A Resource for Teachers and School Learning Support Officers

A Resource for 

Teachers and School 

Learning Support 

Officers

Student Services Riverina Region 

Table Of Contents 

Topic 

Page 

Rationale 3 

Learning and Support Framework 

Personalised Learning and Support 

Effective Communication, Planning Cycle 

5 

6 

7 

Section A For Teachers 

The Learning and Support Team 8 

Supporting the Role of the SLSO 9 

Checklist for Teachers Supporting the SLSO 11 

Common Q&A for Teachers 12 

Section B For School Learning Support Officers 

Role Statement 14 

Communicating with Students 15 

Confidentiality, Advocacy 17 

Beginning a New Appointment 17 

Handy Hints for SLSOs 18 

Checklist for SLSOs 19 

Managing Groups 21 

Using Technology 22 

Establishing and Maintaining Attention 23 

Hints for Positive Student Behaviour 24 

Dealing with Difficult Student Behaviour 25 

Restraining 27 

Developing Instructional Skills 28 

SMART Goals 31 

Personal & Health Care Assistance 32 

Lifting & Repositioning Student 33 

Riverina SLSO Guidelines 2012. Adapted from Illawarra and South Region J.Agzarian 2


Rationale 

“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.” 

School as Learning Communities 

The Disability Standards for Education 2005 that is formulated under the Commonwealth 

Disability Discrimination Act 1992 (the Act), requires reasonable steps to be undertaken to 

ensure that a student with a disability is able to participate, on the same basis as a student 

without a disability. 

In a school community, the role undertaken by a School Learning Support Officer (SLSO) 

will play a vital role to support the implementation of reasonable adjustments, as identified in 

the student’s support plan. 

Every school and every teacher has obligations to students with disability under 

international, national and state legislation. These include: 

• the United Nations Convention on the Rights of Persons with Disabilities 2006, 

• Commonwealth Disability Discrimination Act (1992) and the Disability Standards 

for Education (2005) and 

• a range of State legislation in NSW, including 

• the Education Act 1990 - sets out the education rights of every child in New 

South Wales and provisions for education services 

• Anti Discrimination Act 1977 

• Workplace, Health and Safety 2011 - sets out obligations for ensuring health 

and safety for students, school staff and others. 

• Disability Services Act 1993 - requires that services are provided so that they 

enable people with disabilities to participate and achieve their full potential. 



The Disability Language 

Society today has made clear that most disapprove of derogatory terms about people with a 

disability. However there are still some insidious terms being used in everyday 

conversations, and most of us are unaware of the harm they can do to people’s self esteem. 

Many of us may not even be aware of the language people with a disability consider to be 

appropriate. For example, “people with a disability”, or “person with a disability” are 

considered much more preferable than “the disabled” – which ignores the vital reality that 

they are all people first! 

Here are a few language dos and don’ts and communication tips to think about next time 

you are talking to, or about, a person or a student with a disability. 

Ability 

It’s important to remember, when communicating with or about people with a disability that 

they may have one disability – but they have many abilities. Try to highlight their abilities. 

A haemophiliac, an epileptic, a paraplegic This use of ‘a’ before the noun implies that 

once you know the condition, you can categorise the person solely based on their disability. 

Instead use person with haemophilia; woman with epilepsy; a man who has paraplegia. 

Challenged 

Euphemisms, such as intellectually challenged, are seen as ‘overly’ politically correct. Don’t 

use them. 

Confined to a wheelchair 

A wheelchair is not confining, it provides mobility to those who can’t walk. A person uses a 

wheelchair. 

Defect 

Not acceptable. Use congenital disability, blind from birth etc. 

Disadvantaged 

Don’t use to describe a person just because they have a disability – a disability in itself 

needn’t be a disadvantage (although often society’s response to a person’s disability can be 

a disadvantage). 

Normal 

This is a statistical term. In order to distinguish from people with a disability it is acceptable 

to use double negatives such as non-disabled or person without a disability or descriptive 

terms such as sighted, hearing, ambulant. 

Patronising language 

Don’t describe people as brave, special or suffering just because they have a disability. 

Vegetables 

Vegetables are what you cook and eat – not to be confused with people who are comatose, 

unconscious or in a coma. 

Victim 

Some people are victims of war, crime, or exploitative wages. It is inappropriate to describe 

people as victims of a particular disability. 



This is the framework for learning and support in all NSW public schools, supporting 

students with additional learning and support needs, wherever they enrol, and the teachers 

who work with them daily. 

The learning and support framework is made up of 5 elements. These are: 

Curriculum - providing high quality learning experiences for students, with a focus on these 

learning experiences being rigorous, meaningful and dignified for every student, 

Teaching and learning - having high expectations for every student and providing 

adjustments to support their additional learning needs, 

Collaboration - working with parents, education colleagues and other professionals to 

develop and implement personalise learning and support for those students who have 

adjusted learning and support needs, 

Teacher quality - professional learning for teachers and support staff, skilling our workforce 

to better understand and address the diverse learning and support needs of our students, 

Accountability - meeting our obligations under the national Disability Standards for 

Education (2005) 

All these elements are interconnected. 



