Adjustments Package

Compiled by Assistant Principals Learning and Support

Illawarra South East 2014

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Adjustments Package Resource

The Assistant Principals Learning and Support from the Illawarra South East Region, collaborated in collating resources from the Intranet of the Department of Education and Communities, the Internet as well as those collected by the personnel involved. These resources should assist in the development of adjustments necessary for the support of students with learning support needs. Further collaboration and possible additions to the listed resources would have the effect of developing a truly comprehensive range of resources.

The Resource Package The resource package consists of six categories: Assessments Adjusting Assignments Instructional Methods and Materials Learning Environments Special Communication Systems Time Demands and Scheduling There is a suggested definition for each category. In the left hand column are the suggested adjustments and in the right hand column are hyperlinks and/or names of the books corresponding to the resources from which many of the suggested strategies for adjustments were obtained.

hyperlinks and/or names of

books definition

category

adjustments

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The Proforma Proformas (a blank and a sample completed) are included that have categories. Including the six outlined above, eight more categories are suggested: Social Skills Sensory (hearing and vision) Social Independence Cognitive Communication Engagement Physical Independence Materials and Resources A suggested code for monitoring and gathering data is provided as well. This proforma is only a suggested means in which the staff can record the adjustments for the student(s).

category

category

code

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Contributors It should be noted that the names of those who have already made contributions to this collection of resources appear below. In no particular order, the names of contributors are as follows: Melissa Crilly Jane Derrin Cheryl Hartsorn Tracey Haynes Rowena Langlands Judy McKinnon Peter Passaliokis Llewelyn Read Nicolee Starkey Megan Waugh Jennifer Almond October 2013

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Assessments

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Assessments Definition: Adjustments that involve flexible, optional, high quality assessments that support learning.

Adjustment Resource

Presentation format oral versus written instructions and questions read the test items aloud to students, unless it is a test of

reading skills use text-to-speech technology to communicate directions provide copies of tests in braille or in large print formats let the student use assistive technology for magnification or

amplification let the student use a pointer, template, blank card, or

positioning tool to enhance visual attention on the test materials

use blank coloured transparencies or overlays to enhance visual perception

provide white noise and headphones to reduce auditory distractions

use symbols on the test or answer form to help student follow directions, such as an arrow or stop sign

provide a sign language interpreter for oral directions underline or highlight important words in the directions or

test items give verbal encouragement (“keep working, answer every

question”) without giving clues or correct answers give extra examples for practice to make sure the student

knows what to do group questions so that similar kinds of items are together; put

the easiest questions first block matching questions into small groups of four or five

items

www.acara.edu.au www.additudemag.com ADD and ADHD adjustments

http://www.tes.co.uk/teaching-resources

http://www.sparklebox.co.uk/

http://www.sitesforteachers.com/index.html

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Assessments Definition: Adjustments that involve flexible, optional, high quality assessments that support learning.

Adjustment Resource

provide a list of words to use for fill-in-the blank or essay questions

provide white space between problems enlarged or different font, or size let the student take an open book test, unless memorization is

required eliminate one of the choices in multiple-choice items require fewer questions, but select ones that measure all

required content multiple choice questions emphasise multi-sensory teaching (auditory, visual, tactile-

kinaesthetic) utilize manipulatives utilize specialized curriculum provide distraction free environment play soft calming music to eliminate other distractions require only selected test items adjust grading system extended time for completion instructions to be given in different modes (written, spoken,

demonstration) visual or multisensory materials assistance with note taking test directions read and explained thoroughly accept printing rather that cursive fewer repetitive teat items provide a cooling off period, then allow time to check work utilize short answer tests, reducing the number of concepts

which must be covered in the answer to obtain credit

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Assessments Definition: Adjustments that involve flexible, optional, high quality assessments that support learning.

Adjustment Resource

include items such as cloze, sentence completion, true/false and matching

when essay answers allow the student to list concepts, rather than write paragraphs

when tests involve a variety of test items, star(*) key items, which the student should complete first.

provide a skeleton outline to complete break up the test into smaller increments and extend the time;

give breaks between grading assessments should focus on the number correct than

the number wrong rephrasing questions and/or using simplified language provision of alternate formats for responses, e.g., written

responses may include essays, answers to questions, PowerPoint presentations

adaptations in strategies, activities, materials or tasks, strategies, activities

repeat and simplify instructions

give visuals at the same time as verbal instructions

student to repeat directions

complete the first example with the student

limit instructions

demonstrate or model the concepts

break into smaller steps Response demands

written oral dictated

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Assessments Definition: Adjustments that involve flexible, optional, high quality assessments that support learning.

Adjustment Resource

use of answer sheet let the student use increased space for answering test

questions let the student sign responses to an interpreter let the student read the test items to him/herself while

working on the assignment Test procedures

timed versus untimed use of calculator of other aids monitor the student’s answer sheet to determine if the student

is recording their responses in the correct space let students have additional time to complete tests let student take the test at a certain time of day

Setting individual versus group administration breaks during testing at predetermined intervals or after

completion of assignments, tests, or activities study carrels and other means of reducing distractions students who have special needs based on sensory or physical

impairments may need to use adaptive furniture or equipment reduced visuals natural lighting dimmed lighting adjusted room temperature desk facing the primary teaching area avoid distracting stimuli - away from electronic equipment

(buzzing, etc.) provide for sensory items (e.g., fidget ‘toys’, fidget band on

chair, other)

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Assessments Definition: Adjustments that involve flexible, optional, high quality assessments that support learning.

Adjustment Resource

increased the distance between desks Planning for Student with Significant Sensory Needs

use technology to record students work; e.g., digital photography, tape and video

collect annotated work samples over time use team assessment have expectations of quality at an appropriate level, rather

than quantity use one-to-one conferences compare with personal progress, rather than the year level,

where appropriate use clear examples of assessment materials, and allow

students to look at these whilst they are completing assessment tasks

use peer assessment clearly identify assessment goals before beginning a unit of

work, and allow students some capacity to negotiate some aspects of criterion-based assessments

use alternative ways of demonstrating competency, for example through oral responses instead of written

organise for additional breaks and extra time, if required use visual supports to support comprehension of assessment

tasks

Universal Design for Learning

http://lessonbuilder.cast.org/

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Assessments Definition: Adjustments that involve flexible, optional, high quality assessments that support learning.

