A Resource for Teachers and School Learning Support Officers
A Resource for Teachers and School Learning Support Officers - Back
A Resource for Teachers and School Learning Support Officers - Back
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A <strong>Resource</strong> <strong>for</strong><br />
<strong>Teachers</strong> <strong>and</strong> <strong>School</strong><br />
<strong>Learning</strong> <strong>Support</strong><br />
<strong>Officers</strong>
Student Services Riverina Region <br />
Table Of Contents<br />
Topic<br />
Page<br />
Rationale 3<br />
<strong>Learning</strong> <strong>and</strong> <strong>Support</strong> Framework<br />
Personalised <strong>Learning</strong> <strong>and</strong> <strong>Support</strong><br />
Effective Communication, Planning Cycle<br />
5<br />
6<br />
7<br />
Section A For <strong>Teachers</strong><br />
The <strong>Learning</strong> <strong>and</strong> <strong>Support</strong> Team 8<br />
<strong>Support</strong>ing the Role of the SLSO 9<br />
Checklist <strong>for</strong> <strong>Teachers</strong> <strong>Support</strong>ing the SLSO 11<br />
Common Q&A <strong>for</strong> <strong>Teachers</strong> 12<br />
Section B For <strong>School</strong> <strong>Learning</strong> <strong>Support</strong> <strong>Officers</strong><br />
Role Statement 14<br />
Communicating with Students 15<br />
Confidentiality, Advocacy 17<br />
Beginning a New Appointment 17<br />
H<strong>and</strong>y Hints <strong>for</strong> SLSOs 18<br />
Checklist <strong>for</strong> SLSOs 19<br />
Managing Groups 21<br />
Using Technology 22<br />
Establishing <strong>and</strong> Maintaining Attention 23<br />
Hints <strong>for</strong> Positive Student Behaviour 24<br />
Dealing with Difficult Student Behaviour 25<br />
Restraining 27<br />
Developing Instructional Skills 28<br />
SMART Goals 31<br />
Personal & Health Care Assistance 32<br />
Lifting & Repositioning Student 33<br />
Riverina SLSO Guidelines 2012. Adapted from Illawarra <strong>and</strong> South Region J.Agzarian 2
Student Services Riverina Region <br />
Rationale<br />
“At the heart of the school as a learning community, lies a total commitment to the value of<br />
learning <strong>for</strong> all members. This commitment is underpinned by beliefs that learning is<br />
inherently enjoyable <strong>and</strong> exhilarating, that all members have the capacity to learn <strong>and</strong> that<br />
each person brings to the organisation unique abilities which must be acknowledged <strong>and</strong><br />
utilised.”<br />
<strong>School</strong> as <strong>Learning</strong> Communities<br />
The Disability St<strong>and</strong>ards <strong>for</strong> Education 2005 that is <strong>for</strong>mulated under the Commonwealth<br />
Disability Discrimination Act 1992 (the Act), requires reasonable steps to be undertaken to<br />
ensure that a student with a disability is able to participate, on the same basis as a student<br />
without a disability.<br />
In a school community, the role undertaken by a <strong>School</strong> <strong>Learning</strong> <strong>Support</strong> Officer (SLSO)<br />
will play a vital role to support the implementation of reasonable adjustments, as identified in<br />
the student’s support plan.<br />
Every school <strong>and</strong> every teacher has obligations to students with disability under<br />
international, national <strong>and</strong> state legislation. These include:<br />
• the United Nations Convention on the Rights of Persons with Disabilities 2006,<br />
• Commonwealth Disability Discrimination Act (1992) <strong>and</strong> the Disability St<strong>and</strong>ards<br />
<strong>for</strong> Education (2005) <strong>and</strong><br />
• a range of State legislation in NSW, including<br />
• the Education Act 1990 - sets out the education rights of every child in New<br />
South Wales <strong>and</strong> provisions <strong>for</strong> education services<br />
• Anti Discrimination Act 1977<br />
• Workplace, Health <strong>and</strong> Safety 2011 - sets out obligations <strong>for</strong> ensuring health<br />
<strong>and</strong> safety <strong>for</strong> students, school staff <strong>and</strong> others.<br />
• Disability Services Act 1993 - requires that services are provided so that they<br />
enable people with disabilities to participate <strong>and</strong> achieve their full potential.<br />
Riverina SLSO Guidelines 2012. Adapted from Illawarra <strong>and</strong> South Region J.Agzarian 3
Student Services Riverina Region <br />
The Disability Language<br />
Society today has made clear that most disapprove of derogatory terms about people with a<br />
disability. However there are still some insidious terms being used in everyday<br />
conversations, <strong>and</strong> most of us are unaware of the harm they can do to people’s self esteem.<br />
Many of us may not even be aware of the language people with a disability consider to be<br />
appropriate. For example, “people with a disability”, or “person with a disability” are<br />
considered much more preferable than “the disabled” – which ignores the vital reality that<br />
they are all people first!<br />
Here are a few language dos <strong>and</strong> don’ts <strong>and</strong> communication tips to think about next time<br />
you are talking to, or about, a person or a student with a disability.<br />
Ability<br />
It’s important to remember, when communicating with or about people with a disability that<br />
they may have one disability – but they have many abilities. Try to highlight their abilities.<br />
A haemophiliac, an epileptic, a paraplegic This use of ‘a’ be<strong>for</strong>e the noun implies that<br />
once you know the condition, you can categorise the person solely based on their disability.<br />
Instead use person with haemophilia; woman with epilepsy; a man who has paraplegia.<br />
Challenged<br />
Euphemisms, such as intellectually challenged, are seen as ‘overly’ politically correct. Don’t<br />
use them.<br />
Confined to a wheelchair<br />
A wheelchair is not confining, it provides mobility to those who can’t walk. A person uses a<br />
wheelchair.<br />
Defect<br />
Not acceptable. Use congenital disability, blind from birth etc.<br />
Disadvantaged<br />
Don’t use to describe a person just because they have a disability – a disability in itself<br />
needn’t be a disadvantage (although often society’s response to a person’s disability can be<br />
a disadvantage).<br />
Normal<br />
This is a statistical term. In order to distinguish from people with a disability it is acceptable<br />
to use double negatives such as non-disabled or person without a disability or descriptive<br />
terms such as sighted, hearing, ambulant.<br />
Patronising language<br />
Don’t describe people as brave, special or suffering just because they have a disability.<br />
Vegetables<br />
Vegetables are what you cook <strong>and</strong> eat – not to be confused with people who are comatose,<br />
unconscious or in a coma.<br />
Victim<br />
Some people are victims of war, crime, or exploitative wages. It is inappropriate to describe<br />
people as victims of a particular disability.<br />
Riverina SLSO Guidelines 2012. Adapted from Illawarra <strong>and</strong> South Region J.Agzarian 4
Student Services Riverina Region <br />
This is the framework <strong>for</strong> learning <strong>and</strong> support in all NSW public schools, supporting<br />
students with additional learning <strong>and</strong> support needs, wherever they enrol, <strong>and</strong> the teachers<br />
who work with them daily.<br />
The learning <strong>and</strong> support framework is made up of 5 elements. These are:<br />
Curriculum - providing high quality learning experiences <strong>for</strong> students, with a focus on these<br />
learning experiences being rigorous, meaningful <strong>and</strong> dignified <strong>for</strong> every student,<br />
Teaching <strong>and</strong> learning - having high expectations <strong>for</strong> every student <strong>and</strong> providing<br />
adjustments to support their additional learning needs,<br />
Collaboration - working with parents, education colleagues <strong>and</strong> other professionals to<br />
develop <strong>and</strong> implement personalise learning <strong>and</strong> support <strong>for</strong> those students who have<br />
adjusted learning <strong>and</strong> support needs,<br />
Teacher quality - professional learning <strong>for</strong> teachers <strong>and</strong> support staff, skilling our work<strong>for</strong>ce<br />
to better underst<strong>and</strong> <strong>and</strong> address the diverse learning <strong>and</strong> support needs of our students,<br />