For many years our schooling system has focused on different aspects of learning and of 

support in isolation. These are often documented in separate plans for individual students. 

Examples of these may include: 

• IEPs or individual education plans 

• ILPs or individual learning plans 

• Health care plans 

• Behaviour plans 

• Personalise learning plans 

However, increasingly we know that these critical aspects are interrelated and impact on 

each other, for example: 

• a student with challenging behaviour may also have adjusted learning needs that 

need to be planned for and addressed for the student to achieve success. 

• a student with learning difficulties who has a life threatening health condition needs 

careful planning to ensure that her health care needs and her learning needs are 

properly and carefully considered and planned for together. 



Effective Communication 

Language is the most complex piece of behaviour a human being ever learns (Crystal, 1986) 

The development of effective communication involves a number of elements: The ability to 

listen and maintain attention is a first step. This allows the development of knowledge about 

the sounds of language and how they combine to make words and phrases. 

Communication can be defined as how we put all the parts of language together: 

how we deliver the message 

how we take turns 

how we look at people and how close we stand 

Communication may take many forms: 

gestures 

facial expressions 

signs 

body language 

vocalisations 

speech 

written communication 

These are known as verbal and non-verbal communications 

Effective communication between adults responsible for the student learning is vital for the 

success of students learning outcomes. Therefore regular and effective communication and 

planning for student/class adjustments between the Class Teacher and School Learning 

Support Officer is essential. 

SLSOs should be involved in all stages of planning and time should be allocated for this 

planning. 

The Planning Cycle 



The Learning and Support Team 

The learning and support team (L&ST) is a whole-school planning and support mechanism. 

It is formed to address the needs of specific students through coordination, development, 

implementation, monitoring and evaluation of educational programs. Each school determines 

how its learning and support team operates and who has membership. 

The processes for the effective operation of learning and support teams are known, valued 

and accessible to all school staff. 

An effective learning and support team facilitates and enhances: 

 

 

 

 

 

 

 

Development of whole school management practices for meeting the needs of 

students with both high and low learning support needs 

Coordination of the planning process and resources for students with high and low 

learning support needs 

Collaboration between members of the school and wider school community in 

meeting the needs of students with high and low learning support needs 

Sharing of the expertise and collegial support with the school and the wider 

community 

Awareness raising of staff and responsiveness to the learning needs of all students 

Identification and effective coordination of targeted teacher professional learning 

where appropriate, across the whole school 

Effective coordination of support services from within and outside the school 

Range of members 

The core membership may include the following people: 

Coordinated by the principal or designate—usually an executive 

School counsellor (SC) 

Learning and Support teacher (L&ST) 

Aboriginal Education Worker (AEW) 

School learning and support officer (SLSO) 

Classroom teachers—minimum of one 

The team can also include: 

 

 

 

 

Other professionals as appropriate—allied health 

Other executive teachers including the Assistant Principal Learning and Support 

Student/s 

Parents/carers of targeted students 

In small schools it may be that all teachers, the school learning and support 

coordinator, parents/carers and regional support personnel form the learning and 

support team. 



For Teachers 

SUPPORTING THE ROLE OF THE SLSO 

The School Learning Support Officer is a position previously known as Teacher Aide or 

Teachers Aide (Special). These officers perform their roles in support classes, special 

schools or mainstream class settings. 

School Support Learning Officers ‘ … must at all times work under the direction of a teacher 

... this allows the class teacher greater flexibility in adapting organisation and programs to 

meet the needs of students with disabilities and the whole class more effectively’. 

(NSW Dept of Education 1987) 

Points for teacher consideration: 

When the SLSO possesses particular skills that can be used to the advantage of all the 

class, this may provide the opportunity for the whole class to regard the SLSO as their 

special helper and not just solely the helper of the identified student. 

The teacher is responsible for developing, monitoring and evaluating the program but much 

can be gained from discussing ideas with the School Support Learning Officers to gain 

varied perspectives. 

As the person who often works closely with the student, the SLSO has valuable and unique 

input into the review of the efficacy of the student’s program. 

Additional support provided by the SLSO should: 

• give assistance necessary to enable the identified student to perform a task on 

the same basis as other students 

• be low key and unobtrusive 

• place the accent on providing assistance that will encourage steps towards 

student independence where possible 

• involve the SLSO with other students as well as the supported student 

Effective use of SLSO Time 

The teacher may, at the commencement of the school year or program: 

• discuss the needs of the student with the SLSO 

• create a workable timetable—negotiate a shared SLSO timetable between 

teachers 

• establish clearly defined routines and class organisation such as: 

– start of lessons and change to lessons; 

– assemblies, library, sport etc; 

– SLSO duties as set out in the Role Statement for Teachers’ Aide (Special) 

– school /class rules and the school’s disciplinary code including your 

student behaviour expectations. Discuss when the SLSO should intervene 

and how to intervene effectively. 

