Level/Subject Area: Catering to Students with Disabilities

Situation: Action: Outcome:

J is a student who has an Intellectual
Disability (FXS) and has high levels of anxiety
which resulted in him being for the majority,
non-verbal.
J took HASS as an elective and as away to
assimilate into mainstream class for the Ed
Support Centre.
I observed that J heavily relied on his EA to
ask questions for clarification and began the
first term without talking to me.
I liaised with Js EA and Ed support teacher as J maintained a B grade in both
a way of determining what strategies work semester 1 and 2
best with J. We determined that J would
develop confidence in speaking if he had help Js ESC and EA has praised our
cards. A card that was double-sided with the relationship
words I need Help or I can do this. He was
expected to flip the card on his desk based on J speaks openly and frequently with
whether he needed help or not. myself
It was a low-key way of creating the
confidence to ask for help without drawing J now has the confidence to ask for
unwanted attention to him- creating that safe help without his cards
space.

I also observed that J was very creative and
had a love of drawing and trivia knowledge
There was a focus for J to achieve well both
academically and socially.
I made sure to sit next to J everyday and
worked on developing a positive relationship
by praising him everyday.
We had a game where he would tell me 1
trivia fact a day

I modified assessments for J, as his inquiries

were to be presented on posters as he was
creative.

His ESC teacher determined that itd be best

to withdraw his EA to create independence
Supporting Evidence: e.g. Planning Documents- Short Mid & Long term /IEPs/IBMPs/ Data/ Work samples/ Emails/ Photographs/Certificates

photos of Help Cards

IEP
Email correspondence between EA and Ed Support Teacher
 Professional Knowledge Professional Practice Professional Engagement
Standard 1 Standard 2 Standard 3 Standard 4 Standard 5 Standard 6 Standard 7
Know students and how Know content and how Plan for and implement Create and maintain Assess, provide feedback Engage in professional Engage professionally
they learn to teach it effective teaching and supportive and safe and report on student learning with colleagues,
Physical, social and learning learning environments learning parents/carers and the
intellectual Content and teaching Identify and plan community
development and strategies of the Establish challenging Support student Assess student professional learning
characteristics of teaching area learning goals participation learning needs Meet professional
students Content selection and Plan, structure and Manage classroom Provide feedback to Engage in ethics and
Understand how organisation sequence learning activities students on their professional learning responsibilities
students learn Curriculum, programs Manage challenging learning and improve practice Comply with
Students with assessment and Use teaching behaviour Make consistent and Engage with legislative,
linguistic, cultural, reporting strategies Maintain student comparable colleagues and administrative and
religious and Understand and Select and use safety judgements improve practice organisational
socioeconomic respect Aboriginal resources Use ICT safely, Interpret student data Apply professional requirements
backgrounds and Torres Strait Use effective responsibly and Report on student learning and improve Engage with the
Strategies for Islander people to classroom ethically achievement student learning parents/carers
teaching Aboriginal promote communication Engage with
and Torres Strait reconciliation Evaluate and improve professional teaching
Islander students between Indigenous teaching programs networks and broader
Differentiate and non-Indigenous Engage communities
teaching to meet the Australians parents/carers in the
specific learning Literacy and educative process
needs of students numeracy strategies
across the full range Information and
of abilities. Communication
Strategies to support Technology (ICT)
full participation of
students with
disability
EVIDENCE ANNOTATION
Standard 1 Standard 2 Standard 3 Standard 4 Standard 5 Standard 6 Standard 7
I understood that J His IEP established J was encouraged to I assessed student I engaged with Js EA
needed to present his his learning goals participate in stages- learning by and his ESC support
assessment through Used the cards as a through the cards and establishing teacher to work
artistic avenues and teaching strategy then through the communication with together to create a
that he worked best Used resources verbal interactions colleagues strategy
through scaffolding offered by the ESC (Trivia) whilst
and maintain a safety school maintaining his safety I did informal
net for him by letting him initiate diagnostics which
communication showed me he was
artistic