Allied Educator (Learning & Behavioural Support) An Introduction to AED (LBS)

Roles of an AED (LBS) Assist teachers in managing and supporting students identified as having dyslexia, autism spectrum disorder and other learning or behavioural disabilities Provide and implementation of Individual Education Plan unique to each pupil through in-class support to generalize what was learned, withdrawal support or small-group remediation. Skills taught are life skills such as reading time, counting money and reading a simple passage.

Roles of an AED (LBS) Set up and maintain a special needs-friendly classroom and school environment Prepare teaching and learning resources tailored to the needs of the students Assist teachers in the identification of pupils with special educational needs Administrative duties such as documentation of tantrums and lesson plans

Roles of an AED (LBS) Work closely with school staff, parents and external agencies to facilitate a better understanding and support for the students with special educational needs, monitor their progress and explore ways of supporting them in their learning Taken from: http://www.moe.gov.sg/careers/allied-educators/learning-behavioural-support/ and modified by AED (LBS) Ms Yohanis Goh

What kind of support can an AED (LBS) render? Indirect Support Direct Support In-class support – E.g. generalization of behaviour taught in the withdrawal support in a natural setting (classroom) Withdrawal support – Providing support outside the classroom. (i.e. social skills training, literacy building) E.g. Modifying worksheets or activities for the student so that his learning disability does not hinder his learning capacity. The child needs to be diagnosed by an Educational Psychologist or doctor before he/she has access to AED (LBS) therapy support.

Case Management Team Case Management Team or CMT aims to provide support to pupils who have been referred. Examples of support: Early identification of pupils with learning or behavioural issues so that support can be rendered as soon as possible. Discussion of next action for pupil. Discussion and updates of pupils already referred to CMT. Strategies that can be shared to teachers for pupils. If need be, referral of cases to AED (LBS) for direct support.

Level Case Managers 2013 Level Case Managers help to provide suggestions in teaching and managing students with special needs. Teachers may also inform the Level Case Manager about students that seem to have learning difficulties. A copy of any psychological reports, referrals or documents should be given to the Case Managers. Pastoral Care Head: Ms Brindha Primary 6: Mrs Vijay Primary 5: Mr Kenn/Mdm Farrah Primary 4: Miss Hanis (AED/ LBS) Primary 3: Mrs Andrew (LSP) Primary 2: Mdm Jessie Primary 1: Mdm Sohrah (LSM) The case managers make up the Case Management Team. LSM: learning support for math LSP: learning support programme

Referral Process Teacher implements new strategies Teacher seeks Level Case Manager for advice Child shows learning or behavioural issues Child’s issues still persists AED (LBS) and/or counsellor to observe child or conduct screening Teacher fills blue referral form for child to be taken up by Case Management Team Evaluate Screening Results AED(LBS) begins therapy support Child is diagnosed with learning disability CMT refers to Educational Psychologist for Assessment Counsellor begins Counselling or behavioural support

But they all need the same: attention, care and love. Every child is unique; with varied interests, way of communicating and different learning styles. But they all need the same: attention, care and love.

Question… How do you refer a pupil to the Case Management Team, if he/she displays behavioral and/or learning concerns and does not have a psychological report or diagnosis?