• discuss and document expectations for your role and the role of the SLSOs, 

considering preparation of lesson materials, group work, resources within the 

classroom and the school eg. photocopying etc 

• provide the SLSO access to your day book. Use it to write down jobs that will be 

required for the day, week or longer if possible 

• make time available on a regular basis to review how things are going. 




Pre-lesson Suggestions 

• clarify any changes from the usual routine 

• clearly define your objectives for the lesson/s & what you wish the SLSO to do 

• provide lists when requiring the gathering of necessary lesson materials 

• identify those pupils, small groups you wish to have the SLSO assist 

• discuss with the SLSO the desired ending to lesson/s & a procedure for packing up – 

by doing this, the SLSO can reinforce your expectations with the class. Remember 

that all students are to be encouraged to be involved in the process of packing and 

cleaning up - don’t just leave it because you have a reliable SLSO. 

During Lesson Suggestions 

• Adequate pre-lesson planning should permit the SLSO to function relatively 

independently without a great deal of prompting or guidance from you. 

• Ask the SLSO how some students are progressing - this also helps to identify the 

importance and respect of the SLSO’s role in the eyes of the students. 

• As with any team, the SLSO should have the opportunity to consult with you when 

something is not working out, or where changes need to be made, or if they are 

unsure of some aspects of the work. 

Post - Lesson Hints 

• Try and make time to go over any issues that occurred during the lesson. Do not 

finish the day without clearing the air. Treat every new day as a fresh start. 

Take time to debrief. Talk about the successes and work together on solutions to eradicate 

or diminish the unsuccessful situations. 




Checklist for teachers Support the SLSO 

School Information 

a 

Provide school discipline and welfare policy, homework policy, class rules, school rules, any other 

policies that are relevant. 

Map of the school including classrooms and playground areas 

Fire drill procedures 

Accident/ First aid procedures 

Where to park 

Bell times for each session 

Staff meeting times 

Signing on book 

Procedures for time sheets and payment of wages 

Leave entitlements 

Names of staff members including the Principal and Learning Support Team Coordinator 

School grievance procedures 

Occupational Health and Safety officer and procedures 

Any special programs operating in the school 

Provide a pigeon hole or work space the SLSO can operate from 

Any weekly news or staff bulletin 

Inform SLSO any training or SLSO network 

Meet with SLSO to discuss students characteristics they are working with 

Class rules and behaviour management strategies 

Discuss ethics especially those related to confidentiality 

Discuss their role and your expectations of their job 

Daily routines, weekly timetables 

Location of materials and equipment in the classroom and the school 



Instructional strategies employed in the classroom 

Student evaluation procedures 

Communication book 

Supervision guidelines 

Ensure Child Protection, Emergency Care and Resuscitation Training are undertaken 

Have regular meetings, debrief often 

Include SLSOs in any decision making so they are aware of their role in the plan 

Ensure the SLSO is aware of any Health Care Plan. Provide training if necessary 

Common Teacher Questions 

What duties can I ask my SLSO to perform? 

Refer to the Roles & Rresponsibilities statement. 

How do our responsibilities differ? 

The School Learning Support Officer (SLSO) should not be given responsibility for 

class management, control, playground supervision or teaching of students. The 

teacher takes full responsibility for all these areas and the SLSO assist as directed. 

How can I create a satisfying & enjoyable working environment? 

Effective communication is the key factor - achieved by talking, discussing roles & 

responsibilities, outlining programs, discussing daily routines, providing clear 

instructions, clearly displaying routine & daily procedures. A useful suggestion is to 

use a communication book any extra tasks or instructions especially if you have the 

SLSO coming and there is a change in routine. 

How can I manage the situation where the SLSO is older & more experienced? 

Be clear in your outcomes - know what you are trying to achieve and how you will do 

this. 

Use the SLSO’s experience and expertise where you can - if they have worked with 

the students for a number of years they will have a better understanding of their 

needs etc - but remember it is you who is responsible for the student’s program. 

What do I do if I have more than one SLSO working on different/same day? 

• Communication - you must be clear about who is doing what, where and when or 

with whom 

• Display the timetable and make sure it is followed properly – supervise to make sure 

things are running smoothly 

• Be flexible and change the jobs around to work with SLSO’s strengths and 

experience 

• By encouraging SLSOs to swap and change where possible, can also assist to 

reduce fatigue and avoid injuries whilst also given opportunities for professional 

development. 



• Keep a folder for each student outlining any specific adjustments, accommodations, 

rewards, sanctions, expectations, etc., handy so that it can be shared quickly with 

any new SLSO. 

Whose responsibility is it to communicate with parents/carers? 

