A Resource for Teachers and School Learning Support Officers

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Student Services Riverina Region For School Learning Support Officers 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. Riverina SLSO Guidelines 2012. Adapted from Illawarra and South Region J.Agzarian 22
Student Services Riverina Region For School Learning Support Officers 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. Riverina SLSO Guidelines 2012. Adapted from Illawarra and South Region J.Agzarian 23
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A Resource for Teachers and School Learning Support Officers

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