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Successful Learning Conference 2013Making adjustments for students with
special education needs, K–6
24 June 2013
Students with Special Education Needs
In K-6, the syllabus provides for students with special education needs in a variety of ways:
• through the inclusion of outcomes and content which provide for the full range of students
• through the development of additional advice and programming support for teachers to assist students to access the outcomes of the syllabus
• through the development of specific support documents for students with special education needs
Board of Studies website
English K–6 Support Materials for Students with Special Education Needs
Mathematics K–6 Support Document for Students with Special Education Needs
K-6 Educational Resources
• Effective use of the cycle.
• Strategies to address specific difficulties
• sharing strategies in action.
• to illustrate the case studies.
• Downloadable for teacher use.
English K─6 Support Materials
teaching and learning
literacy and numeracy
Case studies
Videos
forms
Support for:
• comprehending oral & written language
• understanding vocabulary
• speech production delays
• decoding difficulties
• sentence & text construction
• handwriting difficulties
• spelling delays
• initiating and sustaining communication.
English K─6 Support Materials
• Assessment
• Planning
• Programming
• Implementation
• Evaluation
Teaching and Learning Cycle
AssessmentEffective assessment
• Establishes appropriate entry points.
• Enables whole-class programs.
• Identifies specific areas of instructional needs and/or priorities for learning.
• Identifies readiness for the next phase of learning.
• Identifies outcomes and/or content achieved using criteria for assessing learning.
• Provides feedback to students.
AssessmentTypes of assessment
• Formative assessment (assessment for learning).
• Summative assessment (assessment of learning).
• Diagnostic assessment.
AssessmentWhat evidence of learning is required?
Consider:
• the criteria for assessing learning
• suitability of assessment strategies
• students’ communication needs- ways they communicate- time required
• support/adjustments in relation to selected outcomes and content.
content proces
ses
products
environments
AssessmentHow will this evidence of learning be
gathered?
• Curriculum-based assessments
• Systematic teacher observations
• Standardised and criterion-referenced tests
• Discussion/interview with students
• Analysis of work samples
• Analysis of errors
AssessmentIs there sufficient evidence that students have made progress as a result of these
experiences?
Progress can be assessed:• during a learning experience• over a period of time• at the end of a unit/stage.
Teachers need to evaluate the effectiveness of instruction and learning experiences in relation to selected outcomes and student achievement.
AssessmentCriteria for assessing learning
Criteria specifies:• How well the learning may be demonstrated
Judgement about students’ knowledge, skills and understanding in relation to the selected syllabus outcomes are made using criteria for assessing learning.
• Conditions for demonstration
level of accuracyduration
latencyfrequency
context how information is presented
AssessmentCriteria for assessing learning
Identifying letter sounds for lower-case letters:
Phase Indicator Conditions Level of performance
Acquisitionprovide the most common letter sound for all lower case letters
when presented individually on flashcards
at 100% accuracy
AssessmentCriteria for assessing learning
Phase Indicator Conditions Level of performance
Fluencyprovide the most common letter sound for all lower case letters
when presented individually on flashcards
within 1 second at 100% accuracy
Maintenance
provide the most common letter sound for all lower case letters
when presented individually on flashcards and assessed on a weekly basis
within 1 second at 100% accuracy
AssessmentCriteria for assessing learning
Phase Indicator Conditions Level of performance
Generalisation
provide the most common letter sound for all lower case letters
when presented in a variety of ways (on flashcards, in lists, at the beginning of words)
within 1 second at 100% accuracy
AssessmentCriteria for assessing learning
Criteria for assessing learning:
• constructing simple sentences
Acquisition
Fluency
Maintenance
Generalisation
Planning and programming model
NSW Syllabuses
Planning and programming model
WSES1.9 Engages with writing texts with the intention of conveying an idea or message:• writes single-sentence observations and
descriptions
Writing
• What evidence of learning is required? (pg 7)
- writes short, simple sentences- uses accurate structure when writing simple
sentences.
• How will this evidence be gathered? (pg 9)
- analysis of writing samples.
• What content, learning experiences and instruction will allow students to demonstrate these outcomes? (pg 16)
- procedures and strategies – sentence writing.
Planning and programming model
• How will feedback be provided?- verbal and written; editing and drafting
opportunities
• Is there sufficient evidence that students have made progress as a result of these experiences?
- criteria for assessing learning
Planning and programming model
Planning & programming: Communication
Using the Planning and Programming Model:
1. Determine individual students’ priorities and goals for communication (expressive and/or receptive): (pg 43)
- What evidence of learning is required?- How will this evidence be gathered?
2. Select syllabus outcomes and indicators: (pg 44)
- for a whole class program- for individual students. Communication
3. Program content, learning experiences and instruction is required: (pg 66)
- communicative opportunities- strategies.
4. Feedback: (pg 79)- communication partners.
5. Decide if there is sufficient evidence that students have made progress: (pg 45)
- criteria for assessing learning.
Planning & programming: Communication
Isabella
• Year 2.• Oral language – comprehension and expression.• Limited vocabulary use.• Understanding lengthy and more complex texts.• Identifying and remembering key information.• Using compound and complex sentences.• Limited reading fluency.• Independently writing sentences.
Isabella
Isabella’s priorities for the narrative unit of work:- comprehend and respond to when, where, who, what
questions- comprehend and use vocabulary related to time,
position (eg above, below, next to, between) and sequence (eg first, next, last)
- increase the length of her oral responses- use appropriate grammar at the sentence level
(sentence structure) with the assistance of sentence starters and cloze sentences
- use descriptive language.
Andrew
Mathematics K-6 Support Document for Students with Special Education Needs
Marina LaingSenior Curriculum Officer, Special Education
Ph: (02) 9367 8148Fax: (02) 9367 [email protected]