Examples and Modelling
Example: Complete the SummaryLearning Objective
Assemble the information collected using the Screener and compile it concisely and objectively in the Summary.
Context
Mrs. Cole, James’s resource teacher, must compile the information collected through interviews and from the Questionnaire:
- Interview with Stéphanie, James’s mother
- Questionnaire from Mrs. Brown, James’s homeroom teacher
- Interview with James
See how Mrs. Cole filled out the Summary with the information collected:
Summary
Example: Select the Priority Domain
Learning Objective
Answer the six recommended questions to guide the selection of the highest-priority domain.
Context
Mrs. Cole has organized a meeting with James’s team after school to discuss results. The parents are participating by videoconference. Mrs. Cole presents the Summary to the team and explains that different priorities have been shared. She uses the six suggested questions to guide decision-making.
Click each question below to follow James’s collaborative team through the decision-making process.
1. Are there any concerns about the learner’s safety?
Mrs. Cole reminds the mother that she had mentioned a concern about hazardous substances. The mother states that it is a skill they have already worked on at home, so it is not necessary to prioritize that domain for the moment.
2. Does the learner have a way to communicate wants and needs?
The team agrees that James is able to communicate his wants and needs.
3. Is there a lack of prerequisite skills that disrupts learning? (Think about behavioural cusps)
Mrs. Cole talks to the parents who share their concerns: James does not have all the basic social skills for successful social interactions.
Mrs. Cole then discusses the teacher’s concerns about eating and drinking skills and dressing skills. According to the parents, only dressing is a problem at home. James has also mentioned that it is a challenge for him. The fact that James takes so much time eating and dressing prevents him from fully taking advantage of social occasions that arise in the cafeteria and at recess.
The teacher is also concerned about James’s writing skills. However, she thinks that the two domains mentioned previously should be treated as priorities and suggests concentrating on writing later. The parents agree with this suggestion.
Mrs. Cole then discusses the teacher’s concerns about eating and drinking skills and dressing skills. According to the parents, only dressing is a problem at home. James has also mentioned that it is a challenge for him. The fact that James takes so much time eating and dressing prevents him from fully taking advantage of social occasions that arise in the cafeteria and at recess.
The teacher is also concerned about James’s writing skills. However, she thinks that the two domains mentioned previously should be treated as priorities and suggests concentrating on writing later. The parents agree with this suggestion.
4. Does the learner need help with basic personal care (e.g., eating, hygiene or dressing)?
(Eating and drinking skills and dressing skills – see previous question, above.)
5. What are the learner’s life and career goals?
James is only six, but he already shows a lot of interest in nature and in contact with others. It is important for him to be able to dress according to the season and for different activities. James mentioned that he would like to work in a school, like his father, and that he does not want to work in an office like his mother. Although he is very young, taking into account his wish to interact with others makes the development of social skills important and relevant.
6. What resources and educational opportunities are available in the current environment?
The school team thinks it is possible to have an educational assistant implement an intervention to teach eating and drinking skills and dressing skills. The parents can also make a commitment to do the teaching at home.
As for social skills, Mrs. Cole is already offering teaching sessions to other students and thinks that James could participate. The parents are also prepared to work on them at home.
As for social skills, Mrs. Cole is already offering teaching sessions to other students and thinks that James could participate. The parents are also prepared to work on them at home.
Decision and Justification
Following the discussion, Mrs. Cole suggests the following scenario to the team:
- Assess the Social Interaction Skills domain in more depth, since James’s skill level is uncertain. The parents and the teacher know that he has problems, but an in-depth assessment of this domain will enable the team to better understand James's specific strengths and challenges.
- Assess the sections Eating and Drinking Skills and Dressing Skills from the Daily Living Skills domain since only those seem to be a concern for the team. Mrs. Cole states that it is an assessment that will be done fairly quickly.
