Strength Cooter, Basketball, 2K21 (gaming) ‘Maths, Science, Staying on task. Extension/Support: Behavic ~ Teacher to check n regulary = Depression = Time out space/own desk = ADHD = Call other if overwhelmed = opp = Sensory toys = _ Separation aviety Notes: Ks socal skills have improved since attending. Need to watch for foot tapping as this means he is overwhelmed and may need to have time out. K may need to be asked if he needs help as he will not ask for it. Interests: ‘Skateboarding ‘Commented SI: Havnganundestanding of the tehanoural er developmental neds fal stents som {or teaches topanand adapter sors inorder oc yale studenten pty. (FA) Extension/Support ~ Check ins = Prompts to re-engage in task ~ Depression (medicated) Notes: Lisa great student when engaged in class and is notinfluenced by other students. he presents as happy most days but has her bad days. She can be distracted easily but returns ‘to task when prompted. L's anxiety i triggered by yelling and being infront of other students. Her knew will bounce when overwhelmed, She will zane out and be very quiet ‘when feeling low. Lhas had a number of negative Sentral entrias throughout placement, including being under the influence of drugs whilst in the classtoom and possessing drug paraphernalia in class. Interests: Strengths: Friends, PlayStation ial sil, staying on task, collaborative ‘Extension/Support: Behavioural ~ Checkin ater setzures ~ Absence Epilepsy (could have up to 5 absent seizures per day) Notes: ‘Aworks hard when on task and is respectful to his peers when collaborating, whether they are his typical friends or not. His absent seizures will occur for between 10-30 seconds. Important to watch him when crossing roads. LED lights and being tied are triggers forree Fae ees Tc Tok des Extension/Support: = Frequent redirection Individual support = Soutsystem = Sensory toys Notes: Kis triggered by lots of people overwhelming her. She presents 2s shy and quiet, however, wll annoy her brother and attempt to get him off task. Kis very capable, however, will often not respond or speak when she is asked to return to her work. Interests: Strengths: ‘Video games (Halo, Call of Duty), bass guitar Assisting other students, asking in depth questions, contributing to lass discussions Extension/Support: Behavioural: ~ Time out space/own desk = Panicattacks = Prompts to re-engage in task = Easily distracted = _ Sensory toys = Tiredness an issue Notes: isa quiet and helpful student who will contribute to class discussions often. J will often raise his tiredness early in the day and will quickly identify whether he will be able to complete academic tasks or not. J provides great support to his peers but can also be easily distracted, Interests: Strengths: Social media, colouring.in, YouTube videos | Completing work efficiently when on task, social skils Extension/Suppo Behavioural: = Frequent redirection = Colouring in sheets to refocus Notes: Eis easily influenced by her peers and this tends to have a negative affect on her engagement in class and her overall behaviour. Eis triggered by negative socal interactions such as rumours. Ehas had a number of negative Sentral entries throughout placement, including being under the influence of drugs whilst in the classroom and possessing drug paraphernalia in class.Interests: ‘Strength: Rugby League, Friends, physical activities. Physical activities, Maths Online Extension/Support: Behavioural/Developmental = Inivival support = ADHD = Frequent reditection = Low reading/writng skits = Brain breaks Notes: attempts to engage in lasswork, however, often gives up quickly ifhe thinks he is unable ‘to complete it. T will often distract other students when this occurs, so itis important to redirect him quickly and provide individual support. T willbe reluctant to read in class or contribute to class discussions and is triggered when people are snappy with him. Interests: Strength Call of Duty, Reading Working independently, asking for assistance Extension/Support: Behavioural: = Check in regularly = Anxiety ~ Depression Notes: engages in tasks efficiently and to a high standard. Cs attendance is of concern, but when at school she is engaged and a positive asset to the classroom. Era Interests: Strengths: Anime Working efficiently, completing tasks Extension/Support: ‘Behavioural/Developmental: = Individual support itis lear he - doesnt understand task = Sout system Notes: 'S won't contribute to class discussions, however, works wel independently. He often encourages his sister to do her work and gets frustrated when she does not do it— referring to her as lazy. Swill lip his work over and put his head on the desk if he doesn’t understand the task. He i triggered by too many people, waiting and loud noises.Interests: ‘Strengths: Fe rerroraae ne enero discussion (sometimes unrelated to task) Extension/Support: Behavioural/developmental: ~ Strong individual support Autism Spectrum Disorder —level 1 = Using incerest to relate to task ~ Delayed gross muscle sis (cefer to Halo 2s a comparison to = Poor muscle tone English text etc) = Sting with 3 = aestance with reading Encouragement to engage in eros activities = Sensory oye Notes: Cis a delightful student with a witty sense of humour and will often use this during class. ‘time which gives everyone a smile. C will make these jokes or put his head down when he doesnt understand the as or cant handle the envionment. He also lows down His ‘verbal contribution in ss when he doesnt understand the task. is triggered by loud notes, smalls changesin routine, regular body temperature, and being able to fea his heartbeat C wil lave ats and ind a calm spot to sl egulat if necessary. C wl offen tmade|ndvdual support and grifcant scaffolding forts Interests: Snapchat, Rugby League Strengths: Loyalty, Respect xtension/Support: Behavioural/Developmental: = Frequent Redirection = ADHD ~ Individual Support ~ 000 = Five out system = Ansty ~ Send to principal for chat — Renee ‘calms him down ~ Bensory ~ Brain breaks Notes: Zwill become anxious if police or authority ae present atthe school or anticipated to attend the school. will become involved in altercations ith fronds are involved. Z's ADHD results in him being quite active in the classroom so he does nat stay on task for long and as a result needs constant redirection. He gets distracted easily but can work effectively ifthe classis settled Z tends to distract other dassmates, however, after being fed that he should respect their learning, apologises and gets back on task. ‘Commented U6): The us of sensor toys inthe _ssonm was ivaial, 25 scers ented when th “were trk ant wold sete oye tooft er ‘Strato, athe than mowre round the csrom to (tact ther stents They were portal wet fr