• Yours, as the class teacher. It can be very awkward for SLSOs who are more often 

than not parents at the school, to avoid questions, especially out of school. SLSOs 

should be encouraged to redirect any questions or concerns from parents/carers to 

you. 

• You may also wish to emphasise to the parents, when you meet with them that you 

are the main contact. 



For School Learning Support Officers 

Role Statement (2012) 

Under the supervision and direction of a teacher, a school learning support officer in respect of 

students enrolled in special schools and classes, is responsible to the principal or the supervisor for: 

• Providing assistance in school routines; 

• Classroom activities; and 

• The care and management of students with disabilities and behaviour disorders. 

A school learning support officer is required to assist teachers in school and community settings in: 

• The implementation of individual education programs and individual transition programs; 

• Providing opportunities for students to develop personal, social, independent living and prevocational 

skills; 

• Toileting and personal care needs of students at all ages and dependency levels, to include 

washing, bathing, showering and changing; 

• Washing of soiled items of clothing and nappies and in the disposal of used sanitary items; 

• Direct food preparation and assisting students with eating and drinking; 

• The Implementation of travel training programs; 

• The supervising of students on excursion, work experience and travel training programs; 

• Supervision of students with severe and/or multiple, physical or intellectual disabilities which 

can involve: 

• Frequent physical listing, also involving changing students from one piece of 

equipment to another. 

• Therapy or nursing type duties (including duties carried out under the guidance of 

professional staff) 

• Administering medication and keeping a medication register. 

• Minor maintenance of physical and/or electronic equipment used by students. 

• Organising the regular servicing of physical and/or electronic equipment used by 

students. 

• Servicing as part of a transdisciplinary (education/therapy) team in the developing 

and implementation of individual educational programs; communicating with students 

using an augmentative communication system most appropriate to the needs of 

students. 

1. Administration 

Operating audio visual aids, computers and other teaching equipment. 

Recording school broadcasts and telecasts and maintaining a catalogue of records, 

cassettes, video tapes and other audio visual software. 

Duplicating materials and photocopying 

Issuing learning materials from resource rooms 

Arranging furniture within classrooms where required 

Managing lost property and clothing pools 

Performing minor clerical duties 

Caring for sick students, and when in receipt of first aid allowance, administering minor first 

aid. 

2. Other duties 

Undertaking other related duties as determined by the principal or the supervisor. 

Handbook for non teaching staff in Schools, January 2009 




Communicating with Students 

Posture 

It is helpful to have your shoulders squared with the 

student’s so you are face to face with them. 

Establish Eye Contact 

This allows you to show the student that you are 

interested in what they are doing and lets you know that 

they are listening to you when you speak. 

Facial Expressions 

Showing how you feel is important to the student – for some students this gives added 

meaning to your words as they are better able to ‘read’ your face. 

Distance 

You shouldn’t be too close or too distant when talking to a student. Some students do not 

like you to invade their personal pace e.g. students with Autism Spectrum Disorders. 

Distracting Behaviours 

These include playing with your hands, looking out the window or doing something when 

listening etc. reading or packing up – these should be eliminated. 

Voice Quality 

Your voice is a very important tool when dealing with students. Try varying your voice and 

record the effect it has on the listener. 

Listening 

Remember that being a good listener is also an important communication skill. 

BARRIERS TO COMMUNICATION 

ASSUMPTIONS 

PHYSICAL DISTRACTIONS 

INAPPROPRIATE LANGUAGE 

POOR LISTENING 

BLAMING 




Confidentiality 

Confidentiality is a vitally important component of the role of a School Learning Support 

Officer. In your role, you could be privy to confidential material and information about a 

student and parents that should never be discussed outside the school, or with other staff 

members. 

It is not part of the SLSO’s role to report to parents on student progress, except at the 

student’s review meeting when invited. 

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 

Some issues cannot be kept confidential. These may include: 

Child protection issues. 

• As a DET 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. 

Advocacy 

The term advocacy means action taken on behalf of oneself or others to ensure that legal or 

human rights are upheld. 

The avenues of advocacy open to the School Learning Support Officer (SLSO) as a DET 

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 




Beginning a New Appointment 

A School Learning Support Officer is responsible to the school 

Principal for providing assistance in school routines, class activities, 

assist with the care and management of children; and function 

under the immediate supervision and direction of a teacher. 

Listed are suggestions you may wish to consider when starting in a new role or school: 

• Sign on and off each day. The school administration staff may be the contact for this. 

• Go for a walk around the school and make sure you know where the library, staff 

toilets, staff room, etc are. 

• Introduce yourself to the various school personnel e.g. admin staff, librarian, general 

assistant etc. Make sure teacher/teachers you are working with introduce you to the 

whole staff. 

• Introduce yourself to the staff member who oversees SLSOs. Seek their advice 

regarding any entitlements such as sick leave, pay schedules and procedures etc. 

