up A resource for teachers and school learning support officers
Dec 21, 2015
upA resource for teachers and school learning support officers
PUBLIC SCHOOLS NSW Sandra Acevedo-Rugg, Learning and Engagement Coordinator
“At the heart of the school as a learning community lies a total
commitment to the value of learning for all members. This
commitment is underpinned by beliefs that learning is
inherently enjoyable and exhilarating, that all members have
the capacity to learn and that each person brings to the
organisation unique abilities which must be acknowledged
and utilised.”
Schools as Learning Communities
PUBLIC SCHOOLS NSW Sandra Acevedo-Rugg, Learning and Engagement Coordinator
Working Collaboratively
Principles of working collaboratively:
•establish informal relationships
•treat all team members with respect
•engage in nonjudgmental responses
•be willing to share information
•utilise active, listening and responding skills
•learn to manage conflict and confrontations
•explore problems and planning for action
•use jargon-free language
•be willing to give and receive feedback
•give others credit
•be aware of nonverbal messages.
West J.F., and Cannon, G. 1988, Essential Collaborative Consultation Competencies for regular and Special EducatorsJournal of Learning Disabilities Vol21, pp56-63
PUBLIC SCHOOLS NSW Sandra Acevedo-Rugg, Learning and Engagement Coordinator
The Disability Standards for Education 2005requires schools to:•treats students with disability on the same basis as students without disability
•providing reasonable adjustments to the student’s learning program and /or their learning environment
•Consult with the students with disability and / or their parents/carers on the personal adjustments that will be provided
cover the following areas:
•enrolment
•participation
•curriculum development, accreditation and delivery;
•student support services
•elimination of harassment and victimisation.
http://deewr.gov.au/disability-standards-education
PUBLIC SCHOOLS NSW Sandra Acevedo-Rugg, Learning and Engagement Coordinator
School Learning and Support Teams
Team members meet to design and implement an appropriate pattern of study
that enables the student to meet their curriculum requirements, taking in
consideration:
•the student’s learning needs, strengths, goals and interests
•the support and/or adjustments
•the transition needs of the student between stages of schooling.
http://syllabus.bos.nsw.edu.au/collaborative-planning
PUBLIC SCHOOLS NSW Sandra Acevedo-Rugg, Learning and Engagement Coordinator
Every Student, Every School:Learning and Support Framework
The Every Student, Every School initiative established a framework for learning and
support in all NSW public schools to support students with additional learning and
support needs, wherever they enrol, and the teachers who work with them daily.
PUBLIC SCHOOLS NSW Sandra Acevedo-Rugg, Learning and Engagement Coordinator
Supporting the Role of the School Learning Support Officer (SLSO)
Positions previously referred to
as teachers' aide special or
integration, are now referred to
as school learning support
officers (SLSO). However, in
many departmental documents
the title may still be referred to as
‘teachers aide’.
An effective learning and support team is essential to a whole
school approach to student learning and support. It has a key role
in developing the quality of the learning experience, each
teacher’s capability and the effective learning and support across
the school.
PUBLIC SCHOOLS NSW Sandra Acevedo-Rugg, Learning and Engagement Coordinator
Effective Use of School Learning Support Officer Time Activity
With a partner, discuss some of the strategies you
have in place that helps to orient SLSOs in your
classroom?
Share ideas with the larger group.
PUBLIC SCHOOLS NSW Sandra Acevedo-Rugg, Learning and Engagement Coordinator
Programs should be designed to avoid:
•building barriers between individual students and
their peers
•providing unrealistic assistance
•drawing attention on an individual student.
The program should:
•provide reasonable adjustments as required
•encourage steps towards student independence
where possible.
Points for Teacher Consideration
PUBLIC SCHOOLS NSW Sandra Acevedo-Rugg, Learning and Engagement Coordinator
Teacher Q & A’s ActivityWhat duties can I ask the SLSO to perform?
How do our responsibilities differ? How can I create a satisfying and enjoyable working environment?
How can I manage the situation where the SLSO is older and has been working with DEC longer?
What do I do if I have more than one SLSO assisting in my classroom?
What is the best way forward when role boundaries become blurred?
Whose responsibility is it to communicate with parents/carers ?
Section B: School Learning and Support Officers
PUBLIC SCHOOLS NSW Sandra Acevedo-Rugg, Learning and Engagement Coordinator
Fundamentals for Your Appointment
• sign on and off each day
• get to know where main rooms are located
• introduce yourself
• keep a copy of your role statement
• discuss with teachers, their expectations of your role
• be punctual to school and class
• find out who to contact regarding leave
• keep a diary for at least the first few weeks
PUBLIC SCHOOLS NSW Sandra Acevedo-Rugg, Learning and Engagement Coordinator
Discuss in groups, other suggestions that may help make your new appointment successful.
Group Activity
PUBLIC SCHOOLS NSW Sandra Acevedo-Rugg, Learning and Engagement Coordinator
Confidentiality needs to be guaranteed around some issues, including:
•personal information
•information about students and their families that may be discussed to
illustrate a point
•information about workers’ perceptions of other agencies
Confidentiality
PUBLIC SCHOOLS NSW Sandra Acevedo-Rugg, Learning and Engagement Coordinator
Some issues cannot be kept confidential:
•as a DEC employee you are required to inform your principal should you suspect a
student is at risk of significant harm
•behaviour by staff members towards a student that is improper, unethical or causes
concern, should also be reported to the principal.
.
