Supporting students with additional needs. Students with an additional need may include a wide range of situations and circumstances. For example, students.

Supporting students with

additional needs

Supporting students with additional needs

Students with an additional need may include a wide range of

situations and circumstances.

For example, students who:

Have disability

Have a serious illness (including mental illness)

Are socially isolated

Live in poverty

Speak English as a second language

Are subject to abuse, neglect or domestic violence

Experiencing a family crisis – death, separation, income loss

Parent/s who have a mental illness or are drug dependent

(C) Pearson Australia ISBN: 9781442541757


Every student has a right to feel safe and accepted as a valued member of the school community.



It is essential to focus on each student’s strengths; i.e. what they can do rather than what they can’t do.



The student’s parent/s or guardian will be a primary source of information about the student:personalitylearning style, skills, likes, strengthsdevelopmentassessments/treatments, etc.



Individual Education Plan (IEP) identifies the specific learning goals and learning outcomes for the student. The IEP is an educational plan that is agreed to by:parent/sTeacherSupport servicesand sometimes the student



IEP objectives will include:– Specific skills and knowledge related to the

goals– The conditions under which the goals will be

achieved. For example, working one-to-one with a teaching assistant, working as part of a small group etc.

– Adjustments to the curriculum– Resources/special equipment required



The Teaching Assistant will assist in the implementation of the IEP under the direction and guidance of the Teacher.



Skills required:be patient and flexiblebuild confidencefocus on the positivesone-step-at-a-time: small, achievable goalscelebrate small achievements



Provide positive feedback

Reward desired behaviours; e.g. on-task behaviour

Review and practice

Make learning fun Be creative



Introducing new skills and knowledge:Identify the key essential skills and knowledgeSequence the skills and knowledge – one step at a timeProvide plenty of opportunities for practiceAdapt or modify tasks based on the student’s response



Introducing new skills and knowledge:Use a wide variety of learning aids – visual cues, lists, graphic organisers, games etc.



Introducing new skills and knowledge:Frequently check student’s understanding and application of knowledge and skillsScaffold learning by starting from what the student knows or can do



Communicate clearly: What to doHow to do itWhen to do itWhat to use (resources)How to startWhat to do when finished



Remind student of goals or outcomes; e.g. “You need to write two sentences”

Remind student of resources that are available; e.g. “Remember to use the word wall”

Remind student of timeframe for completion of tasks; e.g. “You need to finish this work by lunchtime”



Use props to assist the student:checklistgraphic organiserpicture sequence cardspost-it noteswork samples



Always encourage students to do their best.

Acknowledge all genuine attempts.

Remind students that it takes time and practice to learn new skills and knowledge.

Encourages students to reflect on what they can do or have learned during the term.


Supporting students with additional needs. Students with an additional need may include a wide range of situations and circumstances. For example, students.

Documents

supporting students

students strengths

additional needsskills

additional needsstudents

additional needsit

additional needsevery

additional needsiep

specific skills