Student

Education and Impact Report

Updated for ALL new application/transfer/update (DEPA and DCS, Transfer & Updates).

To be completed in consultation with the teaching staff and school psychologist. Provided information will assist schools to
make appropriate adjustments. When supporting an UPDATE it will also assist in determining the need for ongoing resourcing.
Student Information
Surname: Craven Given Name: Jarvis Student ID: 0072904
DOB: 5/9/2011 Current School: Palmerston Primary School Year Level: PRE
Date of Report: 27/6/2017 Completed by: Jessica Tan (CT), Eleanor McMillian (DECO)
Impact of identified disability on learning:
Jarvis is developing his ability to manage his emotions and remain calm and focused, especially when the next
experience is one that he enjoys. This can sometimes require an educator to devote one on one time with Jarvis to
help him to regulate his emotions. He can become fixated on topics or problems and sometimes with particular
toys. This can sometimes impact the learning of the others and sometimes requires one on one prompting and
explaining from a teacher to allow Jarvis to refocus on the learning task. The fixation on topics or tasks can also
hinder Jarvis willingness to engage and explore other learning which could impact him in Kindergarten. His
obsession with power points is also a concern although he seems to understand that they are unsafe, Jarvis is still
monitored closely to ensure his safety. He requires a consistent routine and is able to adapt to changes if he is given
a prompt beforehand or if time is taken to debrief with him afterwards. He needs further experiences to develop his
his fine and gross motor ability.

Last Revised January 2017

 Educational Adjustments required- substantial / extensive adjustments and quality differentiated teaching
practices necessary to support the student to access the curriculum.
Social/emotional
o Jarvis requires support and modelling from an adult to communicate with his peers and
often to respond to their communications with him.
o He is easily distracted and influenced by his peers behaviour and sometimes needs support
to deal with conflict with peers.
o Jarvis needs support to discuss his emotions, needs and wants with adults and peers and
help sometimes to regulate his excited and sad emotions.
o He sometimes has melt downs when he is unable to control his emotions and can be
soothed using deep pressure such as stacking the chairs or lying on his tummy to read a
book.
Participation in Learning
o Jarvis needs consistent structures to be able to participate effectively in group times. For
example he has a special spot at the front of the group so that he knows where he needs to
move to each group time. This also allows the teacher to support Jarvis to engage in finger
plays and other experiences.
o Participation in the program can often require adult encouragement, direction, modelling
and scaffolding.
o He requires regular movement breaks which involve deep pressure such as riding the bikes
or stacking the chairs.
o Jarvis is a kinaesthetic and visual learner and prefers when tasks are modelled before
attempting it independently.
Routines
o Jarvis uses visual schedules and prompts to help him throughout the day.
o Teachers use clear and concise prompts such as, First this, then this, then that
o Jarvis does not like changes to the routine and can find it hard to engage appropriately if
there are disruptions.
Safety
o Jarvis obsession with power points has lessened but his ability to flick off safety plugs and
fascination with power points means he is closely monitored to remain safety at all times.
This is important for transitions and new environments.
o Jarvis can sometimes become distressed/anxious when there are changes to routine or he
is visiting a new and unfamiliar place. He is also very his curious nature can be inclined to
open gates so he is closely monitored.
Fine Motor/Gross Motor
o Jarvis needs one on one support to engage and remain focused on fine motor activities and
experiences such as cutting and drawing.
o He is developing his gross motor skills and to develop fundamental movement skills such as
balancing, climbing, catching and throwing.
Involvement with other agencies: NDIS, SDN, paediatrician (Calvary)
&TSI EALD In care
A
Other relevant information:

Mobility: Personal Care: Adjustments required: School Environment:

Independent Independent Educational Program Ramps/Hand Rails
Assisted: Hygiene assistance Communication Lift
Guided assistance Toileting (assisted) Motor Skills Fencing
Walking aide Toileting (full support) Social Skills Automatic doors
Power Wheelchair Eating Support Behaviour/Safety High Visibility
Manual Wheelchair Health/Medical Attendance Specialised equipment

Bed not administered at
school
Form Completed Preschool
Jessica Tan Position: Date:
by: Teacher

Last Revised January 2017