Professional Documents
Culture Documents
Emotional skills
Characteristics Difficulty carrying
on a conversation
Misunderstands
verbal
interactions with
peers
Similar interests
to her peers
Expressive
Receptive
Quality of voice
that may include
hoarseness,
nasality, volume
(too loud)
Inability to
express meaning
using oral and
written language.
Difficulty following
multiple
instructions or
Difficulty
understanding
some words
(language) and
concepts eg time,
location
Finds it hard to
tell a story in
sequence
Difficulty identifying
and explaining
what she has read
Struggles to find
words when
speaking
Lacks fluency in
reading
Seems to
understand nonverbal
communication
better than verbal
ones.
Difficulty in
reading sight
words
Noisy classroom
affects her
participation.
Responds well to
visual cues
Vocab
Minimal word knowledge and
retrieval.
Difficulty learning and using new
vocabulary
Behaviours
Quietness
and
avoidance
during class
or group
discussions.
High level of
frustration
Open to
receive
assistance
from others
Implications
Issues forming
relationships with
peers.
Unwillingness to
participate and
self conscious.
exclusion or
rejection by other
students
Difficulty writing
sentences and
sequencing
information to
express
meaning.
problems
discussing rules
in games
frequent
arguments with
peers
withdrawing from
interaction
Issues with
understanding
verbal and written
commands.
Misses key
instructions for
tasks and requires
them to be
repeated
Issues completing
Gives up trying to her assigned work
explain
Often doesnt
follow instructions
Reluctant to talk
due to
misinterpretation.
Enjoys
participating in
Mimics others at
drawing
times
activities.
Requests for a
quiet place to work
Lack of
intrinsic
motivation to
attempt tasks
Inconsistent
behaviour
dependent on
level of
frustration. Eg
uncooperative
(high level) or
confused (low
level)
Minor
swearing
Switches off
and distract
others
Strategies
Teacher guided
conversation eg.
greeting people
and starting a
conversation with
simple questions.
Drawing /
keyword mind
maps to help with
conceptual
understanding
Picture dictionary
using real life
images
Encourage
Aubrey to make
eye contact with
social interactions Use apps for
assistance to
asking for help or communicate. Eg
Icommunicate:
clarification
create pictures,
Implement
flashcards,
Cooperative
storyboards ,
games and
routines and
activities to build
relationships and visual schedules
encourage social
interaction.
Breakdown
instructions into
explicit ordered
steps.
Where possible
write instructions
down on the board,
in sequence or ask
student to write
them down.
Use visualisation
to encourage
Aubrey to carry out
tasks
Ask Aubrey to
repeat instructions
to confirm
understanding.
Buddy up with
suitable peers as
part of classroom
arrangement
(paired to group
desk setup)
Desk located close
to teacher with
minimal noise
distraction.
Use finishing
cards as a
reward
system for
achieving
goals.
Rules to be
displayed
both written
and visually
Reference list
for teaching
staff with
strategies for
coping with
frustration.