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AUTISM SPECTRUM DISORDER - CRITERIA 2 PROMPTS

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									                                   PROMPTS FOR SPEECH-LANGUAGE IMPAIRMENT
                                              CRITERION 2 FORM

 Criterion Two: The severe, ongoing, primary spoken communication disorder results in activity limitations and participation restrictions for
 the student at school requiring significant education adjustments.

 According to the P-12 Curriculum Framework, a curriculum for all ensures that:
   the intended curriculum, for all students, is based on mandated curriculum documents
   teaching uses a repertoire of strategies to support intellectual engagement, connectedness to the wider world, supportive classroom
      environments, and recognition of difference
   assessment enables all students to demonstrate their learning through various modes and technologies.

 For the purposes of verification, significant education adjustments:
   may benefit all/other students, but are essential for the identified student to access and participate in the intended curriculum
   need to be specific and targeted to the identified impairment and the individual student
   include the range and breadth, frequency and intensity of adjustments that are required.



 Please refer to the following for more information on adjustments and students with disabilities:
    Curriculum Guidelines for Students with Disabilities
      (http://education.qld.gov.au/curriculum/framework/p-12/students-disabilities.html)
    Disability Standards for Education
      (http://www.dest.gov.au/sectors/school_education/programmes_funding/forms_guidelines/disability_standards_for_education.htm)
    Adjustments for students with a Speech-Language Impairment
      (http://education.qld.gov.au/staff/learning/diversity/educational/sli.html)


 Please Note:
     These prompts are intended as a guide to assist schools with recording the evidence required for verification.
     It is not essential to answer every prompt or to present information in the exact order of the prompts.
     The relevant information provided by school teams should be a summary demonstrating the educational impact of the student’s impairment
       at school and the associated significant education adjustments.




PROMPTS FOR SPEECH-LANGUAGE IMPAIRMENT CRITERION 2 FORM                                                                                        1
CURRICULUM                        PROMPTS FOR SCHOOL TEAMS
                                  Consider the prompts and include information relevant to the verification request.

Achieved Curriculum               Describe the student’s functioning related to the impairment:
 Essential Learnings
 KLAs                            What are the current achievement levels according to the Essential Learnings?
 Junctures                       How does this compare to peers?
 Early Years Curriculum          Describe how the student functions within the KLAs. Is this functioning consistent with the identified spoken communication disorder or
Knowledge, Functioning            other factors?
and Understanding of the          How does the student learn best? How does the student store, retain, recall and generalise information?
World                             How does the student interpret, select, plan, organise, sequence, research and synthesise information?
 General knowledge
 Applying knowledge and          Are there strengths and weaknesses across the KLAs? Are these consistent with the identified spoken communication disorder or other
   skills in different contexts   factors?
   or environments
 Learning and developing
   specific skills/abilities      Describe the associated education adjustments:
Pedagogy
 Instructional strategies        Consider the areas of pedagogy, resources and assessment/reporting. In each area consider:
Resources                             What adjustments are occurring?
 Collaborative planning              How are they targeted to the individual student?
 Assistive technology                How do these relate to the identified spoken communication disorder or other factors?
Assessment/Reporting                  How do these compare to peers?
 Modes                               In what contexts are these adjustments implemented?
 NAPLAN                              How do these adjustments impact on levels of achievement, access to and participation in the curriculum?
 QCATs                               What is the outcome of these adjustments?

                                  Consider various support accessed through:
                                      the school level
                                      the district/regional level
                                      outside agencies to support the student at school.

                                  Targeted Programs:
                                       What targeted/specialised programs are in place? (Summary, if applicable)
                                       How are they targeted to the individual student?
                                       How do these relate to the identified spoken communication disorder or other factors?
                                       What are the results from any targeted programs that have been implemented?




PROMPTS FOR SPEECH-LANGUAGE IMPAIRMENT CRITERION 2 FORM                                                                                                                2
COMMUNICATION                PROMPTS FOR SCHOOL TEAMS
                             Consider the prompts and include information relevant to the verification request.

Receptive                    Describe the student’s functioning related to the impairment:
Expressive
Pragmatics (language use)    NB: Please do not reproduce information from Criterion 1 (iii) Description of student’s performance in spoken communication
Speech                       domains and Criterion 1 (iv) Response to appropriately targeted intervention for identified spoken communication difficulties.

Communicating (both giving   Please add information that is not included in Criterion 1 related to:
and receiving the message)        understanding/receiving spoken language
for a range of purposes           expressing/producing spoken language
across a range of contexts        language use in a range of contexts
                                  producing speech which is easily understood by others.


                             Describe the associated education adjustments:

                             Consider the areas of receptive language, expressive language, language use and speech. In each area consider:
                                 What adjustments are occurring?
                                 How are they targeted to the individual student?
                                 How do these relate to the identified spoken communication disorder or other factors?
                                 How do these compare to peers?
                                 In what contexts are these adjustments implemented?
                                 How do these adjustments impact on levels of achievement, access to and participation in the curriculum?
                                 What is the outcome of these adjustments?

                             Consider various support accessed through:
                                 the school level
                                 the district/regional level
                                 outside agencies to support the student at school.

                             Targeted Programs:
                                  What targeted /specialised programs are in place? (Summary, if applicable)
                                  How are they targeted to the individual student?
                                  How do these relate to the identified spoken communication disorder or other factors?
                                  What are the results from any targeted programs that have been implemented?