Accountability - meeting our obligations under the national Disability St<strong>and</strong>ards <strong>for</strong><br />
Education (2005)<br />
All these elements are interconnected.<br />
Riverina SLSO Guidelines 2012. Adapted from Illawarra <strong>and</strong> South Region J.Agzarian 5
Student Services Riverina Region <br />
For many years our schooling system has focused on different aspects of learning <strong>and</strong> of<br />
support in isolation. These are often documented in separate plans <strong>for</strong> individual students.<br />
Examples of these may include:<br />
• IEPs or individual education plans<br />
• ILPs or individual learning plans<br />
• Health care plans<br />
• Behaviour plans<br />
• Personalise learning plans<br />
However, increasingly we know that these critical aspects are interrelated <strong>and</strong> impact on<br />
each other, <strong>for</strong> example:<br />
• a student with challenging behaviour may also have adjusted learning needs that<br />
need to be planned <strong>for</strong> <strong>and</strong> addressed <strong>for</strong> the student to achieve success.<br />
• a student with learning difficulties who has a life threatening health condition needs<br />
careful planning to ensure that her health care needs <strong>and</strong> her learning needs are<br />
properly <strong>and</strong> carefully considered <strong>and</strong> planned <strong>for</strong> together.<br />
Riverina SLSO Guidelines 2012. Adapted from Illawarra <strong>and</strong> South Region J.Agzarian 6
Student Services Riverina Region <br />
Effective Communication<br />
Language is the most complex piece of behaviour a human being ever learns (Crystal, 1986)<br />
The development of effective communication involves a number of elements: The ability to<br />
listen <strong>and</strong> maintain attention is a first step. This allows the development of knowledge about<br />
the sounds of language <strong>and</strong> how they combine to make words <strong>and</strong> phrases.<br />
Communication can be defined as how we put all the parts of language together:<br />
how we deliver the message<br />
how we take turns<br />
how we look at people <strong>and</strong> how close we st<strong>and</strong><br />
Communication may take many <strong>for</strong>ms:<br />
gestures<br />
facial expressions<br />
signs<br />
body language<br />
vocalisations<br />
speech<br />
written communication<br />
These are known as verbal <strong>and</strong> non-verbal communications<br />
Effective communication between adults responsible <strong>for</strong> the student learning is vital <strong>for</strong> the<br />
success of students learning outcomes. There<strong>for</strong>e regular <strong>and</strong> effective communication <strong>and</strong><br />
planning <strong>for</strong> student/class adjustments between the Class Teacher <strong>and</strong> <strong>School</strong> <strong>Learning</strong><br />
<strong>Support</strong> Officer is essential.<br />
SLSOs should be involved in all stages of planning <strong>and</strong> time should be allocated <strong>for</strong> this<br />
planning.<br />
The Planning Cycle<br />
Riverina SLSO Guidelines 2012. Adapted from Illawarra <strong>and</strong> South Region J.Agzarian 7
Student Services Riverina Region <br />
The <strong>Learning</strong> <strong>and</strong> <strong>Support</strong> Team<br />
The learning <strong>and</strong> support team (L&ST) is a whole-school planning <strong>and</strong> support mechanism.<br />
It is <strong>for</strong>med to address the needs of specific students through coordination, development,<br />
implementation, monitoring <strong>and</strong> evaluation of educational programs. Each school determines<br />
how its learning <strong>and</strong> support team operates <strong>and</strong> who has membership.<br />
The processes <strong>for</strong> the effective operation of learning <strong>and</strong> support teams are known, valued<br />
<strong>and</strong> accessible to all school staff.<br />
An effective learning <strong>and</strong> support team facilitates <strong>and</strong> enhances:<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
Development of whole school management practices <strong>for</strong> meeting the needs of<br />
students with both high <strong>and</strong> low learning support needs<br />
Coordination of the planning process <strong>and</strong> resources <strong>for</strong> students with high <strong>and</strong> low<br />
learning support needs<br />
Collaboration between members of the school <strong>and</strong> wider school community in<br />
meeting the needs of students with high <strong>and</strong> low learning support needs<br />
Sharing of the expertise <strong>and</strong> collegial support with the school <strong>and</strong> the wider<br />
community<br />
Awareness raising of staff <strong>and</strong> responsiveness to the learning needs of all students<br />
Identification <strong>and</strong> effective coordination of targeted teacher professional learning<br />
where appropriate, across the whole school<br />
Effective coordination of support services from within <strong>and</strong> outside the school<br />
Range of members<br />
The core membership may include the following people:<br />
Coordinated by the principal or designate—usually an executive<br />
<strong>School</strong> counsellor (SC)<br />
<strong>Learning</strong> <strong>and</strong> <strong>Support</strong> teacher (L&ST)<br />
Aboriginal Education Worker (AEW)<br />
<strong>School</strong> learning <strong>and</strong> support officer (SLSO)<br />
Classroom teachers—minimum of one<br />
The team can also include:<br />
<br />
<br />
<br />
<br />
Other professionals as appropriate—allied health<br />
Other executive teachers including the Assistant Principal <strong>Learning</strong> <strong>and</strong> <strong>Support</strong><br />
Student/s<br />
Parents/carers of targeted students<br />
In small schools it may be that all teachers, the school learning <strong>and</strong> support<br />
coordinator, parents/carers <strong>and</strong> regional support personnel <strong>for</strong>m the learning <strong>and</strong><br />
support team. <br />
Riverina SLSO Guidelines 2012. Adapted from Illawarra <strong>and</strong> South Region J.Agzarian 8
Student Services Riverina Region <br />
For <strong>Teachers</strong><br />
SUPPORTING THE ROLE OF THE SLSO<br />
The <strong>School</strong> <strong>Learning</strong> <strong>Support</strong> Officer is a position previously known as Teacher Aide or<br />
<strong>Teachers</strong> Aide (Special). These officers per<strong>for</strong>m their roles in support classes, special<br />
schools or mainstream class settings.<br />
<strong>School</strong> <strong>Support</strong> <strong>Learning</strong> <strong>Officers</strong> ‘ … must at all times work under the direction of a teacher<br />
... this allows the class teacher greater flexibility in adapting organisation <strong>and</strong> programs to<br />
meet the needs of students with disabilities <strong>and</strong> the whole class more effectively’.<br />
(NSW Dept of Education 1987)<br />
Points <strong>for</strong> teacher consideration:<br />
When the SLSO possesses particular skills that can be used to the advantage of all the<br />
class, this may provide the opportunity <strong>for</strong> the whole class to regard the SLSO as their<br />
special helper <strong>and</strong> not just solely the helper of the identified student.<br />
The teacher is responsible <strong>for</strong> developing, monitoring <strong>and</strong> evaluating the program but much<br />
can be gained from discussing ideas with the <strong>School</strong> <strong>Support</strong> <strong>Learning</strong> <strong>Officers</strong> to gain<br />
varied perspectives.<br />
As the person who often works closely with the student, the SLSO has valuable <strong>and</strong> unique<br />
input into the review of the efficacy of the student’s program.<br />
Additional support provided by the SLSO should:<br />
• give assistance necessary to enable the identified student to per<strong>for</strong>m a task on<br />
the same basis as other students<br />
• be low key <strong>and</strong> unobtrusive<br />
• place the accent on providing assistance that will encourage steps towards<br />
student independence where possible<br />
• involve the SLSO with other students as well as the supported student<br />
Effective use of SLSO Time<br />
The teacher may, at the commencement of the school year or program:<br />
• discuss the needs of the student with the SLSO<br />