Adjustment Resource

Adapted books Adapted literature resource Story based lessons South Dakota Formative alternate assessment in writing

http://www.attainmentcompany.com http://education.uncc.edu/access/ http://www.ric.edu/sherlockcentre/wwslist.html http://mast.ecu.edu/ http://doe.sd.gov/oats/AltAssessment.asp

Visual Processing Adjustment coloured paper

http://www.boardofstudies.nsw.edu.au/disability-provisions/coloured-exam-papers.html

printing modifications - size http://www.nap.edu.au/naplan/school-support/adjustments-for-students-with-disability/disability-adjustments-scenarios.html

Process use of a scribe use of a Reader

http://www.boardofstudies.nsw.edu.au/disability-provisions/readers-writers.html http://ace.bos.nsw.edu.au/ace-10007

Additional Time – rest breaks http://www.boardofstudies.nsw.edu.au/disability-provisions/rest-breaks.html http://www.nap.edu.au/naplan/school-support/adjustments-for-students-with-disability/disability-adjustments-scenarios.html

Prepare student teach test taking skills explicitly provide practice activities read directions to student if appropriate simplify language in instructions underline verbs in test instructions

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Assessments Definition: Adjustments that involve flexible, optional, high quality assessments that support learning.

Adjustment Resource

use sign language or oral interpreters for directions and sample items

colour –code instructions to emphasize steps needed

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Adjusting Assignments

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Adjusting Assignments Definition: Adjustments that involve changes in assignments or instructional presentations

Adjustment Resource

Instructions use a prearranged cue or signal to gain attention read directions to the student before starting assignments repeat or simply have student paraphrase directions model expected behaviour or complete an example of the task have students say the directions in their own words or show the teacher

what they are to do complete sample problems or tasks to show students what they are to

do simplify complex directions one direction at a time, limit to 5 words in length repeat direction 2 or 3 times whilst moving around the room

http://syllabus.bos.nsw.edu.auladjustments/

Completing Assignments (see modifying timing and scheduling adjustments as well)

provide an individual checklist of responsibilities give the student a choice of tasks or assignments communicate assignments and expectations to parents so that they can

help, if needed give partial credit for late or incomplete work and then increase the

expectations until the student is able to compete the work in time break long assignments into parts set a separate due date for each part have students mark assignments on a calendar let students use resources and instructional materials outside of class reduce no of questions / amount to learn reduce length of oral presentation provide choice structured working rather than final presentation reduce length of written response / reading

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Adjusting Assignments Definition: Adjustments that involve changes in assignments or instructional presentations

Adjustment Resource

reduce homework/assessments/subjects Organization

use graphic organizers use graph paper for aligning math problems or fold paper to delineate

sections on the paper number steps to directions use clear, uncluttered worksheets use folders, containers, or bags for storing materials and dividers or

color-coding to keep subjects organized allow the student to keep a second set of textbooks at home provide consistent routines such as a specific place for turning in

assignments or homework check to be sure the student has the appropriate books and materials

open to the correct page or use a peer helper to monitor give students a checklist of materials needed for each class that can be

kept in a binder

www.TeachingLD.org

Writing provide copies of notes allow another student to make a copy of notes accept key word responses instead of complete sentences reduce the amount of copying from the IWB, board or book; let student

write in the workbook or on a copy allow for spelling errors or allow use of a spell-checking device or

spelling dictionary allow the use of planning software to plan ideas before writing use a word processor, iPad let student dictate their work to a support learning officer or classmate

who will write it down

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Adjusting Assignments Definition: Adjustments that involve changes in assignments or instructional presentations

Adjustment Resource

let student use adaptive devices: pencil grips or special pen or pencil holders, erasable pens, or special paper with raised or color-coded lines

let student use a thesaurus to find words to write or say let students use special word processing software that anticipates what

students are trying to write let students use a spelling dictionary or electronic spelling aid grade content and mechanics separately in written assignments give students time to correct spelling and grammar errors write simple answers to questions ticking pre-prepared checklists using

photographs, pictures or symbols, (e.g., the student sequences pictures to tell a story, combines symbols to convey meaning, circles a selection of symbols on a page to create a list)

use assistive technology to select text or pictures from the screen using electronic communication devices, such as speech to text.

use computer software, (e.g., the student uses a drawing program and pictures to write, uses scanned pictures and/or digital photographs in a multimedia presentation)

complete sample problems or tasks to show students what is expected give students the marking rubric give choice or tasks or assignments give page numbers to locate answers allow students to use word processor or audio or voice recorder or

PowerPoint General

use calendars to plan long term assignments use assignment note book, checklist or diary provide models of completed homework, assignments and projects provide rubrics for students to be able to determine what they need to

do for what marks/results

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Adjusting Assignments Definition: Adjustments that involve changes in assignments or instructional presentations

Adjustment Resource

feedback on task performance; this should be clear and offer direction in how to improve performance. frequently and immediately

allow copying from paper/book encourage students to continue with easier parts of tasks while waiting

for help, i.e., they could underline, highlight or rephrase directions before beginning a task

students use their individual communication strategies such as facial expression, augmentative communication systems, nod, gaze, or gesture to indicate responses

provide a glossary in content areas develop reading guides that provide a road map of what is written and

features periodic questions to help understand relevant content provide a copy of the lecture notes use balanced presentations and activities change the response mode e.g., handwriting can be changed to

underlining, selecting multiple choices, sorting, or marking use flexible work times design hierarchical worksheets additional time for reading assignments time for repeated review or drill small groups use a study buddy study sheets/summary sheets/outlines of most important facts supplemental aids (vocabulary, multiplication cards, etc.) visual or multi-sensory materials functional level materials mnemonic aids/devices overhead/outline for desk use taped textbooks

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Adjusting Assignments Definition: Adjustments that involve changes in assignments or instructional presentations