• Keep a copy of your role statement from the Special Education Handbook for 

reference. You may wish to share this with the teachers you will be working with. 

• Go through your role and responsibilities with the class teacher/s. 

• Be punctual to school and class. If you are ill and cannot come to work then find out 

who to contact and let them know as soon as possible so that a replacement may be 

found. 

• Make a timetable for each day after consulting with the class teacher/s and display 

this prominently for you use. 

• Seek information from the teacher/s regarding the general operations of the 

classroom and when any specialist teachers may require some of your time. 

• Make yourself familiar with any crisis management plans in use. 

• If your role requires your administration of any aspect around a student’s healthcare 

plan, consult with your teacher/s on what specifically your duties involve. 

• Determine with the teacher when to take your breaks and when they want you to 

spend time making resources or modifying work for the student. 

• Keep a diary for at least the first few weeks as this is useful and allows you to 

remember the things you wanted to discuss with the class teacher 

• Try for a de-briefing time each day with the class teacher/s to discuss any concerns 

you may have. 




Handy Hints 

At the school: 

• Determine to whom you are responsible and what each member of the team does. 

• Attend staff meetings, Staff Development Days and courses whenever possible, so 

you can expand your knowledge and experiences. 

• Share your expertise with colleagues and gain their ideas and support in times of 

need. 

• Always refer the student’s parent/carer concerns or questions back to the teacher. 

• Always express any concerns or questions you may have with the classroom teacher 

or your supervisor. 

• Your supervisor at school may be an Executive Teacher or the Principal. This may 

vary according to the size of the school. Your supervisor may assist with any issues 

that may arise in relation to your job. 

• Have a timetable handy so that you know where, when and who you are working 

with. 

• Make sure you understand what is expected of you, in regards to the implementation 

of health care procedures, behaviour support plans, playground support, and 

participation in school learning support meetings or reviews. 

• Find the best time to discuss concerns each day/week with your supervisor or 

teacher. Don’t let any issue fester. 

In the classroom ensure you discuss with the teacher/s: 

• What to do to motivate/reward students 

• What you are to do if students don’t cooperate 

• What happens if material or resources need changing 

• What day the teacher would like to review/change the program 

• The class timetable and names of visiting teachers e.g. relief from face to face 

• Arrange for time with the teacher/s to discuss what you are to do before you 

commence working with a new student. 

In regards to students: 

• Always let them know you care (for example – “I like you but I don’t always like your 

behaviour.” 

• Always respect the student’s right of privacy and confidentiality. Never discuss issues 

publicly. 

• Always be honest and follow through with what you say will happen. 

• Use the same language with all students. This enables consistency and ensures the 

student is not getting mixed or unclear messages. 

• Allow students to be as independent as they can be. Therefore, don’t be tempted to 

do or complete tasks for them. This can raise an undesirable expectation from the 

student and reduce the student’s motivation to be on task. Instead, point out what 

they’ve done correctly and what they still need to do – “You’ve cut along these two 

lines correctly. Now you just have to cut along these two lines.” 

• Should the task be too onerous for the student, discuss your observations with the 

teacher. Further accommodations/adjustments may be necessary. 




Checklist for the SLSO 




Assist the teacher with preparation by: 

• Photocopying 

• Make charts 

• Make separate worksheets or drills for identified students 

• Get supplies & materials for particular lessons eg art, 

cooking 

• Type stories on computer or assignments with necessary accommodations 

• Make the planned accommodations to tests, eg. Reformat page so that less number 

of questions appear. Have questions/details identified by the teacher 

• Do bulletin boards or displays in room 

• Display students work 

• Find pictures, colouring pages, puzzles, word searches related to theme or topic 

• Search for books or audio visual materials in the library related to theme or topic 

• Put stories onto tape 

• Enlarge stencils for visually impaired (specific size or colour information should be 

sought from the specialist teachers) 

• Make up visuals e.g.., timetables, for use in communication etc. 

After the teacher has taught a lesson the SLSO can: 

• Read or re-read the material to student or group of students 

• Scribe for the student 

• Listen to student/s read 

• Provide the student with prompts, cues, & ideas to assist completion of tasks 

• Help student/s practice drama activities; social skill programs etc. 

• Practise flashcards or other drill activities with student 

• Mark off home readers 

• Edit students’ writing 

• Keep records of student progress eg entries to class chart, reward list, merit cards 

etc 

• Administer oral or separate tests to students 

• Administer health / personal care issues 

• Provide feedback to students and / or to the teacher 




Managing Group Work 

PRE-GROUP ORGANISATION 

Discuss with the teacher: 

• Reasons for the group 

• Who will be in the group 

• What work will be covered in the group 

• Location of the group within a teacher’s vision. 

• What is to occur if students are non-compliant. 

• What resources will be required - ensure they are prepared before the group 

commences. 

