attwood, 1993). Most
students who have Aspergers syndrome are known to have an obsessive interest, for
Angus he loves dogs and has a anxiety associated with the colour green (Sansosti,
2012). When things dont go to plan and Angus becomes overloaded with stimuli, he
often gets vey angry and aggressive (Sansosti, 2012). Some things that can over
stimulate Angus during class or at school include changes in routine, loud noises or
noisy environments, the colour green and difficulty understanding his peers. When
this occurs, Angus needs to escape from this environment and unwind in the sensory
room (Betts, Betts & Gerber-Eckard, 2007)
It has also been noted that no other family members in Anguss family have any
apparent learning difficulties.

EDU5LDP
17181595
Assignment 1- Case study
STUDENT PROFILE

Karlee Rohde

WELLBEING PROFILE
Visits with school counsellor once a week.
Takes medication for anger management.
On various other medication for ASD.
Low immune system, often sick and missing days of school.
Often needs sensory breaks when overloaded (sensory room in students services
building).
Very supportive mother, father mostly absent (remarried).
Anger issues cause most peers to avoid communication with Angus.

SOCIAL PROFILE
Can become aggressive towards students and teachers.
Does not appear to interact with peers.
Students
aspirations
and
Challenges faced by student
Enjoys computers
and video
games.
goals
Often distances self from others.
To
complete
schooling in a
Low confidence in communicating with others
Appears
to daydream.
mainstream
school.
does not have many peer friends.
Does not enjoy
being told what totherefore
do.
Better
his
anger
management
Often
can
be overloaded in a loud environment,
LEARNING PROFILE
skills
if routine
unexpectedly
changesand
or if
greenregular
Can work at academically high levels
but often
lacks motivation
needs
Find
ways to reduce anger
items are in direct vicinity.
breaks.
management
Is slightly
behind in language and written skills.
Enjoys any work to do with Dogs or
other animals.
Complete
tasks
set by
classlevel than
Requires
structure.
Can work at
a much
higher
fellow
classmates in certain areas such as
teacher
Maths, Humanities and Science. Prefers a neat low stimuli environment for
Connect
with peers
Lacks confidence
to speak in frontworking.
of classmates.
Gain
greater
during
Often can become aggressive when does not
Enjoys
visual focus
learning.
school
get hispossible.
own way.
Avoids sessions
speaking in front of class where
Improve reading and writing
skills

SCHOOL ENVIROMENT & STAFF REQUIREMENTS

Role of family/carers in the students educational program

Communication log- Intranet system that must be updated by school staff contact with
parents (applicable to all students)
Fortnightly meetings between Support staff, Teacher, Principle, School counselor to
assess Anguss behavior and improvements. This is recorded and kept on file and sent
to Mother, particularly mental health issues and ways to support Angus at home.
Weekly report emailed to Mother to inform her of Anguss progress or difficulties during
the week completed by teacher and support staff member (Appendix 1).
Role of an aide or other agents in the students school program
Support for classroom tasks (4 days a week)
Additional set tasks for Angus that are related to his needs.
ASD resources available at school.
Observation notes on Anguss performance regularly.

EDU5LDP
17181595
Assignment 1- Case study

Karlee Rohde

Weekly meeting between teacher, Support staff and counselor to report on Anguss
week

DUTY OF CARE
If Angus fails to manage his anger, which results in physical damage to himself or
others, support will be called upon from student services. If Anguss behaviour impacts
his and others physical health his mother will be called to remove Angus from school
premises. If mental health issues arise that may lead to physical harm, it is the
teachers responsibility to inform appropriate agencies.

INCLUSIVE CLASSROOM STRATEGIES

CLASSROOM DESIGN
The classroom will have an inclusive layout by joining 3 tables together to provide 6seater island tables. Students will have allocated seats; to create familiarity for Angus
the seating arrangement will remain the same for each term. Students names will be
laminated and placed in their seating place. The ESS will be seated next to Angus during
English classes and nearby for other classes, but Angus will still remain on one of these
tables as students with Aspergers need to be surrounded by peers in order to improve
the opportunity to develop social skills (Attwood, 1993).
There will be a quiet corner where all students may opt to visit when need of a break
from the classroom environment to work on a task individually, where Angus can spend
as much time as he wishes though some tasks will require group work.
The class decides on rules at the start of the year which will be reviewed at the
beginning of each term as a group and changed where required. These will be displayed
close to the front of the room and referred to on a regular basis. There will also be a
timetable located near these rules that is laminated and written using whiteboard
marker. The timetable will be a weekly overview of the sessions that may be updated
where necessary in order to ensure Angus is aware of changes in routine as well as to
inform the other students of the plans (see appendix 2 for timetable).
The teachers desk will be located at the side of the room to allow plenty of space under
the white board for sitting or physical movement space.
The walls of the classroom will contain work of the students but in a neat and orderly
fashion to ensure there is not too much clutter. These will be rotated so that the most
recent work is added for students to refer to as well as so they are continuing to update
their knowledge on the current class topics.
The role will be completed by teacher according to seating arrangements and logged on
the school intranet system where the role is to be updated.
For Angus, it is important that he is given instruction that is clear and precise, like many
students with ASD Angus takes instruction quite literal, to help with this the teacher will
provide a written set of instructions for the task for Angus to refer back to ensure he
understands the task.
ROUTINES AND RITUALS
Arriving to class
In the mornings students will join the class without lining up but on arrival must

