supporting method: student is provided a 5 minute break for every 30 minutes of the lesson. student may leave the class for a quick breather or for a water break

resources used: learning support was guided by a SLSO to ensure students are still engaged and keeping up with content

behaviour monitored: teacher checks the work of student before letting student take a break so that the teacher can evaluate the progress of the student’s work. Adjustment to the task can then be made accordingly when the student returns from the break.

The teacher supported students that had trouble with calling out.

2. How were they supported/ taught?

The teacher taught sign language to signal that they are done with their work rather than calling out.

3. What resources were used?

The teacher had posters on the wall of sign language symbols.

4. How was behaviour then monitored?

The teacher would prompt students calling out to use sign language instead.

Anger towards other students physically/verbally.

How were they supported?

One on one support from the inclusion support educator. The student was approached to discuss their feelings and find the root cause of the issue. They were given solutions as how to best express their emotions without impacted on others around them.

What resources were used?

Fidget toys, IS educator, quiet, calm space.

How was behaviour then monitored?

• Frequent discussion between educators about the observed improvements for the student and about what strategies were successful. This was also discussed further with parents.

-Lauren

Larissa

• calling out / interrupting teacher

• fidgeting

How where they supported/taught?​

• Teaching to raise your hand when you have something to say, and not ignoring their comment or instantly shutting them down, politely reminding the whole class instead of just the individual.

• Allowing the student to have their specific fidget toys or a safe space for them to go to if they are feeling overwhelmed with the class. But reminding them that they should use their fidget tools instead of fidgeting with things that may distract others.

What resources were used?​

• A certain object which can be called a "talking object" which students can talk whilst holding it.

• fidget toys, safe space/ calm corner

How was behaviour then monitored?​

• calmly approaching the calling out and constant reminders to raise their hand as well as positive reinforcement when they correctly put their hand up.

• reminding them of the calm corner and their fidget toys, not making a big deal out of it.

ariel

Support given/resources: allowed to lift her dress up to avoid sitting on it and triggering the sensory issue, was given a weighted toy it sit in her lap to ensure she stayed sitting up properly. she also had a support teacher sit with her to ensure that she remained sitting up but was able to lean up against them if needed. after each "lesson" they would have a dance party but was still educational e.g. song about colours

If he didn’t make noises he was allowed to go and play with Lego for 5 minutes.

Lego, candle timer

Ongoing reminders, “No noises first, then Lego”

Tristan :)

Nathan

How were they supported?

Physical setting factors

• Students were supported by being directed to the quiet corner in which was placed away from everyone talking and working in which the teacher worked with them there after class was underway.

• Student knew when stressed or anxious to go to their corner

What resources were used

• One on one intervention and personal help

• Quiet corner

Behaviours being monitored

Behaviours were monitored by the teacher when witnessing students walking around. Due to the student’s history, the teacher knew what was happening and directed them to the corner. 

Language delayed and also struggles to regulate social and emotional behaviours

How where they supported/taught?​

Teachers have group times like 2-3 times a week to teach how to regulate physical and emotional behaviors in different situations.

What resources were used?

​A post with simple explanations about what we should do in class like “walk in class”, “gentle speaking in the class”, etc.

How was behaviour then monitored?​

The teacher would continue to develop the understanding in appropriate social and emotional behaviours with patient explanations.

How were they supported/taught? - The SLSO assured the student that he was smart and capable enough to do the task. They also assured him that he could take breaks and do less work if needed. This was supported by asking him to begin the task and not focus on the details such as the word count or the many tasks. Since he lost his focus after one instruction the teachers would only ask him to do one thing at a time till he calmed down. 

How was behaviour then monitored? Checking that he is on task. If he wasn’t on task it meant he was panicking.

Rebecca

These behaviours were supported/ taught by the teacher through explicit teaching of behavioural skills, including modelling of the behaviour. This involves the teacher demonstrating the behaviour such as raising their hand to speak, and verbally describing the salient features to students.

Teachers used behaviour contracts and self-management resources that enable students to identify and recognise how they are feeling and mark it on a physical chart. Further, by collaborating with student support officers, school counsellors and the student parents, the teacher was able to monitor the student's challenging behaviours and assess whether they were adopting the replacement behaviours modelled by the teacher.

Tamara

How where they supported/taught?​ We work with each child on a case-by-case basis, calming them down and teaching

What resources were used?​

How was behaviour then monitored?​Teachers always pay attention to every child's behavior and emotions

one kid with ADHD

the teacher limited any distractions from the activity the kid was at (windows and toys), allowed them to have more time to finish an activity and also more breaks,

Resources used include the student being paired with the assistant teacher for one on one sessions and the teacher using visual aids to help explain a topic or idea to the student

Behaviour was monitored consistently throughout the classroom as the student was seated close to the teacher.

They do it throughout the day before a child gets over stimulated to prevent outbreaks which can endanger students.