GROUP COMMENCEMENT 

Revise rules and consequences for working in the group 

• Explain task 

• Hand out equipment/resources 

• Give time frame – use clock or timer 

DURING GROUP SESSION 

• Use frequent praise/rewards 

• Support individuals to get task done. 

• Model what is expected 

CONCLUSION OF GROUP 

• Pack up and return resources to correct place (with students) 

• Settle children 

• Explain to the students what is expected of them now to assist the transition to the 

next activity 

• Praise efforts and work done 




Using technology 

The use of appropriate technology by students with special needs can assist their 

educational progress, as well as, their self esteem, self confidence, self image and how 

others perceive and interact with them. Technology may provide support in the following 

areas: 

Communication 

Devises range from ‘low tech’ communication boards to dedicated 

electronic augmentative and alternative devises. Appropriate 

professionals such as speech therapists and occupational therapists 

need to be involved in identifying the most appropriate device, training 

the users and the staff. 

Accessing the curriculum 

The use of computers with software which is age and functionally 

appropriate, in conjunction with imaginative teaching strategies, can give students greater 

access to or enhance their curriculum. Some students may require specialised software 

packages and other students may require alternative input device s such as keyboard 

guards or touch screens. 

Mobility 

Students can mobilize a range of supportive device s from walking frames to powered 

wheelchairs to assist posture and repositioning. Any device requires consultation with a 

Physiotherapist or Occupational Therapists with parent involvement. 

Socialisation 

These may involve the use of educational games and software for small group work, or 

technology that allows students to participate and share experiences with fellow students. 

Technology used by students with special needs should be reviewed on a regular 

basis in terms of its overall effectiveness and the changing needs of the students. 




Establishing and Maintaining Attention 

Before commencing work with a student, it is crucial that you have their attention. Following 

teacher directions, you may wish to consider the following suggestions: 

1. Make the activity fun and explain the activity in an enthusiastic manner. 

2. When giving directions make sure the student is listening to what you are saying. The 

student could be asked to repeat the instructions or summarise what they are 

supposed to be doing. 

3. A signal, such as a raised hand, may work as an ‘attention getter’ for the student who 

is not paying attention … as it is less intrusive for the other students who are working 

close by. 

4. If you explain the objective of the task, or why they need to know something, 

students will be more motivated to pay attention. 

5. Use reinforcements – if they know they will get reinforced for learning something they 

will be motivated to pay attention. 

6. Wait until they are ready to begin. Wait in silence for their attention. 

7. Do not repeat instructions 3 or 4 times as students will learn that they only have to 

pay attention after you have said it that many times, and will only then ‘tune in’. 

Rather give time for the student to respond. 

8. Ask the teachers what they have tried – they will have additional suggestions. 

Remember: 

• Some days are better than others. Therefore take each day as it comes. 

• Events outside of school may affect a student’s ability to pay attention, stay on task 

or even feel up to the rigorous schedule of a school day. 

• The student’s health and diet will have a huge affect on their ability to concentrate, 

process information or comply with the academic and social issues of the day. 




Working towards Positive Student Behavior 

Student behaviour is a major concern to staff because of its importance in establishing a 

positive learning environment. The following strategies in conjunction with established 

classroom rules, procedures and teacher direction, may be useful techniques to consider: 

Planned Ignoring 

Sometimes the most effective way to deal with student misbehaviour is to ignore it. This is a 

good strategy when the behaviour is unintentional or it does not interfere with the student’s 

learning, or endanger another student or adult. 

Provide Cues or Prompts 

This technique works best when it is non verbal and includes the use of visuals. It can redirect 

a student towards the expected behaviour or task without engaging in a verbal 

interaction. However, it is vital that the student has been instructed on the use of visuals and 

what the desirable behaviour is/or looks like beforehand. 

Proximity Control 

Proximity can be used as another non-verbal prompt. Moving closer to a student helps them 

stay on task because of your proximity to them. Be sure to be mindful of the student’s 

personal space. 

Time to Decide 

Try giving choices, but limit to two, so that the students have a sense of control in their 

learning. Allow time and space for the students to respond. 

Partial Assistance 

Students may have difficulties remaining on task because they may be experiencing 

difficulties in understanding the directions. Providing support by re-wording the instructions 

may assist the student get back on task. 

Some other points to remember are: 

• Be calm and objective 

• Determine the facts rather than the opinions. 

• Take the offender aside and speak to him/her in private 

• Be consistent, honest and fair in your dealings with all students 

• Stop the little things that might escalate 

• Always ignore the things that don’t matter. 

• Seek advice when needed. 

• Always follow through with what you say. 

• Avoid sarcasm or ridicule as a means of punishment. 

• Drop the matter when it is settled 

• Always keep your sense of humour. 