• create a workable timetable—negotiate a shared SLSO timetable between<br />
teachers<br />
• establish clearly defined routines <strong>and</strong> class organisation such as:<br />
– start of lessons <strong>and</strong> change to lessons;<br />
– assemblies, library, sport etc;<br />
– SLSO duties as set out in the Role Statement <strong>for</strong> <strong>Teachers</strong>’ Aide (Special)<br />
– school /class rules <strong>and</strong> the school’s disciplinary code including your<br />
student behaviour expectations. Discuss when the SLSO should intervene<br />
<strong>and</strong> how to intervene effectively.<br />
• discuss <strong>and</strong> document expectations <strong>for</strong> your role <strong>and</strong> the role of the SLSOs,<br />
considering preparation of lesson materials, group work, resources within the<br />
classroom <strong>and</strong> the school eg. photocopying etc<br />
• provide the SLSO access to your day book. Use it to write down jobs that will be<br />
required <strong>for</strong> the day, week or longer if possible<br />
• make time available on a regular basis to review how things are going.<br />
Riverina SLSO Guidelines 2012. Adapted from Illawarra <strong>and</strong> South Region J.Agzarian 9
Student Services Riverina Region <br />
For <strong>Teachers</strong><br />
Pre-lesson Suggestions<br />
• clarify any changes from the usual routine<br />
• clearly define your objectives <strong>for</strong> the lesson/s & what you wish the SLSO to do<br />
• provide lists when requiring the gathering of necessary lesson materials<br />
• identify those pupils, small groups you wish to have the SLSO assist<br />
• discuss with the SLSO the desired ending to lesson/s & a procedure <strong>for</strong> packing up –<br />
by doing this, the SLSO can rein<strong>for</strong>ce your expectations with the class. Remember<br />
that all students are to be encouraged to be involved in the process of packing <strong>and</strong><br />
cleaning up - don’t just leave it because you have a reliable SLSO.<br />
During Lesson Suggestions<br />
• Adequate pre-lesson planning should permit the SLSO to function relatively<br />
independently without a great deal of prompting or guidance from you.<br />
• Ask the SLSO how some students are progressing - this also helps to identify the<br />
importance <strong>and</strong> respect of the SLSO’s role in the eyes of the students.<br />
• As with any team, the SLSO should have the opportunity to consult with you when<br />
something is not working out, or where changes need to be made, or if they are<br />
unsure of some aspects of the work.<br />
Post - Lesson Hints<br />
• Try <strong>and</strong> make time to go over any issues that occurred during the lesson. Do not<br />
finish the day without clearing the air. Treat every new day as a fresh start.<br />
Take time to debrief. Talk about the successes <strong>and</strong> work together on solutions to eradicate<br />
or diminish the unsuccessful situations.<br />
Riverina SLSO Guidelines 2012. Adapted from Illawarra <strong>and</strong> South Region J.Agzarian 10
Student Services Riverina Region <br />
For <strong>Teachers</strong><br />
Checklist <strong>for</strong> teachers <strong>Support</strong> the SLSO<br />
<strong>School</strong> In<strong>for</strong>mation<br />
a<br />
Provide school discipline <strong>and</strong> welfare policy, homework policy, class rules, school rules, any other<br />
policies that are relevant.<br />
Map of the school including classrooms <strong>and</strong> playground areas<br />
Fire drill procedures<br />
Accident/ First aid procedures<br />
Where to park<br />
Bell times <strong>for</strong> each session<br />
Staff meeting times<br />
Signing on book<br />
Procedures <strong>for</strong> time sheets <strong>and</strong> payment of wages<br />
Leave entitlements<br />
Names of staff members including the Principal <strong>and</strong> <strong>Learning</strong> <strong>Support</strong> Team Coordinator<br />
<strong>School</strong> grievance procedures<br />
Occupational Health <strong>and</strong> Safety officer <strong>and</strong> procedures<br />
Any special programs operating in the school<br />
Provide a pigeon hole or work space the SLSO can operate from<br />
Any weekly news or staff bulletin<br />
In<strong>for</strong>m SLSO any training or SLSO network<br />
Meet with SLSO to discuss students characteristics they are working with<br />
Class rules <strong>and</strong> behaviour management strategies<br />
Discuss ethics especially those related to confidentiality<br />
Discuss their role <strong>and</strong> your expectations of their job<br />
Daily routines, weekly timetables<br />
Location of materials <strong>and</strong> equipment in the classroom <strong>and</strong> the school<br />
Riverina SLSO Guidelines 2012. Adapted from Illawarra <strong>and</strong> South Region J.Agzarian 11
Student Services Riverina Region <br />
Instructional strategies employed in the classroom<br />
Student evaluation procedures<br />
Communication book<br />
Supervision guidelines<br />
Ensure Child Protection, Emergency Care <strong>and</strong> Resuscitation Training are undertaken<br />
Have regular meetings, debrief often<br />
Include SLSOs in any decision making so they are aware of their role in the plan<br />
Ensure the SLSO is aware of any Health Care Plan. Provide training if necessary<br />
Common Teacher Questions<br />
What duties can I ask my SLSO to per<strong>for</strong>m?<br />
Refer to the Roles & Rresponsibilities statement.<br />
How do our responsibilities differ?<br />
The <strong>School</strong> <strong>Learning</strong> <strong>Support</strong> Officer (SLSO) should not be given responsibility <strong>for</strong><br />
class management, control, playground supervision or teaching of students. The<br />
teacher takes full responsibility <strong>for</strong> all these areas <strong>and</strong> the SLSO assist as directed.<br />
How can I create a satisfying & enjoyable working environment?<br />
Effective communication is the key factor - achieved by talking, discussing roles &<br />
responsibilities, outlining programs, discussing daily routines, providing clear<br />
instructions, clearly displaying routine & daily procedures. A useful suggestion is to<br />
use a communication book any extra tasks or instructions especially if you have the<br />
SLSO coming <strong>and</strong> there is a change in routine.<br />
How can I manage the situation where the SLSO is older & more experienced?<br />
Be clear in your outcomes - know what you are trying to achieve <strong>and</strong> how you will do<br />
this.<br />
Use the SLSO’s experience <strong>and</strong> expertise where you can - if they have worked with<br />
the students <strong>for</strong> a number of years they will have a better underst<strong>and</strong>ing of their<br />
needs etc - but remember it is you who is responsible <strong>for</strong> the student’s program.<br />
What do I do if I have more than one SLSO working on different/same day?<br />
• Communication - you must be clear about who is doing what, where <strong>and</strong> when or<br />
with whom<br />
• Display the timetable <strong>and</strong> make sure it is followed properly – supervise to make sure<br />
things are running smoothly<br />
• Be flexible <strong>and</strong> change the jobs around to work with SLSO’s strengths <strong>and</strong><br />
experience<br />
• By encouraging SLSOs to swap <strong>and</strong> change where possible, can also assist to<br />
reduce fatigue <strong>and</strong> avoid injuries whilst also given opportunities <strong>for</strong> professional<br />
development.<br />
Riverina SLSO Guidelines 2012. Adapted from Illawarra <strong>and</strong> South Region J.Agzarian 12
Student Services Riverina Region <br />
• Keep a folder <strong>for</strong> each student outlining any specific adjustments, accommodations,<br />
rewards, sanctions, expectations, etc., h<strong>and</strong>y so that it can be shared quickly with<br />
any new SLSO.<br />
Whose responsibility is it to communicate with parents/carers?<br />
• Yours, as the class teacher. It can be very awkward <strong>for</strong> SLSOs who are more often<br />
than not parents at the school, to avoid questions, especially out of school. SLSOs<br />
should be encouraged to redirect any questions or concerns from parents/carers to<br />
you.<br />
• You may also wish to emphasise to the parents, when you meet with them that you<br />
are the main contact.<br />
Riverina SLSO Guidelines 2012. Adapted from Illawarra <strong>and</strong> South Region J.Agzarian 13