Adjustment Resource

highlighted textbooks large print material word processor/spell checker; calculator assistance with note-taking taped lectures self-testing grade only on completed classwork credit for class participation, effort and attendance review/testing matched to student pace fewer repetitive test items test format allowing more space manuscript writing rather than cursive one-to-one contact for at least 10-20 minutes daily tutoring assistance (peer, pal, teacher, etc.) assistance with organization and planning of classwork /homework emphasis on successes seating to reduce distractions frequent breaks clearly defined limits cooling-off period behaviour check cards response – written, oral, dictated, use of answer sheet, illustrations,

story maps, mind maps, tape recordings concrete, positive reinforcers teach strategies for jotting down keywords or questions so students

won’t forget what they want to say as they wait for their turn. sticky notes can be great tools for marking the spot in a book or writing

down keywords give students substitute verbal or motor responses to make while

waiting. for example, students may sing a song or say a poem quietly to

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Adjusting Assignments Definition: Adjustments that involve changes in assignments or instructional presentations

Adjustment Resource

themselves or use worry beads reward short intervals of waiting and gradually increase the length of

the waiting period if the assignment is due the next day or later in the week, ask students to

record it on the assignment calendar details of the assignment should remain posted until the due date

adjust grading system visual or multisensory materials assistance with note-taking utilize short answer tests, reducing the number of concepts which must

be covered in the answer to obtain credit include items such as fill-in-the-blank, sentence completion, true/false

and matching when essay answers allow the student to list concepts, rather than write

paragraphs when tests involve a variety of test items, star (*) key items which the

student should complete first. provide a skeleton outline to complete break up the test into smaller increments and extend the time; give

breaks between grading assessments should focus on the number correct than the

number wrong

Instructions use a prearranged cue or signal to gain attention

Presentations write a speech that someone may give rather than oral presentation write a song, rap, poem, advertisement or jingle write a how-to manual to explain process individual role in group

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Adjusting Assignments Definition: Adjustments that involve changes in assignments or instructional presentations

Adjustment Resource

publish criteria for student before task is given use mind maps, story maps to assess information highlight important information vary form of presentation e.g. multiple choice, verbal response

Principles for examination adjustments complete the board of studies special provisions paperwork ensure that all supporting documents are up to date ensure that all support documents are legible, able to be read easily by

assessing personnel ensure all student the information is included, cover all areas of

disability

http://www.boardofstudies.nsw.edu.au/special_ed/exam-modifications.html

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Instructional

Methods and Materials

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Instructional Methods and Materials Definition: Adjustments that involves considering the expectations

for learning and practicing new knowledge and skills. Adjustment Resource

Reading adjustments

provide the student with the summary and vocabulary ahead of time have the student read the questions first and look for the answers use graphic organizers such as markers and sticky notes to sort, arrange and place mark

important text or concepts provide an audio version of the material provide visual/audio support for ideas in text use mnemonic devices provide opportunities for several re-readings of the same text reduce the amount of required reading reduce the complexity of the required reading provide a glossary of content-related terms highlight the important ideas and have the student read these first provide a study guide for the student to follow when reading independently provide relevant background knowledge through multiple avenues structure brainstorming activities so that relevant knowledge is activated and inaccurate

knowledge is revised block out extraneous stimuli (cover all text except section being read) use alternative forms of expression (e.g., story boards, pictures) provide the student with generic question prompts to use while reading (e.g., what did

the character just do? How does this new information fit with what I already know?) allow for extra time for student response provide an overview of the content at the beginning of the lesson provide a summary of important information from the lesson with a list of questions to

be answered use of cloze, matching activities, short answer, multiple choice, portfolio,

technology/computer supported response colour code the paper (e.g. blue, yellow) with black font

www.TeachingLD.org Programming and Strategies Handbook: Assisting Year 3 and Year 5 students who need additional support in literacy, NSW DET Teaching Reading Is Rocket Science: What Expert Teachers of Reading Should Know and Be Able to Do, AFT Teachers, 1999 Writing and Spelling Strategies: Assisting students who have additional learning support needs, DET, 2007

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Instructional Methods and Materials Definition: Adjustments that involves considering the expectations

for learning and practicing new knowledge and skills. Adjustment Resource

large print material (black font) underline, highlight or circle key words pre reading lists of new words in the book pasted in the front of the reader structure partner activities so that students can read aloud to each other, question

together, confirm understanding, and encourage each other to remain on task. incorporate students’ interests into assignments. create opportunities for student choice in such things as topic activity, order of tasks and

materials to be used. vary the texture, shape and colour of materials

Oral Language adjustments use visual aids (overhead, charts, whiteboards, iPads, IWBs) and hands-on materials provide written notes or outlines use cooperative learning techniques ( including small groups, peer support) use oral cues and repeat (2-3 times) , paraphrase, and summarize key material allow the use of tape recorder or audio recorder on app from phone or iPad have the student repeat or write down important information write important ideas down on the board/chart use coloured markers for emphasis

Maths adjustments allow use of a table with math facts, a chart and/or a calculator for routine computation use of a number line highlight key words in word problems use a flowchart to demonstrate steps for problem solving provide clear and well-defined worksheets use concrete materials and objects to learn about mathematical concepts colour-code or highlight key words in math word problems use of computer, videos, tapes, etc. vary size of font

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Instructional Methods and Materials Definition: Adjustments that involves considering the expectations

for learning and practicing new knowledge and skills. Adjustment Resource

adjustment or individualisation of worksheets/resources/assessment Planning for students with sensory needs Pre-planning information

find out information on the nature and degree of the additional learning needs of individual students.

consider: timing, variation of activities, types of activities (concrete/abstract/visual), reinforcement of ideas, extension work, recall of previous work, links to future work, clear instructions

is the work engaging for all students from the beginning? does the need to be specific specially adapted equipment for full engagement will the diversified and differentiated work allow all pupils to experience success at their

optimum level? Communication

say the student’s name when repeating instructions? check the student’s understanding of all the instructions that are given repeat instructions only give 1 or 2 instructions at a time avoid slang, colloquial expressions and complex structures speak clearly, using a normal tone and rate of speed, or slightly slower what multi – sensory examples could the teacher provide the student? speak clearly, loudly or quietly depending on the effectiveness for the student? . give the student time to process the information? give the student time to think of the answer to your question provide written/visuals for student to understand group questions? explain words that have double meanings? change what you say if the student doesn’t understand the first time/ using visual

supports to assist the student in communication?

