Professional Documents
Culture Documents
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
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
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.
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.
EDU5LDP
17181595
Assignment 1- Case study
Karlee Rohde
EDU5LDP
Assignment
Student
Year level
Teachers/assi
stant
Time Frame
Team
Members
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
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.
Does not
understand the
concept of sharing.
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
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.
Fails to identify
verbal
communication
from others and has
little understanding
of body language.
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.
Refuses to speak in
front of class.
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
___________________
SUPPORT STAFF
___________________
PRINCIPLE
___________________
EDU5LDP
Assignment 1- Case study
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