EDU5LDP
17181595
Assignment 1- Case study

Karlee Rohde

complete the mood rating scale by placing their name at the appropriate mood (see
appendix 3). Check the timetable to see what classes are on for the day, sit in their
allocated seat and get their appropriate books out ready for the session. This same
routine will occur every day.
Timetable
The classroom has a large visual weekly timetable displayed near the front of the room
which is updated regularly depending on the day. This helps Angus be aware of what is
happening during the day and week, as he needs structure for him to remain calm.
Angus will check this timetable every morning on arriving at school (Aspen, 2015).
Sensory Room
The school has created a sensory corner in the student services building where Angus is
allowed to go in order to cool off if becoming agitated during class. This room contains a
variety of different textured objects as well as low lighting and heavy blankets that help
Angus to calm down. Also to avoid stressing Angus out, the classroom has minimal
decorations, and green is avoided where possible (paper, whiteboard markers, books)
etc. Students have 20 minutes a day of silent reading, allowing Angus to focus as the
quiet environment is what works for him (Aspen, 2015).
Technology
Due to Anguss interest in technology he is rewarded with a token, which will allow
computer time when he has completed the set task. He also at times is allowed to
complete his work on the computer when applicable.
Physical Education
Angus is excused from physical education but this time is replaced with time spent in the
sensory room with the educational support staff where they work on anguss social skill
education.
Anger Management
At the start of each class, Angus rates his mood on a scale from 0-10. 0 being not
frustrated at all and 10 being about to explode with anger.
Reward system
There will be a token system in place for Angus, which means that when he participates
in good and positive behaviours he is rewarded with tokens. Various tokens given for
different behaviours (see appendix). Angus is then allowed to use these tokens towards
different rewards.
Bad Behaviour
Cup system- Green= Good, Orange= Middle, Red= Bad, Special privileges begin to be
taken away.
The rules of the class will be on display therefore when students misbehave they will be
asked if they think their behavior is appropriate and they will be asked to move their
name to the corresponding cup.
If bad behavior continues parents and external bodies will be notified and child will be
put on probation.
Unknown words
If students are unsure of any words that they come across in their reading or during class
there will be a list created on the board and students will research the meaning and
display it for every one to be aware.

General make up of class

EDU5LDP
17181595
Assignment 1- Case study

Karlee Rohde

Mixed gender mixed abilities variety of family background

Mainly anglo-saxon small percent of Torres Strait Islanders
No other students with diagnosed learning difficulties.
2 low performing students who also require assistance from support staff

EDU5LDP
Assignment
Student
Year level
Teachers/assi
stant
Time Frame
Team
Members

Karlee Rohde 17181595

1- Case study
Angus McKenzie,
Grade 5
D.O.B
10/10/2005
Teacher, educational support staff (4 days a week)
Term 3
Teacher, Parents, ESS, School counsellor

Individual Learning Plan

Current levels of academic performance (Ausvels, YEAR)
ENGLISH
Writing at Level 4
Reading at Level 4
Speaking and listening at Level 2
MATHS
Level 6 and above across all content
Very logical thinker and great memory of timetables and long multiplication.
COMMUNICATION
Level 3
Strengths
Very knowledgeable in logical thinking activities and
topics such as science and maths.
Enjoys learning about history, great at memorizing
numbers.
Very intelligent when mind is set on task.
Understands technology and creative in his use of
technology.

Needs
Improving on attention span and focus in the
classroom.
Writing and verbal communication skills.
Needs to manage temperament.
Confidence in communication with peers.

EDU5LDP
Assignment 1- Case study

Karlee Rohde 17181595

LEARNING GOALS

Area for
improvement
SOCIAL
Communication
and
interpersonal
learning

Anger
managementstress relief

Goals &
Objectives

Current ability

Strategies

Success Criteria
By end of term

To understand
relationships with
peers and others.
To develop
confidence to
communicate with
peers.

Fails to
communicate with
peers.
Only communicate
with familiar adults.

Working with ESS during P.E. periods

on communication skills.
Ensure Angus works with peers in
group settings and has the
opportunity to socialise with peers.

Angus will be able to

ask peers questions.
Angus will co-operate
and have input on
group tasks.

Improve his ability

to follow
instructions.
Self manage his
anger and
recognise the
signs in order to
avoid outbursts.

Get angry when he

must share things.
Unable to manage
his anger.
Regular outbursts at
students and
teachers.