http://www.graphicorganizers.com/Free-Samples/free-samples.html

http://www.interventioncentral.org/ http://www.ncld.org/ http://www.usd.edu/cpe/schoolpsych/interventions.cfm - a http://www.pattan.k12.pa.us/files/EffInstruct/DiffInst.pdf i www.whatworks.ed.gov http://www.fcrr.org/Curriculum/ http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl/ http://www.eduplace.com/graphicorganizer/ http://www.curriculumsupport.education.nsw.gov.au/connected/l4l/k_2/index.html

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Instructional Methods and Materials Definition: Adjustments that involves considering the expectations

for learning and practicing new knowledge and skills. Adjustment Resource

use only one modality at a time. many have difficulties with multi-modality presentations

provide opportunities for the student to make choices and to have some control about how information will be expressed or presented?

break information into small steps and monitor comprehension vary questioning so that it involves whole class, partner and individual response encourage students to use self-talk to apply problem-solving steps; e.g., “what do i need

to do first?” create guidelines for good listening skills and explicitly teach these steps. review them

frequently. discuss how other people may benefit when one student takes the initiative to ask a

question. provide students with appropriate expressions to clarify meaning and to confirm

comprehension, such as: “could you repeat that, please?” provide models of appropriate responses think aloud as choices are being made in class discussions, provide waiting strategies to help students remember what they

want to say. for example, students may write down the answer or use fingers to recall the number of points to be made.

scaffolding provide lines to write answers on outline of a map to fill in grid paper for graphs underlining key words providing pictures; diagrams; story maps giving web addresses for reference material visual reminders to assignments checklists to teach self monitoring of task completion

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Instructional Methods and Materials Definition: Adjustments that involves considering the expectations

for learning and practicing new knowledge and skills. Adjustment Resource

give scaffolds and graphic organisers to assist the student solve problems provide venn diagrams of concepts, semantic maps, semantic organizers, and webs.

these are accompanied by explanation, visual overviews provide a graphic organizer or other structure to help students organize the task by

recording the information and steps required point out the overall structure of texts; e.g., topic sentences, headings, table of contents.

“think aloud” the associated thinking process provide organizing tools such as flow charts or diagrams provide students with self evaluation checklists provide rubrics as checklists for students make a graph for certain tasks, such as vocabulary words, and ask students to record the

number of correct answers versus the number of completed answers. this strategy will encourage students to focus on quality more than quantity.

Handwriting Problems use a word processor to reorder ideas. allow the student to develop special projects of hands-on activities as alternate to

written reports use a variety of pencil grips have boxes, lines, to follow use a variety of implements and media, e.g., thick, large jumbo pencils, textas, crayons,

paint do hand exercises before written work pencil grip using a recommended pencil grip to support the correct finger placement on the pencil using a large file or slant board as a writing surface to help position the hand and wrist in

a more functional position. adjusting the size of the writing utensil used, making it bigger or smaller. finger strengthening activities to help maintain the correct grip (ask your ot for ideas).

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Instructional Methods and Materials Definition: Adjustments that involves considering the expectations

for learning and practicing new knowledge and skills. Adjustment Resource

posture providing a footrest where necessary – old phone books will do the job! allowing postural breaks and alternative work positions. trying alternative seating – cushions, disco sits, ball seats, etc. sizing and spacing exaggerating spaces between words.

using a spacer to place after each word and before beginning the next word, e.g. finger, ice lolly stick, etc.

using raised lined or colour-coded lined paper

try different paper, wider lines, darker lines, raised lines, highlight the lines.

use a ruler or small cardboard card to expose the line being written on.

pressure

use marker pens

use weighted pencils

use a soft leaded pencil

use mechanical pencils e.g. a pacer

providing a textured writing surface to increase the feedback sensation into the hand.

use a hard leaded pencil

trying different pencil grips

trying coloured pencils

Curriculum different teaching styles to be used: visual e.g. photos, mind maps, maps and diagrams,

pictures, film clips, wall displays. auditory e.g. story telling, talking, effective questions, problem solving, clear sequencing, music, singing, and dance. kinaesthetic e.g. use movement, role play, artefacts, use the environment

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Instructional Methods and Materials Definition: Adjustments that involves considering the expectations

for learning and practicing new knowledge and skills. Adjustment Resource

provide written instructions or visuals to support the directions provide student with the vocabulary that they need to understand the concepts, verbally

and visually e.g. visual topic board continue to use visual supports when the student has mastered a topic or situation? adapt the number of items that the learner is expected to learn or complete? increase the amount of personal assistance with a specific learner? adapt the skill level, problem type, or the rules on how the learner may approach the

work? adapt the outcome expectations while using the same materials? the material new or

reviewed? be aware when the material is new or reviewed. more explicit explanations may be

required. find interesting and engaging ways of presenting concepts limit the number of new concepts to be introduced. generally, 20% is new- 80% is

revision give a structured overview at the beginning of the lesson, verbal and/or written on the

board use as many concrete materials and visual supports as possible write on the board the steps of the lesson format use a variety of ways to assess the student to meet the outcomes. e.g. verbal, diagrams,

dioramas, flow charts, scaffolds provide a hard copy of the lesson notes and use a highlighter to show important points? break the lesson into manageable sections with a physical break in between each section. provide tasks sequenced into manageable sections using visual representation assign a partner or buddy to discuss problems and solutions because emotions affect the student's ability to learn, allow students to write about or draw

strong feelings. seal the drawings or compositions in an envelope until the student wants to

talk about them.