Student Services Riverina Region <br />
For <strong>School</strong> <strong>Learning</strong> <strong>Support</strong> <strong>Officers</strong><br />
Role Statement (2012)<br />
Under the supervision <strong>and</strong> direction of a teacher, a school learning support officer in respect of<br />
students enrolled in special schools <strong>and</strong> classes, is responsible to the principal or the supervisor <strong>for</strong>:<br />
• Providing assistance in school routines;<br />
• Classroom activities; <strong>and</strong><br />
• The care <strong>and</strong> management of students with disabilities <strong>and</strong> behaviour disorders.<br />
A school learning support officer is required to assist teachers in school <strong>and</strong> community settings in:<br />
• The implementation of individual education programs <strong>and</strong> individual transition programs;<br />
• Providing opportunities <strong>for</strong> students to develop personal, social, independent living <strong>and</strong> prevocational<br />
skills;<br />
• Toileting <strong>and</strong> personal care needs of students at all ages <strong>and</strong> dependency levels, to include<br />
washing, bathing, showering <strong>and</strong> changing;<br />
• Washing of soiled items of clothing <strong>and</strong> nappies <strong>and</strong> in the disposal of used sanitary items;<br />
• Direct food preparation <strong>and</strong> assisting students with eating <strong>and</strong> drinking;<br />
• The Implementation of travel training programs;<br />
• The supervising of students on excursion, work experience <strong>and</strong> travel training programs;<br />
• Supervision of students with severe <strong>and</strong>/or multiple, physical or intellectual disabilities which<br />
can involve:<br />
• Frequent physical listing, also involving changing students from one piece of<br />
equipment to another.<br />
• Therapy or nursing type duties (including duties carried out under the guidance of<br />
professional staff)<br />
• Administering medication <strong>and</strong> keeping a medication register.<br />
• Minor maintenance of physical <strong>and</strong>/or electronic equipment used by students.<br />
• Organising the regular servicing of physical <strong>and</strong>/or electronic equipment used by<br />
students.<br />
• Servicing as part of a transdisciplinary (education/therapy) team in the developing<br />
<strong>and</strong> implementation of individual educational programs; communicating with students<br />
using an augmentative communication system most appropriate to the needs of<br />
students.<br />
1. Administration<br />
Operating audio visual aids, computers <strong>and</strong> other teaching equipment.<br />
Recording school broadcasts <strong>and</strong> telecasts <strong>and</strong> maintaining a catalogue of records,<br />
cassettes, video tapes <strong>and</strong> other audio visual software.<br />
Duplicating materials <strong>and</strong> photocopying<br />
Issuing learning materials from resource rooms<br />
Arranging furniture within classrooms where required<br />
Managing lost property <strong>and</strong> clothing pools<br />
Per<strong>for</strong>ming minor clerical duties<br />
Caring <strong>for</strong> sick students, <strong>and</strong> when in receipt of first aid allowance, administering minor first<br />
aid.<br />
2. Other duties<br />
Undertaking other related duties as determined by the principal or the supervisor.<br />
H<strong>and</strong>book <strong>for</strong> non teaching staff in <strong>School</strong>s, January 2009<br />
Riverina SLSO Guidelines 2012. Adapted from Illawarra <strong>and</strong> South Region J.Agzarian 14
Student Services Riverina Region <br />
For <strong>School</strong> <strong>Learning</strong> <strong>Support</strong> <strong>Officers</strong><br />
Communicating with Students<br />
Posture<br />
It is helpful to have your shoulders squared with the<br />
student’s so you are face to face with them.<br />
Establish Eye Contact<br />
This allows you to show the student that you are<br />
interested in what they are doing <strong>and</strong> lets you know that<br />
they are listening to you when you speak.<br />
Facial Expressions<br />
Showing how you feel is important to the student – <strong>for</strong> some students this gives added<br />
meaning to your words as they are better able to ‘read’ your face.<br />
Distance<br />
You shouldn’t be too close or too distant when talking to a student. Some students do not<br />
like you to invade their personal pace e.g. students with Autism Spectrum Disorders.<br />
Distracting Behaviours<br />
These include playing with your h<strong>and</strong>s, looking out the window or doing something when<br />
listening etc. reading or packing up – these should be eliminated.<br />
Voice Quality<br />
Your voice is a very important tool when dealing with students. Try varying your voice <strong>and</strong><br />
record the effect it has on the listener.<br />
Listening<br />
Remember that being a good listener is also an important communication skill.<br />
BARRIERS TO COMMUNICATION<br />
ASSUMPTIONS<br />
PHYSICAL DISTRACTIONS<br />
INAPPROPRIATE LANGUAGE<br />
POOR LISTENING<br />
BLAMING<br />
Riverina SLSO Guidelines 2012. Adapted from Illawarra <strong>and</strong> South Region J.Agzarian 15
Student Services Riverina Region <br />
For <strong>School</strong> <strong>Learning</strong> <strong>Support</strong> <strong>Officers</strong><br />
Confidentiality<br />
Confidentiality is a vitally important component of the role of a <strong>School</strong> <strong>Learning</strong> <strong>Support</strong><br />
Officer. In your role, you could be privy to confidential material <strong>and</strong> in<strong>for</strong>mation about a<br />
student <strong>and</strong> parents that should never be discussed outside the school, or with other staff<br />
members.<br />
It is not part of the SLSO’s role to report to parents on student progress, except at the<br />
student’s review meeting when invited.<br />
Confidentiality needs to be guaranteed around some issues, including:<br />
• Personal in<strong>for</strong>mation<br />
• In<strong>for</strong>mation about students <strong>and</strong> their families that may be discussed to illustrate a<br />
point<br />
• In<strong>for</strong>mation about workers’ perceptions of other agencies<br />
Some issues cannot be kept confidential. These may include:<br />
Child protection issues.<br />
• As a DET employee you are required to in<strong>for</strong>m your principal should you<br />
suspect a student is at risk of significant harm.<br />
• Behaviour by staff members towards a student that is improper, unethical or<br />
causes concern should also be reported to the principal.<br />
Advocacy<br />
The term advocacy means action taken on behalf of oneself or others to ensure that legal or<br />
human rights are upheld.<br />
The avenues of advocacy open to the <strong>School</strong> <strong>Learning</strong> <strong>Support</strong> Officer (SLSO) as a DET<br />
employee may include:<br />
• <strong>Support</strong>ing the student by providing input through the school learning support team<br />
• By working collaboratively with the student’s teacher/s<br />
• By assisting the student to express themselves<br />
• By treating the student with respect <strong>and</strong> dignity<br />
Riverina SLSO Guidelines 2012. Adapted from Illawarra <strong>and</strong> South Region J.Agzarian 16
Student Services Riverina Region <br />
For <strong>School</strong> <strong>Learning</strong> <strong>Support</strong> <strong>Officers</strong><br />
Beginning a New Appointment<br />
A <strong>School</strong> <strong>Learning</strong> <strong>Support</strong> Officer is responsible to the school<br />
Principal <strong>for</strong> providing assistance in school routines, class activities,<br />
assist with the care <strong>and</strong> management of children; <strong>and</strong> function<br />
under the immediate supervision <strong>and</strong> direction of a teacher.<br />
Listed are suggestions you may wish to consider when starting in a new role or school:<br />
• Sign on <strong>and</strong> off each day. The school administration staff may be the contact <strong>for</strong> this.<br />
• Go <strong>for</strong> a walk around the school <strong>and</strong> make sure you know where the library, staff<br />
toilets, staff room, etc are.<br />
• Introduce yourself to the various school personnel e.g. admin staff, librarian, general<br />
assistant etc. Make sure teacher/teachers you are working with introduce you to the<br />
whole staff.<br />