Child Protection Issues
PUBLIC SCHOOLS NSW Sandra Acevedo-Rugg, Learning and Engagement Coordinator
The avenues of advocacy open to the SLSO as a DEC employee may include:
•supporting the student by providing input through the school learning support team
•by working collaboratively with the student’s teacher/s
•by assisting the student to express themselves
•by treating the student with respect and dignity.
Advocacy
PUBLIC SCHOOLS NSW Sandra Acevedo-Rugg, Learning and Engagement Coordinator
Suggestions for Communicatingeffectively with Students
Facial ExpressionsPosture
Voice
QualityListening
!!!
Eye Contact
D istance
Distracting Behaviours
PUBLIC SCHOOLS NSW Sandra Acevedo-Rugg, Learning and Engagement Coordinator
•Focus on the behaviour not on the individual
•praise in public, provide critical feedback in private
•focus on the issues that really count
•be brief when addressing behaviour
•use the student’s name first to gain attention
•concentrate on the primary behaviour
•expect compliance
•teach and model the behaviour you want
•avoid ‘WHY?’ questions
•notice and acknowledge the behaviour you want.
The Language of Discipline
PUBLIC SCHOOLS NSW Sandra Acevedo-Rugg, Learning and Engagement Coordinator
Individually make a list of activities you do to assist before lessons start, during lessons and in between class activities.
Activity
Share you activities with the group.
PUBLIC SCHOOLS NSW Sandra Acevedo-Rugg, Learning and Engagement Coordinator
Establishing and Maintaining Student Attention
Before beginning to work with students, it is critical to make sure you have their
undivided attention. The following suggestions are for you to consider:
•use a verbal and / or non-verbal attention gaining prompt
•wait and scan
•start the instruction with a verb
•use a firm, calm and measured voice
•if you explain the objective of the lesson or why they need to know something,
students be more motivated to pay attention
•use reinforcements
•do not repeat instructions verbally more than 2 times as students will learn that they
only have to ‘tune in’ after the third or more
PUBLIC SCHOOLS NSW Sandra Acevedo-Rugg, Learning and Engagement Coordinator
Providing Student Behaviour Support These strategies should be used in conjunction with established classroom rules and
procedures.
•Planned ignoring
•Proximity control
•Providing cues to students
•Natural Consequence
•Time to decide
PUBLIC SCHOOLS NSW Sandra Acevedo-Rugg, Learning and Engagement Coordinator
• give space
• remain calm
• redirect or use distractions
• ignore secondary behaviours
• remove stimulus
• use non- threatening body language
• be patient
• be flexible – but consistent
• give realistic choices
• use humour if possible
Confrontation leads to escalation
Dealing with Aggression
Some key points to prevent a situation from escalating
Don’t take it personally!
PUBLIC SCHOOLS NSW Sandra Acevedo-Rugg, Learning and Engagement Coordinator
Developing Your Instructional Skills
Certain instructional techniques are essential to any learning situation whether they are for
the individual, small group or whole class. Some helpful techniques include:
•Modeling
•Giving directions
•Providing feedback
•Questioning Techniques
•Requests for Help
PUBLIC SCHOOLS NSW Sandra Acevedo-Rugg, Learning and Engagement Coordinator
Restraining Students During CrisisAny decision taken by staff to physically restrain a student should be exercised only in
those circumstances where there is a real and immediate threat of injury to a person or
serious damage to property and there is no other practical way of preventing the likely
injury or damage.
Legal Issues Bulleting No 9, 10 March 2000
It is important to remember that physical restraint:
•should only be exercised as an absolute last resort
•should only occur where there is an immediate risk of injury to persons, including the
student, or an immediate risk of serious damage to property
•should only be what is reasonably necessary having regard to the specific
circumstances
•must not be used if there is a risk of injury to staff.
PUBLIC SCHOOLS NSW Sandra Acevedo-Rugg, Learning and Engagement Coordinator
Providing Personal and Health Care Assistance May Include:
• assisting students with dressing
• assisting students with showering/cleanliness
• checking assistive devices
• infection prevention, standard precautions and hand washing
• suctioning of fluids
• toileting: catheter care
• management of epilepsy or asthma
• the administration of prescribed medication at school or excursions
• administration of oxygen.
Relevant staff must be consulted in the development of individual health care plans and in
any case where their assistance in administration of prescribed medication and/or health
care procedures is required.
Student Health in NSW Public Schools: A summary and consolidation of policy, 2005
PUBLIC SCHOOLS NSW Sandra Acevedo-Rugg, Learning and Engagement Coordinator
Lifting and Transferring Students
Safe Working and Learning: Occupational Health and Safety Strategy, 2009 -
2012, seeks to build the capacity of all staff by raising awareness and
encouraging good safety practice.
The accompanying policy requires that all employees while at work regardless of
the position, will:
•comply with their obligations under the Occupational and Safety Act
•take reasonable care to ensure the health and safety of themselves and others
including students
•participate in any training arranged to support the implementation of the policy.
PUBLIC SCHOOLS NSW Sandra Acevedo-Rugg, Learning and Engagement Coordinator
Using Technology
The use of appropriate technology by students with disability and learning and
support needs can assist their educational progress, as well as, their self esteem,
self confidence, self image and how others perceive and interact with them.
Technological support is available for areas including:
•Communication
•Education
•Mobility
•Socialisation
PUBLIC SCHOOLS NSW Sandra Acevedo-Rugg, Learning and Engagement Coordinator
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