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Instructional Methods and Materials Definition: Adjustments that involves considering the expectations

for learning and practicing new knowledge and skills. Adjustment Resource

encourage positive self talk to increase self control allow students to help others when appropriate present only essential tasks directly related to the concept being taught. these should be

taught sequentially review relevant previous learning review prerequisite skills and knowledge for the lesion check for student understanding provide process feed back, sustaining feedback, clues or re teaching regulate the difficulty of the material provide cue cards provide and teach a checklist to create independence verbal summary at the start of a new concept brainstorming- generate ideas, access prior knowledge, assess interest concept maps- visualize existing relationships amongst multiple ideas. provide a range of teaching resources that are functional, purposeful, age appropriate

and used according to the needs of the student e.g. print material- newspaper, tv guides, train timetables. work sheets, computer games, e-learning books.

provide frequent opportunities for students to practice the skill provide opportunities for generalisation teach related facts together explicitly relate new knowledge to student’s background knowledge. provide a “hook” to

put the learning with other knowledge use a variety of visual representation for concepts e.g. 3 dimensional objects, dot paper,

computer animation and nets teaching concepts from concrete to semi concrete to symbolic identify the strategy a student is using and guiding the student in a more appropriate

one block out extraneous stimuli- fold pages,

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Instructional Methods and Materials Definition: Adjustments that involves considering the expectations

for learning and practicing new knowledge and skills. Adjustment Resource

show students the general information before working out the specifics. provide students with individual white boards, chalkboards or response cards so they

can respond while working in large groups provide students with a variety of coloured pens, pencils and markers to work with turn tasks into activities or games. for example, with older students, intersperse less-

preferred, repetitive or passive tasks with preferred or active tasks to maintain interest and encourage perseverance.

give feedback about the accuracy of assignments as soon as possible. create opportunities for students to choose from a variety of ways to demonstrate

understanding of learning outcomes. for example, to assess knowledge of factual information, encourage students to choose from oral presentations, audio

before starting a task, ask students to clear desks of all but the needed materials. provide both visual and printed instructions. for example, as you give directions orally,

reinforce them by writing a few key words, phrases, page numbers or picture cues on the whiteboard or overhead.

use the verbal directions for prompting and the print directions for reference. provide explicit structure and cues to emphasize relevant information such as: colour,

circle, underline or rewrite such cues as directions, difficult letters in spelling or mathematics operation signs

model what to do. provide a sample of what completed work might look like. for major assignments provide a clear set of criteria that students can use as a guide for

reviewing the quality of their own work. ask students to work through a few questions alone and then check their work together.

for example, say “do the first five and then raise your hand and we’ll check them together to make sure you are on the right track.”

for the student who frequently seeks help, begin with a few items and gradually increase how much work is expected to be done independently.

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Instructional Methods and Materials Definition: Adjustments that involves considering the expectations

for learning and practicing new knowledge and skills. Adjustment Resource

monitor frequently. circulate. move in closer to individual students who may need cueing to focus.

involve students in planning different activities. in class discussions, try to call on students early in the discussion. if they are eager to

participate, these students often have difficulty waiting their turn. ensure that students feel comfortable asking for repetition of information. pre teach new information in advance e.g. pre teach new vocab, provide a visual topic

board or concepts in a small or 1on 1 session.

consider teamwork for task completion, with a range of responsibilities within the student team, e.g.: recorder, designer, encourager, researcher, explainer, speaker

instruction (as opposed to practice) can be delivered within a small group not just a whole class

reduce the amount and complexity of materials and text where appropriate, e.g.: break tasks into small achievable steps

use available human resources - peer tutoring, teacher aides, teachers, therapy services directly teach expectations of behaviour and routines use class meetings to problem-solve, and to explore concepts such as 'fairness' teach the students to use diaries and checklists to support sequencing and completing

tasks consider limiting the student(s) access to subjects and activities which may increase the

potential to increase sensory overload, e.g.: music, sport, and assembly

assistance through peer support examples:

o peer model o peer helper o peer as reader o peer as scribe o peer as tutor o peer as question answerer

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Instructional Methods and Materials Definition: Adjustments that involves considering the expectations

for learning and practicing new knowledge and skills. Adjustment Resource

give student additional responsibilities examples: o student assists class & takes message, hands out books, materials

technology (investigate alternative software, apps and program availability). Pre Tutoring Schedules - Proforma assisting the student to know what they will be doing in advance. Assists in organisation of learning, provides a context, can reduce anxiety in students who require advance notice of tasks.

topic, prior knowledge, new vocabulary, word and meaning, purpose, outcomes, yype of activity, related assignment/assessment, due date, resources, timeframe, questions.

use highlighters and sticky notes use multiple choice

IEP Goals and Objectives bank http://www.bridges4kids.org/IEP/iep.goal.bank.pdf

strategies, graphic organisers, etc. http://strategytools.org/Home.php

Centre for Effective Reading http://www.cer.education.nsw.gov.au/

Disability Programs Resources and Publications http://www.schools.nsw.edu.au/studentsupport/programs/disabilitypgrms/dpresources.php

BOS New Syllabus, Support Materials & Supporting Students with Special Education Needs http://syllabus.bos.nsw.edu.au/

Universal Design for Learning http://ibuddha.edublogs.org/files/2012/08/An-introduction-into-Universal-Design-for-Learning-tu4dda.pdf http://www.cast.org/udl/ http://www.youtube.com/watch?v=bDvKnY0g6e4 http://www.udlcenter.org/aboutudl/udlguidelines/downloads

Effective Practices for Literacy and Numeracy http://www.cese.nsw.gov.au/EffectivePractices/

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Learning Environment

34

Learning Environment Definition: Adjustments that involve changes to the classroom/school environment

Adjustment Resource

Modify seating arrangements proximity to teacher or peer helper provide an alternate quiet area or study carrel minimize distractions by seating away from windows, doors, vents, air conditioners, heaters,

high traffic areas, or pencil sharpeners and disruptive students give the student opportunities to get up and move in the classroom provide separate space in classroom for pre-teaching provide space for tutorials support dissemination of information when in non-class environments sit student to side of class sit student at front of class evaluate and plan for new environments (i.e., excursions, camps, etc.) adjust environment to support needs arising from disability (i.e., allow access for wheelchair) use rows instead of tables arrange classroom for safe, easy movement use seating plan for class or mat time seat away from noise seat with back to window use tilt top desk provide larger table provide box for feet seat on OT cushion or ‘hot’ water bottle

http://syllabus.bos.nsw.edu.auiadjustments/

Behavioural expectations establish a reward system and incentives; that is, devise student contracts with specific

behavioural objectives, including means to signal that behaviour is not appropriate use verbal or written feedback depending on student limitations set defined limits

www.pbis.org www.pbismissiouri.org/

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Learning Environment Definition: Adjustments that involve changes to the classroom/school environment

