ASSESSMENT TASK 2
Written Case Study and NEP
Sally was found to have a severe to profound sensorineural unilateral hearing loss that was discovered from
complications during her birth as she was premature and required neonatal intensive care. She was fitted with hearing
aids specifically for amplification purposes. Her hearing loss progressed throughout her childhood and a cochlear
implant evaluation was conducted which proved that she was an acceptable candidate for the implantation surgery.
At 8 years of age, she underwent a right-sided cochlear implant without any complications and her function has
improved greatly. A cochlear implant is both a reliant and effective treatment for a severe to profound hearing loss
like Sallys. The implant consists a sound processor and coil that is worn behind the ear. The internal component,
however, is surgically positioned under the skin behind the ear.
Sally is quite self-conscious about her cochlear implant, therefore it is fundamental for her learning that she is not
isolated or singled out for additional support. However, both Sally and her parents have agreed to seek support for
her in regards to social interaction as she, at times, struggles to recognise and pick up on verbal cues. Sally benefits
from being encouraged to use a friend to clarify and reinforce specific instructions. Due to the reason that Sally has a
unilateral hearing loss, it is imperative that her unimpaired ear is directed towards the teacher at all times.
Sally works well when environmental noise is kept to a minimum. This can be achieved by using curtains on windows,
book bags hung on chairs, carpet throughout the classroom, felt or rubber tips glued on the legs of tables and chairs,
displaying students work as a hanging mobile, etc. Another important consideration not just for the teacher, but all
students is to avoid glare or light in the classroom when talking to Sally, this causes a shadow and makes it extremely
difficult for her to lip read. As noted previously, it is important to seat Sally in close proximity to the teacher for the
best sound projection and visual information. However, it is vitally important not to restrict Sally to only one location
within the classroom.
Ensuring that Sally is actually attending lessons, not just listening is fundamental for her learning. At all times, Sally
benefits from her name being called first to initiate communication, this can be achieved through an agreed signal,
hand gesture, nod, etc. Phrasing any written material as clearly as possible will not only assist Sally, but all students
with language difficulties. This can be achieved through: using short and concise sentences, using common words
LAURA CLOTHIER | tca123463
where possible to eliminate the potential for confusion, presenting information in some form of a sequential order
and avoiding words with double meanings. In regards to visual strategies and classroom accommodations, it is
essential for Sallys desk to be arranged in a circular or horseshoe shape if possible so that she can see her peers and
which makes it easier for her to read peoples lips, if necessary.
It is important to realise that understanding speech in noisy environments can at times be difficult for any child, but
for a child with a hearing loss, like Sally, it is more challenging than it seems. All children need access to speech to
enable them to develop their hearing, language and learning skills. However, significant distance from the person
speaking, the potential of reverberation and background noise are common challenges that dramatically reduce a
child, like Sally, to access crucial speech information. FM technology has proven to be the most effective way to
improve a childs speech understanding within specific listening situations that deem difficult or challenging. FM
systems are a wireless system that transmits sound directly from the sound source, worn by the teacher, to the
receiver. The sound source is a microphone that is worn by the teacher.
In conclusion, it is fundamental for Sallys learning to provide her with ample opportunities for success within the
classroom on a daily basis. Ensuring that Sally is not singled out or excluded from any learning activity or social
interactions, providing additional support for her to learn and installing an FM system for her in the classroom are
imperative adjustments that are required for her to learn to the best of her ability.
Student Details
Name:
Student ED ID:
Sally Smith
Date of Birth:
Age:
Year Level:
1/01/2006
Year 5
GOM
ATSI
ESL
NESB
New Arrival
School Contact:
Eloise Maple
Verified as eligible for Disability Support Program Yes
No
Level of Support
NEP documented
Date:21 / 05 / 2015
Verified Disabilities
1. Congenital, Unilateral, Sensorineural Hearing Loss
Other diagnosed health condition/syndrome information:
Non-Applicable
Reports from health professionals
Who
Service/Agency
What
Date
Parent/Carer signature:
Date:
Principal/Delegate signature:
Date:
Student Profile
Name
Date compiled
Sally Smith
21/05/2015
Sally does not like to be singled out for support, enjoys being included in class activities as much as possible.
Would like support in social interaction as struggles to pick up on verbal cues from peers.
Information about disability/health condition and implications for learning and environment
Hearing what is being said by the teacher, another student or any audio presentation.
Difficulty in following instructions and understanding teaching.
Difficulty engaging in discussions.
Difficulty hearing the source of the communication.
Difficulty hearing in noisy settings.
Speech and language delays.
Delays in literacy development and achievement.
Delays in literacy can result in delays across all curriculum areas.
Difficulty connecting with peers.
Challenges in joining in games at play time.
Challenges in hearing auditory signals such as whistles, shakers, bells etc.
Psychological effects including low self- esteem and identity issues.
