Successful Learning Conference 2013
Making 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
English K─6 Support Materials
• Effective use of the teaching and learning cycle.
• Strategies to address specific literacy and numeracy
difficulties
• Case studies sharing strategies in action.
• Videos to illustrate the case studies.
• Downloadable forms for teacher use.
English K─6 Support Materials
Support for:
• comprehending oral & written language
• understanding vocabulary
• speech production delays
• decoding difficulties
• sentence & text construction
• handwriting difficulties
• spelling delays
• initiating and sustaining communication.
Teaching and Learning Cycle
• Assessment
• Planning
• Programming
• Implementation
• Evaluation
Assessment
Effective 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.
Assessment
Types of assessment
• Formative assessment (assessment for learning).
• Summative assessment (assessment of learning).
• Diagnostic assessment.
Assessment
What 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.
products
content
environments
processes
Assessment
How 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
Assessment
Is there sufficient evidence that students have
made progress as a result of these
experiences?
Teachers need to evaluate the effectiveness of
instruction and learning experiences in relation to
selected outcomes and student achievement.
Progress can be assessed:
• during a learning experience
• over a period of time
• at the end of a unit/stage.
Assessment
Criteria for assessing learning
Judgement about students’ knowledge, skills and
understanding in relation to the selected syllabus
outcomes are made using criteria for assessing
learning.
Criteria specifies:
• How well the learning may be demonstrated
level of accuracy
latency
duration
frequency
• Conditions for demonstration
how information is
context
presented
Assessment
Criteria for assessing learning
Identifying letter sounds for lower-case letters:
Phase
Acquisition
Indicator
provide the
most common
letter sound
for all lower
case letters
Conditions
Level of
performance
when
at 100%
presented
accuracy
individually on
flashcards
Assessment
Criteria for assessing learning
Phase
Fluency
Maintenance
Indicator
Conditions
Level of
performance
provide the
most common
letter sound
for all lower
case letters
provide the
most common
letter sound
for all lower
case letters
when
presented
individually on
flashcards
within 1
second at
100%
accuracy
when presented
individually on
flashcards and
assessed on a
weekly basis
within 1
second at
100%
accuracy
Assessment
Criteria 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
Assessment
Criteria 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
Planning and programming model
• 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 & 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
Planning & programming:
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.
Isabella
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•
•
•
•
•
•
•
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 Laing
Senior Curriculum Officer, Special Education
Ph: (02) 9367 8148
Fax: (02) 9367 8476
marina.laing@bos.nsw.edu.au