Monitor mood with a mood rating

scale for the beginning of each
session so staff are aware of his
mood.
Work with Angus to help him become
aware of his triggers and how to work
past these

Angus will have the

ability to self manage
his anger and reduce
his breakdowns by
being aware of the
signs of his anger.

Does not
understand the
concept of sharing.

Ensure Angus is aware of classroom

rules and routines.
When Angus refuses to follow
instruction he may need some time

Angus will be able to

complete tasks set by
teacher, even if he does
not enjoy the work. No

BEHAVIOURAL
Refuses to
To complete set
follow
tasks.
instruction
Listen to
instruction without

EDU5LDP
Assignment 1- Case study
getting agitated.

ACADEMIC
Reading
Analysis of
written texts.
Improve
vocabulary.
Writing
Improve motor
skills of writing,
length of
writing and
variety of
writing styles.

Language
Verbal
communication
skills
Oral
presentation

To be able to read
larger childrens
novels
Develop the ability
to analyse written
pieces.
For angus to
develop the skills
required to write
lengthy pieces of
work of varying
contexts.
Understand use of
paragraphs and
quotation marks.
Understand
different styles of
writing e.g.
persuasive,
creative, nonfiction.
Understand the
different uses of
language in texts
and in verbal
communication.
Develop the ability

Karlee Rohde 17181595

out- record on the cup system if it
does not comply with class rules.
Create tasks involving Anguss
interests such as dogs or computers.

longer refuses to not

participate in classroom
activities.

Currently reading
shorter novels.
Does not have the
ability to think
critically or
creatively about
pieces of writing.
Fails to write
creatively. Can write
stories, but often is
based upon
previous
experiences.
Does not
understand
persuasive text.

Utilise the De Bonos Hats to help

Angus develop critical thinking skills.
Provide prompting posters for each
hat.
Allow angus to read book of own
choice during the 20 minutes of
silent reading per day.
Develop work sheets with examples
of different styles of writing. Angus to
identify different styles of writing by
reading various pieces of work

Angus will analyse 3

different pieces of
writing and be able to
identify the difference in
text styles. (Ausvels
level 5)

Fails to identify
verbal
communication
from others and has
little understanding
of body language.

One on one time with ESS to develop

verbal communication confidence.
Use visual work sheets.

Angus will be able to

speak in front of class.
He will also be able to
recognise different
types of verbal
communication and

Submission of various
pieces of both hand
written and typed work
of varying contexts.
Angus will complete a
creative story, A nonfiction website and a
persuasive letter.
(Ausvels level 5)

EDU5LDP
Assignment 1and different
cues of verbal
language.

Karlee Rohde 17181595

Case study
to present oral
presentations to
the class.

Refuses to speak in
front of class.

their meaning. (Ausvels

level 5)

EDU5LDP
17181595
Assignment 1- Case study

Karlee Rohde

REFERENCE LIST
ASPEN. (2015). Information about ASD. Retrieved from
http://aspennj.org/information-about-asds/articles-aboutautism-spectrum-disorders
Attwood, T. (1993). Why Does Chris Do That?: Some Suggestions Regarding the
Cause and Management of the Unusual Behaviour of Children and Adults with
Autism and Asperger Syndrome. National Autistic Society.
AUSVELS. (2015). Levels. Retrieved from http://ausvels.vcaa.vic.edu.au/Level5
Delmolino, L., & Harris, S. (2012). Matching Children on the Autism Spectrum to
Classrooms: A
Guide for Parents and Professionals. pp 11971204 DOI
10.1007/s10803-011-1298-6
Sansosti, F. (2012). Reducing the Threatening and Aggressive Behavior of a
Middle School Student With Aspergers Syndrome. Kent, OH, USA: Kent State
University,
Betts, S., Betts, D., & Gerber-Eckard, L. (2007). Asperger Syndrome in the
Inclusive Classroom:
Advice and Strategies for Teachers. London, UK: Jessica
Kingsley Pulishers.

EDU5LDP
17181595
Assignment 1- Case study

WEEKLY REPORT
NAME: __________________________

Karlee Rohde

APPENDIX
1
DATE: ________________

IMPROVEMENTS

WEAKNESSES
NEEDS IMMEDIATE ATTENTION- GOALS FOR NEXT WEEK

HOW TO HELP AT HOME

SIGNED
TEACHER

___________________

SUPPORT STAFF

___________________

PRINCIPLE

___________________

EDU5LDP
Assignment 1- Case study

Karlee Rohde 17181595

CLASS TIMETABLE
DAY

Period 1

Monday

Tuesday

Wednesday

Thursday

Friday

Period 2

Period 3

Period 4

Period 5

APPENDIX
2

Period 6

EDU5LDP
17181595
Assignment 1- Case study

MOOD RATING

Karlee Rohde
APPENDIX
3

EDU5LDP
17181595
Assignment 1- Case study

Karlee Rohde

BRAIN

MOOD