• Introduce yourself to the staff member who oversees SLSOs. Seek their advice<br />
regarding any entitlements such as sick leave, pay schedules <strong>and</strong> procedures etc.<br />
• Keep a copy of your role statement from the Special Education H<strong>and</strong>book <strong>for</strong><br />
reference. You may wish to share this with the teachers you will be working with.<br />
• Go through your role <strong>and</strong> responsibilities with the class teacher/s.<br />
• Be punctual to school <strong>and</strong> class. If you are ill <strong>and</strong> cannot come to work then find out<br />
who to contact <strong>and</strong> let them know as soon as possible so that a replacement may be<br />
found.<br />
• Make a timetable <strong>for</strong> each day after consulting with the class teacher/s <strong>and</strong> display<br />
this prominently <strong>for</strong> you use.<br />
• Seek in<strong>for</strong>mation from the teacher/s regarding the general operations of the<br />
classroom <strong>and</strong> when any specialist teachers may require some of your time.<br />
• Make yourself familiar with any crisis management plans in use.<br />
• If your role requires your administration of any aspect around a student’s healthcare<br />
plan, consult with your teacher/s on what specifically your duties involve.<br />
• Determine with the teacher when to take your breaks <strong>and</strong> when they want you to<br />
spend time making resources or modifying work <strong>for</strong> the student.<br />
• Keep a diary <strong>for</strong> at least the first few weeks as this is useful <strong>and</strong> allows you to<br />
remember the things you wanted to discuss with the class teacher<br />
• Try <strong>for</strong> a de-briefing time each day with the class teacher/s to discuss any concerns<br />
you may have.<br />
Riverina SLSO Guidelines 2012. Adapted from Illawarra <strong>and</strong> South Region J.Agzarian 17
Student Services Riverina Region <br />
For <strong>School</strong> <strong>Learning</strong> <strong>Support</strong> <strong>Officers</strong><br />
H<strong>and</strong>y Hints<br />
At the school:<br />
• Determine to whom you are responsible <strong>and</strong> what each member of the team does.<br />
• Attend staff meetings, Staff Development Days <strong>and</strong> courses whenever possible, so<br />
you can exp<strong>and</strong> your knowledge <strong>and</strong> experiences.<br />
• Share your expertise with colleagues <strong>and</strong> gain their ideas <strong>and</strong> support in times of<br />
need.<br />
• Always refer the student’s parent/carer concerns or questions back to the teacher.<br />
• Always express any concerns or questions you may have with the classroom teacher<br />
or your supervisor.<br />
• Your supervisor at school may be an Executive Teacher or the Principal. This may<br />
vary according to the size of the school. Your supervisor may assist with any issues<br />
that may arise in relation to your job.<br />
• Have a timetable h<strong>and</strong>y so that you know where, when <strong>and</strong> who you are working<br />
with.<br />
• Make sure you underst<strong>and</strong> what is expected of you, in regards to the implementation<br />
of health care procedures, behaviour support plans, playground support, <strong>and</strong><br />
participation in school learning support meetings or reviews.<br />
• Find the best time to discuss concerns each day/week with your supervisor or<br />
teacher. Don’t let any issue fester.<br />
In the classroom ensure you discuss with the teacher/s:<br />
• What to do to motivate/reward students<br />
• What you are to do if students don’t cooperate<br />
• What happens if material or resources need changing<br />
• What day the teacher would like to review/change the program<br />
• The class timetable <strong>and</strong> names of visiting teachers e.g. relief from face to face<br />
• Arrange <strong>for</strong> time with the teacher/s to discuss what you are to do be<strong>for</strong>e you<br />
commence working with a new student.<br />
In regards to students:<br />
• Always let them know you care (<strong>for</strong> example – “I like you but I don’t always like your<br />
behaviour.”<br />
• Always respect the student’s right of privacy <strong>and</strong> confidentiality. Never discuss issues<br />
publicly.<br />
• Always be honest <strong>and</strong> follow through with what you say will happen.<br />
• Use the same language with all students. This enables consistency <strong>and</strong> ensures the<br />
student is not getting mixed or unclear messages.<br />
• Allow students to be as independent as they can be. There<strong>for</strong>e, don’t be tempted to<br />
do or complete tasks <strong>for</strong> them. This can raise an undesirable expectation from the<br />
student <strong>and</strong> reduce the student’s motivation to be on task. Instead, point out what<br />
they’ve done correctly <strong>and</strong> what they still need to do – “You’ve cut along these two<br />
lines correctly. Now you just have to cut along these two lines.”<br />
• Should the task be too onerous <strong>for</strong> the student, discuss your observations with the<br />
teacher. Further accommodations/adjustments may be necessary.<br />
Riverina SLSO Guidelines 2012. Adapted from Illawarra <strong>and</strong> South Region J.Agzarian 18
Student Services Riverina Region <br />
For <strong>School</strong> <strong>Learning</strong> <strong>Support</strong> <strong>Officers</strong><br />
Checklist <strong>for</strong> the SLSO<br />
Riverina SLSO Guidelines 2012. Adapted from Illawarra <strong>and</strong> South Region J.Agzarian 19
Student Services Riverina Region <br />
For <strong>School</strong> <strong>Learning</strong> <strong>Support</strong> <strong>Officers</strong><br />
Assist the teacher with preparation by:<br />
• Photocopying<br />
• Make charts<br />
• Make separate worksheets or drills <strong>for</strong> identified students<br />
• Get supplies & materials <strong>for</strong> particular lessons eg art,<br />
cooking<br />
• Type stories on computer or assignments with necessary accommodations<br />
• Make the planned accommodations to tests, eg. Re<strong>for</strong>mat page so that less number<br />
of questions appear. Have questions/details identified by the teacher<br />
• Do bulletin boards or displays in room<br />
• Display students work<br />
• Find pictures, colouring pages, puzzles, word searches related to theme or topic<br />
• Search <strong>for</strong> books or audio visual materials in the library related to theme or topic<br />
• Put stories onto tape<br />
• Enlarge stencils <strong>for</strong> visually impaired (specific size or colour in<strong>for</strong>mation should be<br />
sought from the specialist teachers)<br />
• Make up visuals e.g.., timetables, <strong>for</strong> use in communication etc.<br />
After the teacher has taught a lesson the SLSO can:<br />
• Read or re-read the material to student or group of students<br />
• Scribe <strong>for</strong> the student<br />
• Listen to student/s read<br />
• Provide the student with prompts, cues, & ideas to assist completion of tasks<br />
• Help student/s practice drama activities; social skill programs etc.<br />
• Practise flashcards or other drill activities with student<br />
• Mark off home readers<br />
• Edit students’ writing<br />
• Keep records of student progress eg entries to class chart, reward list, merit cards<br />
etc<br />
• Administer oral or separate tests to students<br />
• Administer health / personal care issues<br />
• Provide feedback to students <strong>and</strong> / or to the teacher<br />
Riverina SLSO Guidelines 2012. Adapted from Illawarra <strong>and</strong> South Region J.Agzarian 20
Student Services Riverina Region <br />
For <strong>School</strong> <strong>Learning</strong> <strong>Support</strong> <strong>Officers</strong><br />
Managing Group Work<br />
PRE-GROUP ORGANISATION<br />
Discuss with the teacher:<br />
• Reasons <strong>for</strong> the group<br />
• Who will be in the group<br />
• What work will be covered in the group<br />
• Location of the group within a teacher’s vision.<br />
• What is to occur if students are non-compliant.<br />
• What resources will be required - ensure they are prepared be<strong>for</strong>e the group<br />
commences.<br />
GROUP COMMENCEMENT<br />
Revise rules <strong>and</strong> consequences <strong>for</strong> working in the group<br />
• Explain task<br />
• H<strong>and</strong> out equipment/resources<br />
• Give time frame – use clock or timer<br />
DURING GROUP SESSION<br />
• Use frequent praise/rewards<br />