Adjustment Resource

reinforce positive behaviours for following class rules make a list of consequences for breaking rules make sure that students know what the rules and consequences are make student’s correct answers, not mistakes use self-monitoring strategies direct teach skills explicitly and systematically (i.e., problem solving/social skills)

Social Skills Checklist http://www.scribd.com/doc/28333636/Social-Skills-Checklist Social Skills Programs

Classroom management procedures provide a consistent routine for transitions in the classroom use prompts and follow routines to get ready to start a lesson, change classes, go to lunch, or to

transition to another activity or area in the school provide a set of alternative activities for the student during unstructured time provide advance organizers; that is, arrange a check-in time to organize the day and to give the

student a preview of what is going to happen ahead of time provide instruction individually or in a small group schedule non preferred tasks with preferred tasks adapt how student responds to instruction visuals on desk e.g., timetable, goal, desk organisation chart move close to the student when verbal reminders are necessary

www.pbis.org www.pbismissouri.org/

Level of Support pair a student with a peer, aide, or volunteer for some assignments or to serve as a study

buddy to repeat or explain directions individualise timeline to complete task allow extra time to complete task / respond allow extra time to use specific equipment student focuses on own goal with class activity

Planning for Student with Significant Sensory Needs consider ways of incorporating the students specific interests into the program you intend to

cover. (i.e., including forms of transport into a design unit in technology provide warning of any changes to routines where possible, as changes such as a familiar staff

36

Learning Environment Definition: Adjustments that involve changes to the classroom/school environment

Adjustment Resource

member being absent, or a different location for an activity can prove to be stressful plan with others - speech language pathologists, therapists, AVTs, special education staff, year

level teams, subject area teams, to incorporate the priorities for the student consider the IEP (individual education plan), as a way of prioritising the adjustments needed

for the student to access the curriculum in the context of your classroom. (i.e., a communication goal could be for the student to ask for help from peers as well as the teacher)

plan for breaks during the day as an opportunity to reduce stress - perhaps a visit to another classroom or support person

plan to directly teach the routines and structures of the school and classroom. some students with an autism spectrum disorder find handwriting stressful and difficult. Plan

to use word-processing technology in these instances plan access to rewarding activities during the day - complete an interest inventory to

determine what might work for your students ask the student and parents/carers to describe anything that may be distressing in the

environment - dietary, noise, smell, light levels, crowds, and mange where possible provide space to enable work with concrete materials consider incorporating a visible outside or wet area learning space personalise learning spaces with pictorial sequences, rule reminders, labels provide space for students to work quietly with an adult volunteer or aide provide a chill out zone for de-stressing, or headphones during noisy periods seek alternatives for the playground if this environment is problematic -supervised play, quiet

space in the resource centre consider students’ senses e.g., vision, hearing, smell, touch provide headphones to quiet outbursts

Resources provide a range of sources of the information such as readers, magazines, posters, tapes and

videos at various levels explore options to gain copies of relevant materials from other year levels such as maths

sheets

37

Learning Environment Definition: Adjustments that involve changes to the classroom/school environment

Adjustment Resource

use computers to provide additional practice of concepts and skills. create resources with symbol/visual support - using specialised software or digital photos use peers, volunteers, buddies, co-teaching strategies and specialists set up a chill-out area with preferred items such as Lego, reading materials, music with

headphones, or complex puzzles use student surveys to establish learning preferences

Modify Classroom remove clutter provide specific work zones cover walls with softer surfaces to reduce reverberation display posters, charts which are used in teaching manage lighting and provide areas of reduced glare

reinforcement of ideas, extension work, recall of previous work, links to future work, clear instructions

reviewing the quality of their own work ask students to work through a few questions alone and then check their work together. For

example, say “Do the first five and then raise your hand and we’ll check them together to make sure you are on the right track.”

put a stop sign after a few questions so that students can let you know when they have completed these question; then set another goal to be completed

for the student who frequently seeks help, begin with a few items and gradually increase how much work is expected to be done independently

monitor frequently, circulate, move in closer to individual students who may need cueing to focus

involve students in planning different activities in class discussions, try to call on students early in the discussion; if they are eager to

participate, these students often have difficulty waiting their turn ensure that students feel comfortable asking for repetition of information

www.usd.edu/cd - http://www.polyxo.com/ http://kendrik2.wordpress.com/2007/10/10/12-tips-to-setting-up-an-autism-classroom/ https://detwww.det.nsw.edu.au/multicultural/ http://www.graphicorganizers.com/Free-Samples/free-samples.html http://www.edhelper.com/teachers/graphic_organizers.htm http://www.tes.co.uk/teaching-resources/

38

Learning Environment Definition: Adjustments that involve changes to the classroom/school environment

Adjustment Resource

pre teach new information in advance e. g. Pre teach new vocab, provide a visual topic board or concepts in a small or 1 on 1 session.

http://education.qld.gov.au/staff/learning/diversity/educational/index.html PRIM – Pre-Referral Intervention Manuel Book “Steven McCarney, published by Hawthorne. -Through the Pre-Referral Intervention Manual, professional educators, as well as parents and social workers, are able to know what to do in certain educational circumstances by observing a child’s behaviour. They are able to assess whether or not a child has needs for special educational. And therefore, are able to implement the right educational standard for each student. Autistic Disorder Intervention Manual – Book – “http://www.hawthorne-ed.com/images/autism-asperger/samples/swf_files/h04020sb.pdf This book highlights specific goals, objectives and intervention strategies for a wide range of situations experienced by the autistic person. Learning Difficulties Intervention Manual Book -The LDIM contains goals and objectives for the student's IEP, as well as a complete set of interventions/instructional strategies for 88 specific learning problems. The goals, objectives and intervention strategies contained in the manual make it an extremely useful resource. One in Eleven: Practical Strategies for Teaching Adolescents with a Language Learning Disability-is a whole-school approach which identifies Language Learning Disability students and suggests teaching and learning strategies to address this difficulty within

39

Learning Environment Definition: Adjustments that involve changes to the classroom/school environment

Adjustment Resource various school contexts and subject areas. The emphasis is on curriculum and employing explicit teaching strategies for these students. Writing and Spelling Strategies: Assisting students who have additional learning support needs- A practical resource to assist teachers to develop and adjust teaching strategies and class programs Help for the Struggling Student- Mimi Gold offers teachers a book of solutions for their students who are having difficulties in three main areas of learning: attention, memory, and organization. Provides information that is needed to identify a student's specific learning style and has effective learning. Programming and strategies handbook DEC The purpose of the handbook is to give teachers ready information based on current research as well as strategies for teaching literacy, to students with high support How to Differentiate in Mixed-Ability Classrooms by Carol Ann Tomlinson. ASCD.

