Strategies to support full participation of students with disabilities
Proficent 1.1.6
Design and implement teaching activities that support the participation and learning of students with a disability and address relevant policy and legislation requirements.
EVIDENCE
I have collaborated with the Learning Support Teacher to develop a Personalised Plan for many students in my class. They outline the areas that the student requires support and adjustments to meet their needs. Depending on the student they may require support for tasks and adjustments to the group, instruction, social situations and specific individual adjustments which would be all explicitly outlined on the Personalised Plan. Some of these include using visuals and non-verbal instruction, additional explicit instruction, concrete materials and social stories. Classroom tasks may be scaffolded and differentiated with extra support by either the Learning Support Assistant or myself.
I work collaboratively with the Learning Support Teacher, allied health services and the school Psychologist to implement strategies that will support the students to meet their needs and reach their learning goals. An example of this is when I implemented the ‘first this then’ visual strategy outlined in the Persoanlised Plan. I spoke to the Learning support teacher and we discussed and agreed on task and reward time frames that best suited the students needs. The student completes a task for 15mins and then gets to play in the dolls house for 5mins. Reward time is only if they work hard and complete their set task and this strategies is working very well to keep the student on task and motivated to finish.
The implementation of these adjustments ensures that activities and lessons support this student’s participation giving them equal assess to the curriculum. For example, when given a task the instructions are broken down into simple one-step actions and supported with visuals. The student is completing the same or a modified activity with a reduced number of tasks and extra aide or teacher support. This allows the student to learn and at their own pace in a support and structured environment.
Proficent 1.1.6
Design and implement teaching activities that support the participation and learning of students with a disability and address relevant policy and legislation requirements.
EVIDENCE
I have collaborated with the Learning Support Teacher to develop a Personalised Plan for many students in my class. They outline the areas that the student requires support and adjustments to meet their needs. Depending on the student they may require support for tasks and adjustments to the group, instruction, social situations and specific individual adjustments which would be all explicitly outlined on the Personalised Plan. Some of these include using visuals and non-verbal instruction, additional explicit instruction, concrete materials and social stories. Classroom tasks may be scaffolded and differentiated with extra support by either the Learning Support Assistant or myself.
I work collaboratively with the Learning Support Teacher, allied health services and the school Psychologist to implement strategies that will support the students to meet their needs and reach their learning goals. An example of this is when I implemented the ‘first this then’ visual strategy outlined in the Persoanlised Plan. I spoke to the Learning support teacher and we discussed and agreed on task and reward time frames that best suited the students needs. The student completes a task for 15mins and then gets to play in the dolls house for 5mins. Reward time is only if they work hard and complete their set task and this strategies is working very well to keep the student on task and motivated to finish.
The implementation of these adjustments ensures that activities and lessons support this student’s participation giving them equal assess to the curriculum. For example, when given a task the instructions are broken down into simple one-step actions and supported with visuals. The student is completing the same or a modified activity with a reduced number of tasks and extra aide or teacher support. This allows the student to learn and at their own pace in a support and structured environment.