DEPARTMENT OF EDUCATION AND CHILDREN’S SERVICES

Education Adjustment Plan

Student Name DOB: Year Diagnosis School Student Support Team/Role: Start date: Term 1, 2018
Emily HARFORD 5 March 2011 Year 1 Cerebral Palsy Anula School Teacher: Chantelle Scott Review date: Term 3, 2018
Parents Amber and Andrew Harford
SS: Wendy Tate
AP: Brian Hyke
SESO – Barbie Jongue

Participation Communication Personal Care Movement

Student
Needs Curriculum Social Com Access - Com Part - Eating & Health Gross Motor
Behaviour Safety Hygiene Fine Motor
Access Comp Rec Lang Exp Lang Diet Care & Mobility
Profile
Level 3 1 1 2 1 3 2 1 0 2 2
Indicator/s ab a b a bc b a a 0 abc bc
 Strengths
NCCD: Physical Supplementary Very social and interested in others
Baseline Information Go getter! – prepared to have-a-go
Carpentaria Disability Services (CDS) – Better Start (Funding has ceased - 2018) Good sense of humour
 2017 Speech once a week Loves helping others and allows others to help her
 OT once a month – prewriting Loves school
Receptive language – age appropriate Enjoys learning in small groups – allows her to develop the skills of
Expressive Language –mild/mod delayed skills having her turn, waiting, working with others
Target sentence structure & speech sounds Usually ready and organised with her belongings
Support to re-orientate when classroom environment is modified fortnightly Asks for help when needed
Chair 10cm (Blue chair) Beginning to connect that – if I do this I will learn
Support to complete fine/gross motor activities – left hand dominance Role play, dramatic play

Amber and Andrew talked to Psychologist at Carpentaria re social challengers that Emily will
face in not being able to keep up with others and others reactions to Emily and how best to
cope with that. Strategies include:
 Don’t name her as ‘cerebral palsy’ but rather refer to the challengers. ‘Some people
take time to develop...’
 Don’t make excuse for her behaviour
Action:
Parents have her involved in OT/Speech – Term 1, 2018\
OT to provide resources for writing/letters with greater control
Concerns
Fine motor
Gross motor – balance can be unsteady – bumping into people
Communication – expressive
Social – at other school setting and outside school, in Emily managing
how she feels about not being able to keep up with others and others
reactions to her.
Emily will allow/encourage others to do things for her that she can do
Social – knowing when it is appropriate time to speak/share.
At times wants to help others at inappropriate times
Self- regulation, when Emily wants something she will take it
Support needed for unzipping bags/lunch box
Social – working on appropriate barriers and not touching other people
(being aware of personal space)
Baseline Information Goals Teaching strategies, environmental Data Collection & Success Review Date: Term 3,
adjustments Criteria / Curriculum 2018
Baseline Information: Fine Motor – Supported to Curriculum / Behaviour Offer Emily regular opportunities WL student record –
turn tap on and off. Learning Intention: to practise forming shapes with attempts and
Uses fist grip to hold paint brush and a tripod grasp Emily will develop the visual and verbal prompts participation in writing
for writing Emily draws shape in sand, paint,
skills to write letters activities
Dominate left hand crayon, blocks, play dough etc
Curriculum- and numbers on the line Give explicit verbal instructions. Formal assess shapes
Is aware of writing and consistently L>R across the with assistance of a Start at the top and draw down etc Photos from
page slope board. Offer many fine motor activities investigations
Provide opportunities for Workbook samples
Difficulty with writing – often writing over the top developing hand strength during Sit on a chair with feet
of other words/letters Maths activities (squeezing balls, on the floor, bottom
using tweezers, picking up small
back in seat,
items with fingers)
Weekly literacy program Hold her pencil in a
incorporates drawing with a variety tripod grip
of medium Hold the
OT to provide resources for page/whiteboard with
writing/letters with greater control hand she is not writing
Use of slope board when writing. with.
Use dominant hand.
Form letter and
numbers correctly.
Cross the midline.
Use the slope board
Emily has some movement restrictions and needs Movement Barbie to provide pre-warm up Anecdotal notes in WL
assistance to develop her fine motor activities student record.
Her letter formations and writing is an area of For Emily to participate Provide additional activities in class Use of materials
concern. in pre-writing warm up during rotations/investigations etc Writing samples
She writes over other words and does not always activities using a range Give explicit feedback on
use the line in books to assist her. of materials. behaviour
Positive feedback

Can correctly say some speech sounds but has Expressive When Emily speaks in a phrase Report back from
difficulty with others depending on the position in Communication adult’s model back correct parents and Carpentaria
a word (initial sound/final sound) sentence emphasising key words services.
Chooses easiest option for using speech eg. Will For Emily to verbalise missed. Anecdotal notes in WL
say cut instead of scissors? simple sentences to Clarifying and rephrasing – ‘Did you student record.
Emily will now say ‘I want…’ communicate her wants mean...’ Emily will use the
She will miss saying the small words in a sentence and needs at school. Tuning in and modelling of correct correct speech sounds
speech identified by Emily
Use sentence building hands verbalises a simple
Amber and Andrew will share sentence to
weekly goals from Carpentaria communicate her needs
Emily to use I statements when at school.
referring to herself, ‘I want... I
need...