How to, Visuals

http://carsonst.wa.edu.au/parent-info/getting-started-books/ Boardmaker and ISPEEK

Sue Larkey website – autism support ISER Autism Web Board

www.suelarkey.com.au http://forum.det.nsw.edu.au/ISERAutism

40

Learning Environment Definition: Adjustments that involve changes to the classroom/school environment

Adjustment Resource

Apps for Autism Emotions and feelings Autism Social Story Calm Talk Conversations Social Stories Book Creator iMovie Cause & Effect Sensory Light box Inclusive Smarty Pants Finger Paint with Sounds

Visual adjustment high visibility marked in school environment – assessment and application

Modified furniture adjustable desk/chair padded chair

Diabetic Provisions alternate seating, separate or small group supervision time to rest/test access to testing equipment, food and drink

http://www.boardofstudies.nsw.edu.au/disability-provisions/diabetic-provisions.html http://ace.bos.nsw.edu.au/ace-10009

oral sign and interpreters http://www.boardofstudies.nsw.edu.au/disability-provisions/interpreters.html

41

Special Communication Systems

42

Special Communication Systems Definition: Adjustments that involve the use of various unique support systems

Adjustment Resource

Sign Language, Finger Spelling position the support person signing to provide clear access to information provide written program/information to support person prior to lesson/instruction gain attention before speaking allow only one person to speak at a time face the person when communicating seating position to the side allowing student to have a clearer view of the whole class repeat the contributions of others let the student know when there is a change of topic maintain light source on speaker prepared written material for assistance point to information on any visuals so student has ample time to attend to visual first so they can

connect information

www.swinburne.edu.au/stuserv/disability

Amplified Hearing Devices check hearing or amplification are working use a visual system so students can respond to instructions given across large distances use visual cards or hand signals in playground/sporing areas adjust delivery of information and instruction in outdoor learning (COLA) as these have extremely poor

acoustics use clear speech slow down instructions when using visuals and ICT so student has time to listen to explanations at the

same time as processing the visual information

www.hearing.com.au

Augmentative Devices and Text Based Technology loops used to connect audio source rom computers and iPads to hearing aids/cochlear implants access to webcams and video conferencing by connecting FM systems access to TTY (text telephone) or captioned telephone access to speech recognition software access to live remote captioning – the teacher’s voice is relayed to a captioning studio then converted

to text and transmitted to the student’s laptop by internet with a delay of approximately 7 seconds

43

Special Communication Systems Definition: Adjustments that involve the use of various unique support systems

Adjustment Resource

DeafBlind Communicator combines electronic Braille and texting technologies smart pen for note taking recording devices that can be exported to a computer access to specialised software and tools designed to meet specific needs in other disability areas (e.g.,

visual impairment) applications that assist with the writing process (e.g., sentence starters, spell check, word prediction) have prepared written material before and after session for clarification

Captioned videos/DVDs check setting on individual devices allow time for student to respond so that they have had the opportunity to take on board information have prepared written material before and after session for clarification

Non-verbal Techniques make eye contact cue them in by using their name before giving an instruction give time to respond provide visual materials to support lessons write key vocabulary and learning objectives on board when giving homework, write it on the board and then explain it

Verbal Techniques allow time for student to respond so that they have had the opportunity to take on board information speak naturally use reflective questions and restatements use encouraging words repeat other student’s contributions in class to discussions model and expand a student’s language use role play to model interactions point clearly to visual material when it is discussed rephrase for clarification

44

Special Communication Systems Definition: Adjustments that involve the use of various unique support systems

Adjustment Resource

Amplified hearing devices- FM device for access and participation in class and larger group discussions adjustment may include background information provided to staff for understanding and relevance,

modelled use of device and opportunities to trial device prior to group discussion.

Regional Itinerant Support Teacher Hearing

Speech to Text Microsoft accessibility features available to students regardless of location

www.microsoft.com www.wordtalk.org.uk

Disability Provisions computer use to access and respond during examinations Electronic Test Materials

http://www.boardofstudies.nsw.edu.au/disability-provisions/computer.html http://www.nap.edu.au/naplan/school-support/adjustments-for-students-with-disability/disability-adjustments-scenarios.html

Apps http://www.spectronicsinoz.com/ Proloquo2go RIDBC Auslan Tutor: Key Signs Sounding Board Apps for Autism Spectronics Blog Post

use laptop or computer or tablet use assistive technology e.g., Clicker 5, WordCue, PictureSET, Boardmaker, Inspiration, Communicate,

Read Write Gold, Co:Writer voice recognition software use digital textbooks use talking books

http://www.spectronicsinoz.com/ http://www.symbolworld.org/

http://www.widgit.com/resources/index.htm

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Special Communication Systems Definition: Adjustments that involve the use of various unique support systems

Adjustment Resource

text-talk converter visuals for behaviour, timetables, daily routines tape recorders talking pens reading pens speech synthesizer or electronic reader speech to text software spellcheckers grammar checker word prediction software compose in multimedia such as text to speech, drawing, illustration, comics, storyboards, design film,

music, etc

provide audio versions provide dvds use optical enhancers develop sign language for non verbal students to encourage independence. develop a bank of signs for

students in the class to all use. use Makaton signing – a system of communication that uses a vocabulary of “key word” manual signs

and gestures to support speech, as well as graphic symbols http://www.makaton.org/ boundary training program – for students who experience difficulties with understanding the concept

of staying within boundaries, typically by identifying a defined area with visual and physical support and then re-enforcing with daily practice.