Dealing with Difficult Student behaviour 

Strategies to prevent a situation from escalating: 

• Give space – don’t crowd 

• Remain calm 

• Speak slowly and clearly 

• Keep your language short and simple 

• Give clear directions one at a time – might need to 

be repeated 

• Use non – threatening body language and tone of voice 

• Think of a plan: environment/ other students/ staff available 

• Be patient 

• Be flexible – but consistent 

• Redirect or use distractions 

• Give realistic choices 

• Don’t take it personally 

• Think – ‘could it have been worse’ 

• Discuss consequences later 

• Remove stimulus e.g other students, loud noises, equipment 

• Assess the level of cooperation 

• Use humour if possible 

• Physical activity can redirect a student – run a message 

• Ignore secondary behaviours 

• Allow routines to be completed 

• Prevention is definitely the best cure 

Confrontation leads to escalation! 




The Language of Discipline 

• Praise in public, reprimand in private 

• Be brief when addressing behaviour 

• Use the student’s name. 

• Concentrate on the primary behaviour 

• Expect compliance 

• Teach and model the behaviour you want 

• Praise things in a positive way—look for and praise the behaviour you want 

• Avoid WHY questions. 

PRACTISE USING 

“You do a good job of ……” 

Students should be encouraged when they do not expect it, or when they are not 

asking for it. Look for something to encourage students. Even a comment about 

something small and insignificant to us, may have great importance to a student. 

“You have improved in …” 

Growth and improvement is something we should expect from all students. They may 

not be aware that the smallest improvement is progress. Students are more likely to 

continue trying if they can see some improvement and recognition. 

“I like you, but I don’t like what you are doing” 

Often a student feels he or she is not liked after they have made a mistake or 

misbehaved. It is important to distinguish between the student and the behaviour. 

“How will you know you can’t unless you try” 

The student who think they have to do things perfectly are often afraid to attempt 

something new for fear of making a mistake or failing. 

“So you did make a mistake. What can you learn from that mistake?” 

There is nothing that can be done about what has happened, but a person can 

always do something about the future. Mistakes can teach the student a great deal 

and they will learn if they do not feel embarrassed for having made the mistake. 

“You would like us to think you can’t do it, but we think you can” 

This approach could be used when the student says or conveys that something is too 

difficult for them, and hesitates to even so much as try it. 

“I can understand how you feel (not sympathy but empathy) but I’m sure you’ll be 

able to handle it” 

Sympathising with another person seldom helps; rather it conveys that life has been 

unfair to them. Understanding the situation and believing in the student’s ability to 

adjust to it is of much greater help 




When is Restraining a Student OK? 

The department and its staff owe a duty of care to students to 

take reasonable care to protect them against risks of injury 

which are reasonably foreseeable. This duty extends to taking 

reasonable care to prevent a student from injuring him or 

herself, injuring others or damaging property. In order to meet 

this duty, school staff may be required to consider the need to 

physically restrain students. Any 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: 

1. Physical restraint of students should only be exercised as an absolute last resort. 

2. Physical restraint 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. 

3. Physical restraint should only be what is reasonably necessary having regard to the 

specific circumstances. 

4. Physical restraint must not be used if there is a risk of injury to staff. 

Ensure that you are aware of any crisis management plans that may be operational for 

students in the school, including your role is assisting with the plan. 




Developing Instructional Skills 

Before the lesson begins, make sure you are clear on the intentions of 

the teacher regarding the objectives of the lesson: 

• An outline of activities and a description of the procedures to be used. 

• A list of materials needed. 

• A plan for reinforcement (rewards, encouragements etc.). 

• Procedures for keeping records if required. 

The following are helpful instructional techniques that can be used with the individual, or 

groups: 

Modeling 

The objective of modeling is to demonstrate to the student what they are expected to do in 

the lesson. For example, if a student is expected to fold a piece of paper a certain way, then 

this should be modeled as verbal instructions are given. 

Giving Directions 

Ensure that the student is attending. Select vocabulary that is appropriate for the student. 

Explain the purpose of the lesson and give one direction at a time. 

Providing Feedback 

Both verbal and non-verbal reinforcement techniques can be used to guide the student and 

keep them on task. Praise in a manner that expresses encouragement and support. 

Questioning Techniques 

The purpose of questioning helps determine the student’s level of mastery of the task or skill 

to be learned. Questions should be open-ended (not just requiring a yes or no answer), and 

sequential so as to guide the student towards a conclusion, or help them organise their 

ideas. 

Requests for Help 

Helping at the appropriate time prevents a student from becoming frustrated with an activity. 

Remember that additional help may stop the student from finding the answers 

independently. 

Further Hints to adhere to: 

• Follow the schedule of activities established by the class teacher 

• Learn to listen to the student/s – give them your full attention 

• Give feedback to the student/s about their progress 

• Use reinforcements that are motivating to the student/s 

• Be consistent – follow rules and provide structure. 




Providing Instructional Support in Reading 

Following the teacher’s direction, you may wish to consider the following prompts to use 

when: 

The student stops or is stuck on a word 

WAIT about 5 seconds 

SAY “try that again”.. ask the student to start the sentence again. 

