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A Resource for Teachers and School

Learning Support Officers

Student Services Riverina Region

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

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



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.



For Teachers 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.



For Teachers 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 pre-

vocational 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



For School Learning Support Officers 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



For School Learning Support Officers 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



For School Learning Support Officers 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.



For School Learning Support Officers 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.



For School Learning Support Officers Checklist for the SLSO



For School Learning Support Officers 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



For School Learning Support Officers 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



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.



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.



For School Learning Support Officers 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 re-direct 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.



For School Learning Support Officers 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!



For School Learning Support Officers 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



For School Learning Support Officers 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.



For School Learning Support Officers 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.



For School Learning Support Officers 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 “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?”

LOOK more closely at the unknown word. Look for smaller known parts. Look for additional information on the page e.g. illustrations, graphs etc.

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



For School Learning Support Officers 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



For School Learning Support Officers 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.



For School Learning Support Officers 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



For School Learning Support Officers 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



Documents

Teachers and School Learning Support Officers - …files.nswppa.org.au/pashnit/SLSO_Roles_and_Responsibilities... · Teachers and School Learning Support Officers. ... will play a