FM system in classroom
SSO support in classroom activities
Extra programs supporting social and academic growth
Removing loud technology from classroom
Place felt on bottoms of chairs, bottom of pen pots
Seating arrangement not near door/window or high trafficked area
Assistive Technology
Transport
Behaviour
Personal care
Access Equipment
Attendance
Other
Details:
Is able to participate in all classroom activities, however, clear and concise instructions must be given to Sally so
that she knows the instructions for activity. Inviting her into social activities is also necessary to assist her
building relationships with peers and to improve her verbal communication skills.
When running classes out of the classroom setting where FM system is unable to be used ensure Sally is within
close range of the person giving instruction.
Parent/Carer signature:
Principal/Delegate signature:
Date:
Date:
/ /
/ /
Verified Disability
Sally Smith
Name
Review date:
Curriculum Context/Standard
End of Term 2
yes
A-E reporting
Modified Curriculum
Modified SACE
Additional Information
Wears cochlear implant in right ear
Review
Goal
Adjustments
Who/What
How supported
Emerging (E)
Indicators
Consolidating (c)
of success
Independent (I)
Wear microphone
(teacher) during
instruction time, student
seated in view of teacher
instruction area
FM system installed,
teacher wears
microphone, extra
prompting and
clarification time with
Student understanding, or
clarity of hearing instruction
is improved. General
engagement in task
teacher
SSO support in
classroom, students
being aware of buddy
system (peer support
system)
Overall confidence of
student improves and
student feedback is
positive
Adjusted curriculum
(teacher notes/extra
information given to
student prior to lesson
starting)
Class (students)
Eloise Maple (teacher)
Chey Drew (SSO
Coordinator)
Parent/Carer Signature:
Date:
Principal/Delegate Signature:
Date:
Student Profile
Action
1. Pages of NEP Completed
Who
When
All
21/05/2015
Laura Clothier
By 28/05/2015
(Principal)
3. SSO Support in class
By end of Term 2
By end of Term 2
By end of Term 2
By week 7
By end of week 5
Support Coordinator)
Parent/Carer Signature:
Date:
Principal/Delegate Signature:
Date:
To be honest, I never appreciated all the time and effort my teachers used when preparing my
Negotiated Education Plan until I had to create one myself. The explicit organising and strategic
planning that occurs to provide opportunities for a child to learn in the best possible way is a process
that I took for granted as a school student. Now, I can see the significance for a Negotiated Education
Plan to be addressed for any student with a learning difficulty and can comprehend how imperative it
is for their learning. For me personally, I can relate with Sally who also has a hearing impairment,
especially with her struggles within the classroom and her desperate need for a NEP to be established
and put into practice. Overall, this learning experience has opened my eyes and made me realise the
importance of myself as a teacher and the resources that are available for me to further assist any
student that requires it. Reflecting back on the process of creating this NEP, I underestimated the fact
that the NEP is the cornerstone of any special education. Both writing and implementing a NEP that is
effective and successful requires many people and involves a variety of steps and more importantly,
collaborative decision making among all involved.
REFERENCE LIST
WEBSITES
Australian Hearing. (2010). The hearing impaired child in the classroom. Retrived 21 November, 2015 from
http://www.mydr.com.au/hearing-health/hearing-impairment-and-schoolchildren
Australian Hearing. (2013). Cochlear implants. Retrieved 21 November, 2015 from
http://www.hearing.com.au/cochlear-implants/
Australian Hearing. (2013). Whats an FM system?. Retrieved 23 November, 2015 from
http://www.hearing.com.au/whats-fm-system/
Goodwin, P. (2014). AccessAbility Services. Published by James Cook University, Australia. Retrieved 23
November, 2015 from http://www.jcu.edu.au/disability/JCUPRD_051411.html
Paediatrics Organisation (2009). All about FM. Published by Aussie Deaf Kids. Retrieved 24 November,
2015 from http://www.aussiedeafkids.org.au/all-about-fm-1.html
BOOKS
Hyde, M. & Palmer, C. (2010). Understanding sensory impairment. In Hyde, M., Carpenter, L. & Conway, R.
Diversity and inclusion in Australian schools (pp.235-265, especially 253+ for Hearing Impairment.) South
Melbourne: Oxford University Press.
Pagliano, P. (2012). Facts about vision and vision impairment, and Facts about Hearing and hearing
impairment. In Ashman, A. & Elkins, J. Education for inclusion and diversity, 4th ed. (pp. 188-189; 223-224).
Frenchs Forest: Pearson.
LECTURE NOTES
Geytenbeek, L. (2015) ED7202 Student Diversity and Inclusive Practice, week 8 lecture notes [PowerPoint
Presentation slides] Retrieved May 20, 2015 from
http://learn.taboradelaide.edu.au/mod/url/view.php?id=81668
PERSONAL COMMUNICATIONS
Dr Michael Schultz: ENT Surgeon, Adelaide. Memorial Hospital, North Adelaide SA 5006
OTHER REOURCES
Australian Hearing
Domain Building, Shop 3/209 Grenfell Street, Adelaide SA 5000
Deaf Can:Do Organisation
59-61 Grange Road, Welland SA 5007
info@deafcando.com.au