Commissioned advice
Group one:
You have been hired to give advice to “No Time” secondary school. The Head Teacher needs advice in relation to a new student. This student is displaying the signs and symptoms stated below in their classes. One of the class teachers has made a referral to the Head Teacher. The Head Teacher has asked you to advise her answering the questions on the next page:
Signs and symptoms displayed by the student:
- Makes mistakes in reading, spelling and writing
- Has poor handwriting and punctuation
- Gets frustrated when reading
- Often mispronounces common words and reverses letters in words
- Has difficulty remembering sequences of words and actions
- Has problems with directions, map reading, recognising left and right and reading music
- Has low self-esteem and confidence
- They easily lose motivation
- Has difficulty in recording down their information
| 1 | Does this student have a disability?, if so what is it likely to be and why? |
| 2 | What must the school offer? |
| 3 | What support should the class teacher provide? |
| 4 | Are there any organisations that can support the student, if so who are they and what services do they offer? |
| 5 | In what ways can the school and class teacher establish and maintain relationships with parents, carers and those with an interest in the learner |
| 6 | What skills are needed to work collaboratively for the benefit of the disabled student? |
| 7 | What should the attitude of the class teacher and staff be towards the student or in general for their professional practice-(outline a practice code for this question) |
Commissioned advice
Group two:
You have been hired to give advice to “No Time” secondary school. The Head Teacher needs advice in relation to a new student. This student is displaying the signs and symptoms stated below in their classes. One of the class teachers has made a referral to the Head Teacher. The Head Teacher has asked you to advise her answering the questions on the next page:
Signs and symptoms displayed by the student:
- Demonstrates a persistent pattern of behavioural problems
- Has poor attention span, restlessness and is easily distracted
- Is hyperactive and has impulsive behaviour which is more severe than peers
- Cannot concentrate for too long/short attention span.
- They find it difficult to pay attention and follow instructions.
- Often out of their seats and distracts others
- Unable to wait for their turn and have little sense for danger.
| 1 | Does this student have a disability?, if so what is it likely to be and why? |
| 2 | What must the school offer? |
| 3 | What support should the class teacher provide? |
| 4 | Are there any organisations that can support the student, if so who are they and what services do they offer? |
| 5 | In what ways can the school and class teacher establish and maintain relationships with parents, carers and those with an interest in the learner |
| 6 | What skills are needed to work collaboratively for the benefit of the disabled student? |
| 7 | What should the attitude of the class teacher and staff be towards the student or in general for their professional practice-(outline a practice code for this question) |
Commissioned advice
Group three:
You have been hired to give advice to “No Time” secondary school. The Head Teacher needs advice in relation to a new student. This student is displaying the signs and symptoms stated below in their classes. One of the class teachers has made a referral to the Head Teacher. The Head Teacher has asked you to advise her answering the questions on the next page:
Signs and symptoms displayed by the student:
- Movement and coordination is impacted as they use a wheelchair
- Has perceptual and communication difficulties
- Has problems with socialising
- They suffer epileptic seizures as a result of the medication they take
- They have behavioural problems, anxiety, opposition and a short attention span
| 1 | Does this student have a disability?, if so what is it likely to be and why? |
| 2 | What must the school offer? |
| 3 | What support should the class teacher provide? |
| 4 | Are there any organisations that can support the student, if so who are they and what services do they offer? |
| 5 | In what ways can the school and class teacher establish and maintain relationships with parents, carers and those with an interest in the learner |
| 6 | What skills are needed to work collaboratively for the benefit of the disabled student? |
| 7 | What should the attitude of the class teacher and staff be towards the student or in general for their professional practice-(outline a practice code for this question) |
Commissioned advice
Group four:
You have been hired to give advice to “No Time” secondary school. The Head Teacher needs advice in relation to a new student. This student is displaying the signs and symptoms stated below in their classes. One of the class teachers has made a referral to the Head Teacher. The Head Teacher has asked you to advise her answering the questions on the next page:
Signs and symptoms displayed by the student:
- Finds it difficult moving about independently
- Has poor coordination and movement (pouring liquids)
- Is less developed with regards to language and understanding than peers
- Is slower than peers in accomplishing tasks
- Has low self-esteem and confidence
| 1 | Does this student have a disability?, if so what is it likely to be and why? |
| 2 | What must the school offer? |
| 3 | What support should the class teacher provide? |
| 4 | Are there any organisations that can support the student, if so who are they and what services do they offer? |
| 5 | In what ways can the school and class teacher establish and maintain relationships with parents, carers and those with an interest in the learner |
| 6 | What skills are needed to work collaboratively for the benefit of the disabled student? |
| 7 | What should the attitude of the class teacher and staff be towards the student or in general for their professional practice-(outline a practice code for this question) |