SAY 

LOOK 

TELL 

FEEDBACK 

“read the sentence again and say ‘blank’ or the beginning sound for 

the word you don’t know. Finish the sentence. Can you think of a word 

for ‘blank’ that would make sense. Do the letters fit on the page?” 

more closely at the unknown word. Look for smaller known parts. Look 

for additional information on the page e.g. illustrations, graphs etc. 

the student the word. Re-read the sentence 

if possible and continue reading. 

The student makes a mistake which doesn’t make sense 

WAIT until the student finishes the sentence, and even a little longer to see if 

they self-correct. 

SAY “did that make sense? Did it sound right?” You may need to repeat the 

student’s version! 

ASK “where does it sound wrong? What would fit there and make sense? 

Try all suggestions. 

ASK “does the word you guess fit the letters on the page?” 

TRY blank or beginning sound for the unknown word as before. 

LOOK more closely at the unknown word “what chunk do you know within the 

word?” etc. 

TELL the student the word. Re-read the sentence. 

FEEDBACK if possible and continue reading. 

The student makes an error that makes sense 

WAIT for self-correction, then either do nothing and continue reading – OR – 

FEEDBACK to the student re meaningful reading. Acknowledge that it does make 

sense. 

LOOK more closely at the word 

SAY if the word is …”then what letter would you see the start/middle/end? 

What word would fit the letters?” 

TELL the student the word, re-read the sentence and continue reading. 

REMEMBER: The essential purpose of reading is for meaning! 




Levels of Learning 

Following the teacher’s direction, you may wish to consider the following: 

Acquisition – getting it right 

• Use modelling 

• Provide lots of demonstrations 

• Ensure you provide appropriate pacing 

• Reinforce accuracy 

Fluency – getting it right faster 

• Provide different examples requiring similar or same response 

• Use games, speed trials 

• Provide opportunities to practice across the day 

• Provide practice through repetition and fast paced activities 

• Reinforce speed with accuracy 

Maintenance – remembering it next time 

• Planned cumulative reviews – teach one thing, introduce the next, while reviewing 

the previously learnt item 

• Teach new items against a background of known items 

• Teach ways of using the knowledge 

Generalisation – being able to use it in different circumstances 

• Provide rules 

• Role play 

• Use multiple examples 

• Discuss situations in which the skills may be needed 

• Teach skills to mastery level 

• Use relevant examples pertinent to the students/ lives or needs 

• Use a range of personnel to provide instruction 

• Teach at relevant times 




SMART Goals 

Specific 

Every objective must be definable and clear. 

Measurable 

Measurable objectives are vital to 

accomplishment. A goal that enlists quantities 

is easier to evaluate. 

Achievable/Agreed Achievable goals are those that take into account shortcomings and 

strengths involved in achieving a task 

Relevant 

Relevant goals are, essentially, those that are in line with or 

synchronous to the objectives of the school, curriculum, personalised 

learning plan Goals ought to represent an objective that the student is 

WILLING and ABLE to do. 

Time bound and teachable Time-bound goals are set to be achieved within a specific date 

or duration in time. A goal should be anchored on a time frame— 

otherwise there is no urgency in accomplishing it. 

The mnemonics SMART and SMARTER are useful when setting project goals and 

objectives. They provide a way of ensuring everyone understands them, they are trackable, 

relevant, there are enough resources to achieve them and a firm deadline is set. Try this with 

the support of your teacher. 




Personal and Health care Assistance 

Personal care requires reasonable steps to be undertaken to ensure that a student with 

disability is able to participate, on the same basis as a student without a disability. 

Duty of care is an important concept in the discussion of health care support for students in 

schools. 

School staff owe a duty of care to all students. A higher standard of care is required in the 

case of high risk activities, or in the case of a student who is at risk due to age, disability or a 

health condition. 

Personal care may require the performance of a health care procedure including: 

• 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. It is particularly important that they are consulted regarding 

students diagnosed with a condition that might require an emergency response. 

Student Health in NSW Public Schools: A summary and consolidation of policy, 2005 




Lifting and Repositioning Students 

To enable a student to participate, on the same basis as a student without a disability, the 

School Learning Support Officers may be required to assist with the re-positioning or lifting 

of the student with a disability. 

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 

they hold, will: 

• Comply with their obligations under the OH&S 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. 

Staff should adhere to advice in the student’s health care plan and take reasonable care 

when lifting/re-positioning a student. This may also include advise provided through 

Occupational or Physio Therapists, particularly when this involves specialist equipment. 

Some basic steps that staff should reflect on when performing any re-positioning requiring 

the lifting of a student, include: 

1. Assess 

2. Decide on type of lift 

3. Prepare 

4. Communicate 

5. Position – Student 

6. Position – Yourself 

7. Brace 

8. Transfer 

9. Relax

A Resource for Teachers and School Learning Support Officers

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