1. Accommodations and adjustments for students with a disability

2. Definitions Accommodations
Accommodations are changes to an environment that will allow students with additional needs to participate fully in the same learning, working towards the same outcomes and content, as all other students at the same age/stage. Accommodations could include sign language, Braille, a reader or scribe, access to technology, personal carer support or modifications to equipment, furniture and learning spaces.

3. Adjustments
Learning adjustments are measures or actions taken in relation to teaching, learning and assessing that enable a student to access and participate in achieving syllabus outcomes and content, that are different from those for the age/stage group, and that meet the student’s personalised learning needs.
Curriculum Planning and Programming, Assessing and Reporting to Parents K-12: policy standards. October 2006

5. Connecting adjustments to syllabus outcomes
Life skills eligibility:
Life Skills courses can be accessed by students in the mainstream from years 7-12
They are available to students who have significant disabilities, cannot access an E grade and are functioning at least 2 stages behind their peers
The school Learning Support Team, in consultation with the student and parents, make the decision as to whether a student is placed on a Life skills program.
Life skills syllabus is imbedded in each faculties mainstream syllabus documents )

6. What this means for the student
They may achieve outcomes at school or in community settings e.g. work experience.
They may access job agencies and job skill programs and they can achieve outcomes for Life Skills courses in these community settings.
They are not required to sit the School Certificate exams.

7. Personalised Program:
The new DET reporting procedures allow a Personalised Program (PP) to be offered to students with disabilities for whom learning adjustments have been made.
The outcomes for students in the mainstream on Personalised Programs may be selected from the appropriate stage and matched closely to the mainstream syllabus outcomes.
Students require similar adjustments to
those students on Life Skills programs

8. What this means for the teacher:
Life Skills:
Stage 5: Refer to Life Skills outcomes imbedded in your subject syllabus.
Stage 6: Refer to separate syllabus documents.
Personalised Programs:
Access outcomes from KLA syllabus document: Continuum of Learning K-10 stage outcomes.
Allow time for planning: The Learning Support Team ( STLA, SLSO, Special Ed staff) can help you with adjustments and accommodations)

9. Mainstream Science Test Question
Section 1: Multiple Choice
The table shows a student's observations when small pieces of different metals
were added to separate beakers of water.
Metal
Observations P
Bubbles slowly. Some metal still present after 60 minutes. Q
Fast bubbling. All metal disappears in 2 minutes. R
Vigorous bubbling. Metal disappears quickly and as above the water bursts into flames. S
Only a few bubbles appear. Most metal remains after 60 minutes.
Which statement about these metals is supported by these observations?
(A) P reacts faster than Q
(B) Q reacts faster than R
(C) R reacts faster than S
(D) S reacts faster than P

10. Extract from an adjusted assessment task:
The table shows what a student saw (observed) when small pieces of different metals were added to different beakers of water.
Metal
Observations –(what the student saw) P
Bubbles slowly. Some metal still there after 60 minutes. Q
Fast bubbling. All metal is gone after 2 minutes. R
Very fast bubbling. Metal goes away quickly and the water bursts into flames. S
Only a few bubbles appear. Most metal still there after 60 minutes.
a) Look at the table above and circle the letter that shows the beaker that had the fastest bubbling.
b) Read the sentence below and circle TRUE or FALSE
The metal went away more quickly in the beaker with very fastest bubbling.

11. Accommodations and adjustments specific to special needs students
What research says:
“We carefully studied 20 Australian teachers who were highly successful in including students with disabilities in their mainstream. These teachers tended to see all of their students as having individual needs - not just the students who had a disability.”
Shaddock,A, Giorcelli, L, Smith, S. Students with disabilities in mainstream classrooms: A resource for teachers

12. Strategies specific to special needs
Strategies to use with students who have autism, aspergers or mental health issues
provide structure, routine and clear instructions
alert student in advance of any changes from normal routine
keep a calm approach
avoid confrontation
listen to their point of view
self talk may be evident
don’t expect eye contact
give them processing time
try not to generalise
sarcasm/ jokes are often not understood.
limit choices –they can be overwhelming
help with organisation
use visuals where possible
try a positive approach

