St Good, School Adjustment Plan 2015
Name:
Chelsea
Updated: 12.3.15
Year: Kindergarten
Class: KR
Primary Disability: Cerebral Palsy secondary to Ecoli
DOB:
meningitis aged 2 weeks, Earlier severe jaundice (550
SBR), Auditory myopathy with cochlear implant,
congenital hypothyroidism. (A/Prof Adam Buckmaster,
30/11/11).
Student’s Interests
 Books and music
Academic Strengths
 Chelsea’s cognitive ability is assumed to be at an age appropriate level
 Listening – Chelsea is very attentive to verbal communication - always talk to
Chelsea in the same way that you would talk to any other student of that age
Current Pattern of Learning
Maths: Working at ES1
MAI: 0 counting, 0 place value, 0 addition and subtraction, 0 multiplication and
division
English: Working at Stage ES1 for Writing, Stage ES1 for Reading and Stage ES1 for Talking
and Listening
Instructional reading level: 1
(Please note: due to the severity of Chelsea’s disability and the restrictions it places on her
mobility and speech it is difficult to accurately assess where Chelsea is working at
academically. Eye gaze is currently her strongest communication method – eye-gaze
technology is being explored for future use).
Area
Challenges
Necessary Adjustments for
Accessibility and Participation
Curriculum
Level of
support: 3
Chelsea has Cerebral Palsy which
restricts her ability to move around
independently, coordinate hand
movements and talk. She has
cochlear implants in both ears and
is non-verbal.

Current Learning Focus:
English
 Concepts of print
 Letter sound relationship
Mathematics
 Mathematical language
 Numeral identification


Teachers and LSAs wear an FM
system when talking to Chelsea
(can you move the dot points
in?)
During class time Chelsea is
seated in a special classroom
wheel chair which supports her
posture, mobility around the
classroom and has an
attachable tray for Chelsea to
complete work on.
Lyn Wood the Visiting Hearing
Teacher works with Chelsea on
Thursdays to pre-teach key
concepts that will be discussed



Communication Expressive
Level of
Chelsea is non-verbal as a result of
support: 3
her Cerebral Palsy which restricts
her ability to control her muscles
when verbalising words. She
therefore has difficulty with
expressive language and is reliant
on communication devices to
support her.
Chelsea requires support with:
 Communicating her
thoughts and ideas
 Using communication
assistive technology
 Making choices
Receptive
Chelsea has had a language
assessment which indicated a
severe receptive language delay,
however, it was acknowledged by
the Speech Therapist that it was
difficult to assess her given the
severity of her disability.
It is also possible that Chelsea lacks
knowledge about basic concepts
due to her restricted access to
environmental experiences and her
hearing impairment.
Chelsea requires support with:
 Understanding instructions
 Following instructions
 Recognising and responding
to symbols for
communication
in class for the following week
LSA to support Chelsea’s
classroom teacher
Use of symbols, pictures and
concrete materials are used
within lessons to support
communication
LSA to support teacher in
Chelsea’s classroom
 Encourage Chelsea to use
typical head gestures for yes
and no (up and down for
yes and side to side for no).
 Encourage choice making.
Provide Chelsea with two
objects and ask her to make
a choice by looking at the
preferred object. Give
Chelsea the object she pays
the most attention to
through eye gaze. This
should be done even if the
teacher knows it is not her
preferred object. This will
encourage Chelsea to be
more selective and able in
her choice making.
 Encourage Chelsea’s
understanding of symbols
through beginning to
replace concrete materials
with pictures. This will firstly
be introduced during lunch
time where she is asked to
make a choice between two
types of food in her
 Use Chelsea’s Big Mac
Button to help her
communicate in class
discussions and between
home and school. This
works by recording a
message on the button and
then getting Chelsea to
press it when asked a
question (e.g. what did you
do during reading groups?


Mobility
Level of
support: 3
Chelsea is unable to move around
independently and requires the
assistance of a wheelchair and a
walker.
 Mobility (moving around
the school and classroom)
 Lack of muscular control
 Travelling to and from
school





Personal Care
Level of
support: 3
Toileting


Can you tell me what you
did on the weekend?).
Eye gaze (this is an assistive
technology communication
device which we are
currently considering to
purchase, it has not yet
been introduced)
Visiting Hearing Teacher to
work on auditory
perception skills
A home wheel chair, class
wheel chair and a walker is
used to move Chelsea
around the school and
within her classroom. All
staff supporting Chelsea are
trained in using these
mobility devices and are
familiar with the correct
transfer procedures for
when they are moving her
from one to the other. Refer
Transfer Plan.
LSA to support Chelsea’s
movement around the
school using the relevant
support devices
(wheelchair, walker)
Access to school is
supported by the Assisted
Travel Program which drops
Chelsea off to school and
picks her up every day
except for Tuesday. Refer
Travel Plan.
All areas of the school are
wheelchair accessible
Consideration to how
furniture is organised within
the room ensuring there is
enough space for Chelsea to
move between areas.
Two LSAs required to assist
with toileting as per
Toileting Plan
Hoist available to assist with



Safety
Level of
support: 3




Lacks safety awareness or
ability to protect herself
within unsafe situations
Moving around safely
Risk of choking if given food
and drinks when not in the
correct upright position
Given that Chelsea has to
be physically moved around
and between devices
throughout the school day it
is important that all LSAs
and Class Teachers working
with Chelsea follow the
correct procedures to
prevent injury to
themselves or Chelsea







transfers as outlined in
Transfer Plan.
Change table with
adjustable height positioned
within the disabled
bathroom for Chelsea to be
changed on.
Refer Toileting Plan
All staff working directly
with Chelsea have been
trained in how to support
Chelsea’s personal care
including transferring
Chelsea between change
tables and wheelchairs.
Refer Transfer Plan
developed by CPA.
Whole class education
around specialised
equipment used by Chelsea
Chelsea is always supervised
by a Classroom Teacher and
under direct supervision of
an LSA during lunch and
recess breaks
LSAs working with Chelsea
are under instruction to
bring her to the oval during
whole school evacuations
Meal Plan in place which
states food and drink may
only be given to Chelsea
when she is in either her
class wheelchair or her
home wheelchair (not her
walker)
Class teacher and LSAs are
trained in First Aid
Teachers and LSAs have
completed the online
Manual Handling Module
A Transfer Plan has been
implemented with the
support of CPA and all staff
supporting Chelsea are
aware of this.
Social Skills
Level of
support: 3


Turn taking
Communicating with peers




Kinder Social Skill Program
(Thursday afternoon)
Structured play activities
provided during lunch and
recess to provide and
encourage interaction with
peers.
Daily opportunities for
Chelsea to interact with her
class peers during small
group activities.
Classroom peers have been
educated about disabilities
in general and encouraged
to accept all individuals for
their uniqueness. Student
education was provided by
CPA.
Please note Chelsea’s Transfer Plan, Transport Plan, Meal Plan and Toileting
Plan are kept within a folder in her classroom (KR).
______________________
Class Teacher
__________________
Parents
__________________
LST