• <strong>Support</strong> individuals to get task done.<br />
• Model what is expected<br />
CONCLUSION OF GROUP<br />
• Pack up <strong>and</strong> return resources to correct place (with students)<br />
• Settle children<br />
• Explain to the students what is expected of them now to assist the transition to the<br />
next activity<br />
• Praise ef<strong>for</strong>ts <strong>and</strong> work done<br />
Riverina SLSO Guidelines 2012. Adapted from Illawarra <strong>and</strong> South Region J.Agzarian 21
Student Services Riverina Region <br />
For <strong>School</strong> <strong>Learning</strong> <strong>Support</strong> <strong>Officers</strong><br />
Using technology<br />
The use of appropriate technology by students with special needs can assist their<br />
educational progress, as well as, their self esteem, self confidence, self image <strong>and</strong> how<br />
others perceive <strong>and</strong> interact with them. Technology may provide support in the following<br />
areas:<br />
Communication<br />
Devises range from ‘low tech’ communication boards to dedicated<br />
electronic augmentative <strong>and</strong> alternative devises. Appropriate<br />
professionals such as speech therapists <strong>and</strong> occupational therapists<br />
need to be involved in identifying the most appropriate device, training<br />
the users <strong>and</strong> the staff.<br />
Accessing the curriculum<br />
The use of computers with software which is age <strong>and</strong> functionally<br />
appropriate, in conjunction with imaginative teaching strategies, can give students greater<br />
access to or enhance their curriculum. Some students may require specialised software<br />
packages <strong>and</strong> other students may require alternative input device s such as keyboard<br />
guards or touch screens.<br />
Mobility<br />
Students can mobilize a range of supportive device s from walking frames to powered<br />
wheelchairs to assist posture <strong>and</strong> repositioning. Any device requires consultation with a<br />
Physiotherapist or Occupational Therapists with parent involvement.<br />
Socialisation<br />
These may involve the use of educational games <strong>and</strong> software <strong>for</strong> small group work, or<br />
technology that allows students to participate <strong>and</strong> share experiences with fellow students.<br />
Technology used by students with special needs should be reviewed on a regular<br />
basis in terms of its overall effectiveness <strong>and</strong> the changing needs of the students.<br />
Riverina SLSO Guidelines 2012. Adapted from Illawarra <strong>and</strong> South Region J.Agzarian 22
Student Services Riverina Region <br />
For <strong>School</strong> <strong>Learning</strong> <strong>Support</strong> <strong>Officers</strong><br />
Establishing <strong>and</strong> Maintaining Attention<br />
Be<strong>for</strong>e commencing work with a student, it is crucial that you have their attention. Following<br />
teacher directions, you may wish to consider the following suggestions:<br />
1. Make the activity fun <strong>and</strong> explain the activity in an enthusiastic manner.<br />
2. When giving directions make sure the student is listening to what you are saying. The<br />
student could be asked to repeat the instructions or summarise what they are<br />
supposed to be doing.<br />
3. A signal, such as a raised h<strong>and</strong>, may work as an ‘attention getter’ <strong>for</strong> the student who<br />
is not paying attention … as it is less intrusive <strong>for</strong> the other students who are working<br />
close by.<br />
4. If you explain the objective of the task, or why they need to know something,<br />
students will be more motivated to pay attention.<br />
5. Use rein<strong>for</strong>cements – if they know they will get rein<strong>for</strong>ced <strong>for</strong> learning something they<br />
will be motivated to pay attention.<br />
6. Wait until they are ready to begin. Wait in silence <strong>for</strong> their attention.<br />
7. Do not repeat instructions 3 or 4 times as students will learn that they only have to<br />
pay attention after you have said it that many times, <strong>and</strong> will only then ‘tune in’.<br />
Rather give time <strong>for</strong> the student to respond.<br />
8. Ask the teachers what they have tried – they will have additional suggestions.<br />
Remember:<br />
• Some days are better than others. There<strong>for</strong>e take each day as it comes.<br />
• Events outside of school may affect a student’s ability to pay attention, stay on task<br />
or even feel up to the rigorous schedule of a school day.<br />
• The student’s health <strong>and</strong> diet will have a huge affect on their ability to concentrate,<br />
process in<strong>for</strong>mation or comply with the academic <strong>and</strong> social issues of the day.<br />
Riverina SLSO Guidelines 2012. Adapted from Illawarra <strong>and</strong> South Region J.Agzarian 23
Student Services Riverina Region <br />
For <strong>School</strong> <strong>Learning</strong> <strong>Support</strong> <strong>Officers</strong><br />
Working towards Positive Student Behavior<br />
Student behaviour is a major concern to staff because of its importance in establishing a<br />
positive learning environment. The following strategies in conjunction with established<br />
classroom rules, procedures <strong>and</strong> teacher direction, may be useful techniques to consider:<br />
Planned Ignoring<br />
Sometimes the most effective way to deal with student misbehaviour is to ignore it. This is a<br />
good strategy when the behaviour is unintentional or it does not interfere with the student’s<br />
learning, or endanger another student or adult.<br />
Provide Cues or Prompts<br />
This technique works best when it is non verbal <strong>and</strong> includes the use of visuals. It can redirect<br />
a student towards the expected behaviour or task without engaging in a verbal<br />
interaction. However, it is vital that the student has been instructed on the use of visuals <strong>and</strong><br />
what the desirable behaviour is/or looks like be<strong>for</strong>eh<strong>and</strong>.<br />
Proximity Control<br />
Proximity can be used as another non-verbal prompt. Moving closer to a student helps them<br />
stay on task because of your proximity to them. Be sure to be mindful of the student’s<br />
personal space.<br />
Time to Decide<br />
Try giving choices, but limit to two, so that the students have a sense of control in their<br />
learning. Allow time <strong>and</strong> space <strong>for</strong> the students to respond.<br />
Partial Assistance<br />
Students may have difficulties remaining on task because they may be experiencing<br />
difficulties in underst<strong>and</strong>ing the directions. Providing support by re-wording the instructions<br />
may assist the student get back on task.<br />
Some other points to remember are:<br />
• Be calm <strong>and</strong> objective<br />
• Determine the facts rather than the opinions.<br />
• Take the offender aside <strong>and</strong> speak to him/her in private<br />
• Be consistent, honest <strong>and</strong> fair in your dealings with all students<br />
• Stop the little things that might escalate<br />
• Always ignore the things that don’t matter.<br />
• Seek advice when needed.<br />
• Always follow through with what you say.<br />
• Avoid sarcasm or ridicule as a means of punishment.<br />
• Drop the matter when it is settled<br />
• Always keep your sense of humour.<br />
Riverina SLSO Guidelines 2012. Adapted from Illawarra <strong>and</strong> South Region J.Agzarian 24
Student Services Riverina Region <br />
For <strong>School</strong> <strong>Learning</strong> <strong>Support</strong> <strong>Officers</strong><br />
Dealing with Difficult Student behaviour<br />
Strategies to prevent a situation from escalating:<br />
• Give space – don’t crowd<br />
• Remain calm<br />
• Speak slowly <strong>and</strong> clearly<br />
• Keep your language short <strong>and</strong> simple<br />
• Give clear directions one at a time – might need to<br />
be repeated<br />
• Use non – threatening body language <strong>and</strong> tone of voice<br />
• Think of a plan: environment/ other students/ staff available<br />
• Be patient<br />
• Be flexible – but consistent<br />
• Redirect or use distractions<br />
• Give realistic choices<br />
• Don’t take it personally<br />
• Think – ‘could it have been worse’<br />
• Discuss consequences later<br />
• Remove stimulus e.g other students, loud noises, equipment<br />
• Assess the level of cooperation<br />