13. Class/ student/ whole school management strategies
Class rules (3 -5)
Seek out information about the special needs student’s background.
Develop a behaviour management plan.
Communicate with parents/caregivers through diary/ /phone.
Collaborate with other class teachers.
Introduce seating plan.
STLA and Learning Support Officers can assist.
Peer tutors/ positive role models.
Initiate behaviour and work contracts.
Monitoring sheets/ books.
Buddy with another teacher

14. 4 2 3 5 6 1 Behaviour Escalation Plan: Baseline Monitor 1. Triggers
Back to Baseline
Baseline 3
Monitor
1. Triggers
2. Escalation
3. “Calmers”
4. Incident
5. Recovery
6. Post Crisis Behaviour
Attention
Stress
Anxiety
Frustration
Failure
Avoidance/Escape
Social belonging
Boredom
Self protection
Whole class instructions
Physical attacks
Invading personal space
Threats and intimidation
Passive aggressive
Oppositional behaviour
Self injurious behaviours
Leaving classroom area
Calm Voice
Access to safe place
Redirect to appropriate activities.
Positive reinforcement.
Give space
Listen to his point of view
Build rapport
Repetition of small step instructions.
Give: If… then (choice)
Hitting
Punching to others/wall
Threats
Straddling balcony railing
Removes self from classroom.
Removal to safe area
Encourage behaviour management – breathing, talking or self talk.
Counselling
Back to baseline
Ensure tasks are achievable
Back to class (Consider readiness)
Ensure all is resolved and move on.

15. Student Learning Goals Register
Name :_________________________ Date: __________________________
Goals for Today – tick when achieved.
1. Follow instructions.
2.Ignore distractions.
3.Have all necessary equipment
4. Complete work.
Period
Class 1 2 3 4
Comment 5 6
Total Points Achieved:____ Parent / Caregiver’s signature_______________________

16. Organisational strategies
Colour code timetables and work books.
Provide visual cues and checklists. These enable students to self monitor behaviour or work effort.
Assistive technology may be required.

17. Common sense teaching strategies:
Is the student eligible for a Personalised Program or Life Skills course?
Scaffold tasks
Adjust work load and put the easiest questions first.
Provide a variety of short activities in longer lessons.
Negotiate with student how much they are able do of a class task.
Provide extra time.
Minimise amount of note taking
Give one or two step instructions
Repetition
Clarification
Pre teach vocabulary.
Provide visual clues and prompts.
Provide audio or graphic versions of texts.
Use group work
Acknowledge effort as well as achievement.
Use mind-maps.

18. Assessment and Reporting
For students for whom learning adjustments have been made because of an intellectual disability, the student’s report will indicate that it shows achievement against a personalised learning program
P- Personalised : The student has learning needs that require access to content and competencies that are at a different level from their age peer group.
In general, ‘personalised’ reports will be provided for students with moderate or severe levels of intellectual disability, but may also be provided for students with other confirmed disabilities in those KLAs where a learning adjustment has been provided.

19. Suggested scale for reporting on student achievement
P4 – Independent : without assistance, generalises knowledge/ skills to new setting
P3 – Frequent : prompts may be needed. Skills and knowledge used in familiar settings
P2 – Occasional : skills, knowledge understood. Physical or verbal assistance needed
P1 - Beginning: Has some prior knowledge or skill. Needs maximum assistance.
Curriculum Planning And Programming, Assessing And Reporting to Parents K-12 :policy standards October 2006

20. Uses appropriate communication strategies in a variety of contexts
Semester 1 Report 2008
PD/H/PE – Life Skills
John BLACK
Outcomes:
Working Towards
Achieved with support
Achieved Independently
Uses appropriate communication strategies in a variety of contexts
Makes choices for a healthy and safe lifestyle
Demonstrates a range of movement skills across environments
Participates in a range of physical activities using equipment safely
Personal Profile:
Never
Rarely
Usually
Always
Completes homework and set tasks
Brings necessary equipment to class
Works co-operatively with others
Works independently when required
Behaves in an appropriate manner