PROMPTS FOR SPEECH-LANGUAGE IMPAIRMENT CRITERION 2 FORM                                                                                                   3
SOCIAL/EMOTIONAL            PROMPTS FOR SCHOOL TEAMS
PARTICIPATION AND           Consider the prompts and include information relevant to the verification request.
WELLBEING

Social/Interaction Skills   Describe the student’s functioning related to the impairment:
Self-Management
Strategies                  Describe the student’s current social and emotional skills and self-management skills. Consider:
                                  ability to learn and develop socially appropriate skills/abilities and/or learn/follow social rules
                                  reciprocity in conversations and/or ability to share and take turns
                                  understanding consequences of actions
                                  ability to relate to others socially – able to interpret, consider others thoughts and feelings and/or predict social situations and
                                      responses
                                  friendship skills, participation in leisure/recreation activities and/or maintaining socially appropriate behaviour in a range of
                                      settings
                                  ability to make decisions, request assistance, solve problems and resolve conflict
                                  emotional regulation skills (understanding self and appropriate coping strategies).
                            Is this functioning consistent with the identified spoken communication disorder or other factors?


                            Describe the associated education adjustments:

                            Consider the areas of social/emotional participation and wellbeing. Consider:
                                What adjustments are occurring?
                                How are they targeted to the individual student?
                                How do these relate to the identified spoken communication disorder or other factors?
                                How do these compare to peers?
                                In what contexts are these adjustments implemented?
                                How do these adjustments impact on levels of achievement, access to and participation in the curriculum?
                                What is the outcome of these adjustments?

                            Consider various support accessed through:
                                the school level
                                the district/regional level
                                outside agencies to support the student at school.

                            Targeted Programs:
                                 What targeted/specialised programs are in place? (Summary, if applicable)
                                 How are they targeted to the individual student?
                                 How do these relate to the identified spoken communication disorder or other factors?
                                 What are the results from any targeted programs that have been implemented?




PROMPTS FOR SPEECH-LANGUAGE IMPAIRMENT CRITERION 2 FORM                                                                                                                   4
LEARNING ENVIRONMENT    PROMPTS FOR SCHOOL TEAMS
                        Consider the prompts and include information relevant to the verification request.

Classroom and Non-      Describe the student’s functioning related to the impairment:
Classroom Environment
Organisational skills   Does the student require:
                               assistive technology (e.g. sound field amplification/hearing aids, laptop, iPods etc)
                               specific strategies/programs (e.g. around the playground, assemblies, specialist lessons, transition within the school or other
                                  environments, visual supports, organisational strategies)
                               changes in the physical environment to support sensory, organisation or motor issues
                               an Alternative Augmentative Communication (AAC) system (e.g. speech generating device, symbol communication system)?
                        Is this requirement consistent with the identified spoken communication disorder or other factors?


                        Describe the associated education adjustments:

                        Consider the areas of classroom and non-classroom environment and organisation. Consider:
                            What adjustments are occurring?
                            How are they targeted to the individual student?
                            How do these relate to the identified spoken communication disorder or other factors?
                            How do these compare to peers?
                            In what contexts are these adjustments implemented?
                            How do these adjustments impact on levels of achievement, access to and participation in the curriculum?
                            What is the outcome of these adjustments?

                        Consider various support accessed through:
                            the school level
                            the district/regional level
                            outside agencies to support the student at school.

                        Targeted Programs:
                             What targeted/specialised programs are in place? (Summary, if applicable)
                             How are they targeted to the individual student?
                             How do these relate to the identified spoken communication disorder or other factors?
                             What are the results from any targeted programs that have been implemented?




PROMPTS FOR SPEECH-LANGUAGE IMPAIRMENT CRITERION 2 FORM                                                                                                           5
HEALTH AND SAFETY   PROMPTS FOR SCHOOL TEAMS
                    Consider the prompts and include information relevant to the verification request.

Adaptive Skills     Describe the student’s functioning related to the impairment:
Mobility
                    Describe the student’s current health and safety needs which impact on their learning?
                    Consider:
                          behaviours that put the student’s (or other students) health and safety at risk
                          self care skills
                          specialised health support/procedures
                          individualised eating, drinking and dietary requirements and/or
                          individualised essential hygiene routines.
                    Is this consistent with the identified spoken communication disorder or other factors?


                    Describe the associated education adjustments:

                    Consider the areas of health and safety. Consider:
                        What adjustments are occurring?
                        How are they targeted to the individual student?
                        How do these relate to the identified spoken communication disorder or other factors?
                        How do these compare to peers?
                        In what contexts are these adjustments implemented?
                        How do these adjustments impact on levels of achievement, access to and participation in the curriculum? (i.e. what is the
                           outcome of these adjustments?)

                    Consider various support accessed through:
                        the school level
                        the district/regional level
                        outside agencies to support the student at school.

                    Targeted Programs:
                         What targeted/specialised programs are in place? (Summary, if applicable)
                         How are they targeted to the individual student?
                         How do these relate to the identified spoken communication disorder or other factors?
                         What are the results from any targeted programs that have been implemented?




PROMPTS FOR SPEECH-LANGUAGE IMPAIRMENT CRITERION 2 FORM                                                                                               6

								
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