• Use humour if possible<br />
• Physical activity can redirect a student – run a message<br />
• Ignore secondary behaviours<br />
• Allow routines to be completed<br />
• Prevention is definitely the best cure<br />
Confrontation leads to escalation!<br />
Riverina SLSO Guidelines 2012. Adapted from Illawarra <strong>and</strong> South Region J.Agzarian 25
Student Services Riverina Region <br />
For <strong>School</strong> <strong>Learning</strong> <strong>Support</strong> <strong>Officers</strong><br />
The Language of Discipline<br />
• Praise in public, reprim<strong>and</strong> in private<br />
• Be brief when addressing behaviour<br />
• Use the student’s name.<br />
• Concentrate on the primary behaviour<br />
• Expect compliance<br />
• Teach <strong>and</strong> model the behaviour you want<br />
• Praise things in a positive way—look <strong>for</strong> <strong>and</strong> praise the behaviour you want<br />
• Avoid WHY questions.<br />
PRACTISE USING<br />
“You do a good job of ……”<br />
Students should be encouraged when they do not expect it, or when they are not<br />
asking <strong>for</strong> it. Look <strong>for</strong> something to encourage students. Even a comment about<br />
something small <strong>and</strong> insignificant to us, may have great importance to a student.<br />
“You have improved in …”<br />
Growth <strong>and</strong> improvement is something we should expect from all students. They may<br />
not be aware that the smallest improvement is progress. Students are more likely to<br />
continue trying if they can see some improvement <strong>and</strong> recognition.<br />
“I like you, but I don’t like what you are doing”<br />
Often a student feels he or she is not liked after they have made a mistake or<br />
misbehaved. It is important to distinguish between the student <strong>and</strong> the behaviour.<br />
“How will you know you can’t unless you try”<br />
The student who think they have to do things perfectly are often afraid to attempt<br />
something new <strong>for</strong> fear of making a mistake or failing.<br />
“So you did make a mistake. What can you learn from that mistake?”<br />
There is nothing that can be done about what has happened, but a person can<br />
always do something about the future. Mistakes can teach the student a great deal<br />
<strong>and</strong> they will learn if they do not feel embarrassed <strong>for</strong> having made the mistake.<br />
“You would like us to think you can’t do it, but we think you can”<br />
This approach could be used when the student says or conveys that something is too<br />
difficult <strong>for</strong> them, <strong>and</strong> hesitates to even so much as try it.<br />
“I can underst<strong>and</strong> how you feel (not sympathy but empathy) but I’m sure you’ll be<br />
able to h<strong>and</strong>le it”<br />
Sympathising with another person seldom helps; rather it conveys that life has been<br />
unfair to them. Underst<strong>and</strong>ing the situation <strong>and</strong> believing in the student’s ability to<br />
adjust to it is of much greater help<br />
Riverina SLSO Guidelines 2012. Adapted from Illawarra <strong>and</strong> South Region J.Agzarian 26
Student Services Riverina Region <br />
For <strong>School</strong> <strong>Learning</strong> <strong>Support</strong> <strong>Officers</strong><br />
When is Restraining a Student OK?<br />
The department <strong>and</strong> its staff owe a duty of care to students to<br />
take reasonable care to protect them against risks of injury<br />
which are reasonably <strong>for</strong>eseeable. This duty extends to taking<br />
reasonable care to prevent a student from injuring him or<br />
herself, injuring others or damaging property. In order to meet<br />
this duty, school staff may be required to consider the need to<br />
physically restrain students. Any decision taken by staff to<br />
physically restrain a student should be exercised only in those circumstances where there is<br />
a real <strong>and</strong> immediate threat of injury to a person or serious damage to property <strong>and</strong> there is<br />
no other practical way of preventing the likely injury or damage.<br />
Legal Issues Bulleting No 9, 10 March 2000<br />
It is important to remember:<br />
1. Physical restraint of students should only be exercised as an absolute last resort.<br />
2. Physical restraint should only occur where there is an immediate risk of injury to<br />
persons, including the student, or an immediate risk of serious damage to property.<br />
3. Physical restraint should only be what is reasonably necessary having regard to the<br />
specific circumstances.<br />
4. Physical restraint must not be used if there is a risk of injury to staff.<br />
Ensure that you are aware of any crisis management plans that may be operational <strong>for</strong><br />
students in the school, including your role is assisting with the plan.<br />
Riverina SLSO Guidelines 2012. Adapted from Illawarra <strong>and</strong> South Region J.Agzarian 27
Student Services Riverina Region <br />
For <strong>School</strong> <strong>Learning</strong> <strong>Support</strong> <strong>Officers</strong><br />
Developing Instructional Skills<br />
Be<strong>for</strong>e the lesson begins, make sure you are clear on the intentions of<br />
the teacher regarding the objectives of the lesson:<br />
• An outline of activities <strong>and</strong> a description of the procedures to be used.<br />
• A list of materials needed.<br />
• A plan <strong>for</strong> rein<strong>for</strong>cement (rewards, encouragements etc.).<br />
• Procedures <strong>for</strong> keeping records if required.<br />
The following are helpful instructional techniques that can be used with the individual, or<br />
groups:<br />
Modeling<br />
The objective of modeling is to demonstrate to the student what they are expected to do in<br />
the lesson. For example, if a student is expected to fold a piece of paper a certain way, then<br />
this should be modeled as verbal instructions are given.<br />
Giving Directions<br />
Ensure that the student is attending. Select vocabulary that is appropriate <strong>for</strong> the student.<br />
Explain the purpose of the lesson <strong>and</strong> give one direction at a time.<br />
Providing Feedback<br />
Both verbal <strong>and</strong> non-verbal rein<strong>for</strong>cement techniques can be used to guide the student <strong>and</strong><br />
keep them on task. Praise in a manner that expresses encouragement <strong>and</strong> support.<br />
Questioning Techniques<br />
The purpose of questioning helps determine the student’s level of mastery of the task or skill<br />
to be learned. Questions should be open-ended (not just requiring a yes or no answer), <strong>and</strong><br />
sequential so as to guide the student towards a conclusion, or help them organise their<br />
ideas.<br />
Requests <strong>for</strong> Help<br />
Helping at the appropriate time prevents a student from becoming frustrated with an activity.<br />
Remember that additional help may stop the student from finding the answers<br />
independently.<br />
Further Hints to adhere to:<br />
• Follow the schedule of activities established by the class teacher<br />
• Learn to listen to the student/s – give them your full attention<br />
• Give feedback to the student/s about their progress<br />
• Use rein<strong>for</strong>cements that are motivating to the student/s<br />
• Be consistent – follow rules <strong>and</strong> provide structure.<br />
Riverina SLSO Guidelines 2012. Adapted from Illawarra <strong>and</strong> South Region J.Agzarian 28
Student Services Riverina Region <br />
For <strong>School</strong> <strong>Learning</strong> <strong>Support</strong> <strong>Officers</strong><br />
Providing Instructional <strong>Support</strong> in Reading<br />
Following the teacher’s direction, you may wish to consider the following prompts to use<br />
when:<br />
The student stops or is stuck on a word<br />
WAIT about 5 seconds<br />
SAY “try that again”.. ask the student to start the sentence again.<br />
SAY<br />
LOOK<br />
TELL<br />
FEEDBACK<br />
“read the sentence again <strong>and</strong> say ‘blank’ or the beginning sound <strong>for</strong><br />
the word you don’t know. Finish the sentence. Can you think of a word<br />
<strong>for</strong> ‘blank’ that would make sense. Do the letters fit on the page?”<br />
more closely at the unknown word. Look <strong>for</strong> smaller known parts. Look<br />
<strong>for</strong> additional in<strong>for</strong>mation on the page e.g. illustrations, graphs etc.<br />
the student the word. Re-read the sentence<br />
if possible <strong>and</strong> continue reading.<br />
The student makes a mistake which doesn’t make sense<br />
WAIT until the student finishes the sentence, <strong>and</strong> even a little longer to see if<br />
they self-correct.<br />
SAY “did that make sense? Did it sound right?” You may need to repeat the<br />
student’s version!<br />
ASK “where does it sound wrong? What would fit there <strong>and</strong> make sense?<br />
Try all suggestions.<br />
ASK “does the word you guess fit the letters on the page?”<br />
TRY blank or beginning sound <strong>for</strong> the unknown word as be<strong>for</strong>e.<br />
LOOK more closely at the unknown word “what chunk do you know within the<br />
word?” etc.<br />
TELL the student the word. Re-read the sentence.<br />
FEEDBACK if possible <strong>and</strong> continue reading.<br />
The student makes an error that makes sense<br />
WAIT <strong>for</strong> self-correction, then either do nothing <strong>and</strong> continue reading – OR –<br />
FEEDBACK to the student re meaningful reading. Acknowledge that it does make<br />
sense.<br />
LOOK more closely at the word<br />
SAY if the word is …”then what letter would you see the start/middle/end?<br />
What word would fit the letters?”<br />
TELL the student the word, re-read the sentence <strong>and</strong> continue reading.<br />
REMEMBER: The essential purpose of reading is <strong>for</strong> meaning!<br />
Riverina SLSO Guidelines 2012. Adapted from Illawarra <strong>and</strong> South Region J.Agzarian 29
Student Services Riverina Region <br />
For <strong>School</strong> <strong>Learning</strong> <strong>Support</strong> <strong>Officers</strong><br />
Levels of <strong>Learning</strong><br />
Following the teacher’s direction, you may wish to consider the following:<br />
Acquisition – getting it right<br />
• Use modelling<br />
• Provide lots of demonstrations<br />
• Ensure you provide appropriate pacing<br />
• Rein<strong>for</strong>ce accuracy<br />
Fluency – getting it right faster<br />
• Provide different examples requiring similar or same response<br />
• Use games, speed trials<br />
• Provide opportunities to practice across the day<br />
• Provide practice through repetition <strong>and</strong> fast paced activities<br />
• Rein<strong>for</strong>ce speed with accuracy<br />
Maintenance – remembering it next time<br />
• Planned cumulative reviews – teach one thing, introduce the next, while reviewing<br />
the previously learnt item<br />
• Teach new items against a background of known items<br />
• Teach ways of using the knowledge<br />
Generalisation – being able to use it in different circumstances<br />
• Provide rules<br />
• Role play<br />
• Use multiple examples<br />
• Discuss situations in which the skills may be needed<br />
• Teach skills to mastery level<br />
• Use relevant examples pertinent to the students/ lives or needs<br />
• Use a range of personnel to provide instruction<br />
• Teach at relevant times<br />
Riverina SLSO Guidelines 2012. Adapted from Illawarra <strong>and</strong> South Region J.Agzarian 30
Student Services Riverina Region <br />
For <strong>School</strong> <strong>Learning</strong> <strong>Support</strong> <strong>Officers</strong><br />
SMART Goals<br />
Specific<br />
Every objective must be definable <strong>and</strong> clear.<br />
Measurable<br />
Measurable objectives are vital to<br />
accomplishment. A goal that enlists quantities<br />
is easier to evaluate.<br />
Achievable/Agreed Achievable goals are those that take into account shortcomings <strong>and</strong><br />
strengths involved in achieving a task<br />
Relevant<br />
Relevant goals are, essentially, those that are in line with or<br />
synchronous to the objectives of the school, curriculum, personalised<br />
learning plan Goals ought to represent an objective that the student is<br />
WILLING <strong>and</strong> ABLE to do.<br />
Time bound <strong>and</strong> teachable Time-bound goals are set to be achieved within a specific date<br />
or duration in time. A goal should be anchored on a time frame—<br />
otherwise there is no urgency in accomplishing it.<br />
The mnemonics SMART <strong>and</strong> SMARTER are useful when setting project goals <strong>and</strong><br />
objectives. They provide a way of ensuring everyone underst<strong>and</strong>s them, they are trackable,<br />
relevant, there are enough resources to achieve them <strong>and</strong> a firm deadline is set. Try this with<br />
the support of your teacher.<br />
Riverina SLSO Guidelines 2012. Adapted from Illawarra <strong>and</strong> South Region J.Agzarian 31
Student Services Riverina Region <br />
For <strong>School</strong> <strong>Learning</strong> <strong>Support</strong> <strong>Officers</strong><br />
Personal <strong>and</strong> Health care Assistance<br />
Personal care requires reasonable steps to be undertaken to ensure that a student with<br />
disability is able to participate, on the same basis as a student without a disability.<br />
Duty of care is an important concept in the discussion of health care support <strong>for</strong> students in<br />
schools.<br />
<strong>School</strong> staff owe a duty of care to all students. A higher st<strong>and</strong>ard of care is required in the<br />
case of high risk activities, or in the case of a student who is at risk due to age, disability or a<br />
health condition.<br />
Personal care may require the per<strong>for</strong>mance of a health care procedure including:<br />
• Assisting students with dressing.<br />
• Assisting students with showering/cleanliness.<br />
• Checking assistive devices.<br />
• Infection prevention, st<strong>and</strong>ard precautions <strong>and</strong> h<strong>and</strong> washing<br />
• Suctioning of fluids<br />
• Toileting: catheter care<br />
• Management of epilepsy or asthma<br />
• The administration of prescribed medication at school or excursions<br />
• Administration of oxygen<br />
Relevant staff must be consulted in the development of individual health care plans <strong>and</strong> in<br />
any case where their assistance in administration of prescribed medication <strong>and</strong>/or health<br />
care procedures is required. It is particularly important that they are consulted regarding<br />
students diagnosed with a condition that might require an emergency response.<br />
Student Health in NSW Public <strong>School</strong>s: A summary <strong>and</strong> consolidation of policy, 2005<br />
Riverina SLSO Guidelines 2012. Adapted from Illawarra <strong>and</strong> South Region J.Agzarian 32
Student Services Riverina Region <br />
For <strong>School</strong> <strong>Learning</strong> <strong>Support</strong> <strong>Officers</strong><br />
Lifting <strong>and</strong> Repositioning Students<br />
To enable a student to participate, on the same basis as a student without a disability, the<br />
<strong>School</strong> <strong>Learning</strong> <strong>Support</strong> <strong>Officers</strong> may be required to assist with the re-positioning or lifting<br />
of the student with a disability.<br />
Safe Working <strong>and</strong> <strong>Learning</strong>: Occupational Health <strong>and</strong> Safety Strategy, 2009 - 2012, seeks to<br />
build the capacity of all staff by raising awareness <strong>and</strong> encouraging good safety practice.<br />
The accompanying policy requires that all employees while at work regardless of the position<br />
they hold, will:<br />
• Comply with their obligations under the OH&S Act<br />
• Take reasonable care to ensure the health <strong>and</strong> safety of themselves, <strong>and</strong> others<br />
including students.<br />
• Participate in any training arranged to support the implementation of the policy.<br />
Staff should adhere to advice in the student’s health care plan <strong>and</strong> take reasonable care<br />
when lifting/re-positioning a student. This may also include advise provided through<br />
Occupational or Physio Therapists, particularly when this involves specialist equipment.<br />
Some basic steps that staff should reflect on when per<strong>for</strong>ming any re-positioning requiring<br />
the lifting of a student, include:<br />
1. Assess<br />
2. Decide on type of lift<br />
3. Prepare<br />
4. Communicate<br />
5. Position – Student<br />
6. Position – Yourself<br />
7. Brace<br />
8. Transfer<br />
9. Relax<br />
Riverina SLSO Guidelines 2012. Adapted from Illawarra <strong>and</strong> South Region J.Agzarian 33
Student Services Riverina Region <br />
Riverina SLSO Guidelines 2012. Adapted from Illawarra <strong>and</strong> South Region J.Agzarian 34