http://www.mayer-johnson.com/boardmaker-software Boardmaker software Including Boardmaker® with Speaking Dynamically Pro, Quick talker, italk2 communicator, gotalk, tech/speaks etc http://www.youtube.com/watch?v=ELNOFcLq5Ec Boardmaker YouTube video Picture Exchange Communication System (PECS) – a form of augmentative and alternate communication system http://www.do2learn.com/ http://www.childrenwithspecialneeds.com/index.php/downloads.html http://www.spectronicsinoz.com/product/communication-for-all-kids-using-an-exchange-communication-system-in-your-classroom http://www.seenmagazine.us/articles/article-detail/articleid/1660/functional-communication-and-special-education.aspx

46

Special Communication Systems Definition: Adjustments that involve the use of various unique support systems

Adjustment Resource Functional Communication and special Education Resources http://www.auslan.org.au/ Auslan is the Australian Sign language developed for deaf and hearing people in Australia. It is used widely for all non verbal students. www.senteacher.org/ Learning resources for all levels of special and remedial education Dragon Naturally Speaking8 – Speech recognition Software www.voiceperfect.com https://www.northcott.com.au/ supporting choice and opportunity. Assisted technology assessment and support Camera Mouse free software which enables the mouse curser to be controlled hands-free using a standard USB or built-in web camera. View information at http://www.senteacher.org/download/16/FreeCameraMouse.html

How to Use and Make Visuals http://carsonst.wa.edu.au/parent-info/getting-started-books/

47

Time Demands and Scheduling

48

Time Demands and Scheduling

Definition: Adjustments for students who work at a slower/different pace than other students. Adjustment Resource

provide a weekly, daily visual timetable using either pictograms or written word provide a lesson visual timetable allow extra time to use specific equipment allow the student to engage in a desired activity after completion of a required assignment assist student to prioritize assignments give assignments ahead of time and provide a schedule of upcoming due dates allow additional time to complete activity provide several reference points for students to check for details on homework, e.g., use the

same area of the whiteboard to list assignments, write all homework due dates on a class calendar, post homework assignments on the school web site and record homework assignments in a class assignment book that students can check

establish consistent routines for turning in assignments and homework, e.g., use clearly labelled collection bins and always require homework to be handed in at the start of class; establish routines for due dates by always

build a preview of the day into the regular classroom routine so that students are aware of any changes and can mentally prepare for them

use auditory cues, such as bells or egg timers, to provide cues that signal when to take a break or return to work

use a timer to challenge students to complete a set number of questions. tape lectures/lessons for playback consider what is needed, how to break tasks into parts, and how to set timelines for

completing each part provide time allotted and allowed for learning, task completion, or testing? practise estimating the time needed for activities

http://www.tes.co.uk/teaching-resources/

http://www.acer.edu.au/publications/special-needs Australian Council for Educational Research. online shop for all disabilities, additional learning and adjustments across the curriculum.

http://www.senteacher.org/links.php teacher free learning materials, te4aching ideas and special needs resources

http://www.boardofstudies.nsw.edu.au/disability-provisions/rest-breaks.html

49

Time Demands and Scheduling Definition: Adjustments for students who work at a slower/different pace than other students.

Adjustment Resource

embed cues in the instructional routine to indicate when there is a shift in activity, e.g., when speaking to the class, stop and indicate information that students should write down

work with individual students to establish specific parameters for common transitions: how they will walk (quietly and at what pace), with whom (by themselves or with an assigned partner, in the middle of the line or at the end of the line), where (on right side of the hall)

help students make a plan for the task by breaking it down into smaller steps and identifying where to start and where to end.

cue the class that instructions are about to begin and then wait until the class is mostly quiet before giving directions

students practise this routine ahead of time with consistent and friendly reminders from teachers, this routine can make transitions between activities smoother and incident-free for everyone

set short time limits for task completion. a timer, such as an egg timer or stopwatch, may be helpful in motivating students to complete the task at hand; (be careful, however, because some students may find the timer more stimulating than the task)

involve students in setting the timeframe to help develop a better sense of the amount of time particular kinds of tasks will likely take

provide additional support during transitions to individual students as required, e.g., when moving from one location to another, give students a purpose to help them focus on something positive while moving.

review the expectations for behaviour when there is a special presentation or guest speaker

50

Proformas Blank and Sample

51

ADJUSTMENTS: Student: Teacher: KLA/Subject Area:

Learning Environment:

Instructional Methods and Material

Special Communication Systems

Time Demands and Scheduling

Modifying Assignments

Assessments

Social Skills

Sensory (hearing and vision)

Social Independence

Cognitive

Communication

Engagement

Physical Independence

Materials and Resources

Monitoring & Gathering Data: Adjustment implemented (If required, underline key word/adjustment in sentence) D = Implemented daily W= Implemented weekly

52

ADJUSTMENTS: Student: Teacher: KLA/Subject Area:

Learning Environment: Seating proximity to teacher D Use self-monitoring strategies D Use prompts and follow routines to get ready to start a lesson and transition to another activity D Provide a set of alternative activities for the student during unstructured time D

Instructional Methods and Material Provide an overview of the content at the beginning of the lesson D Provide the student with the summary and vocabulary ahead of time W Use visual aides D Use oral cues and repeat, paraphrase and summarize key material D Allow the use of the iPad D

Special Communication Systems Check hearing or amplification devises are working Gain attention before speaking Face the person when communicating Seating position to the side allowing student to have a clearer view of the whole class Let the student know when there is a change of topic

Time Demands and Scheduling Allow student to engage in a desired activity after completion of a required assignment D Break task into small segments D Use a timer to monitor how much longer they need to work D

Modifying Assignments Use a prepared cur or signal to gain attention Repeat or simply have student paraphrase directions

Assessments Underline or highlight important words in the directions or test items Give verbal encouragement (“keep working, answer every questions”) without giving clues or correct answers

Social Skills

Sensory (hearing and vision)

Social Independence

Cognitive

Communication

Engagement

Physical Independence

Materials and Resources

Monitoring & Gathering Data: Adjustment implemented (If required, underline key word/adjustment in sentence) D = Implemented daily W= Implemented weekly

53

Resources List for Adjustments

54

K-6 Educational Resources http://k6.boardofstudies.nsw.edu.au/index.cfm?objectId=569E2933-D65B-F851-19C173C31E792429 Department of Education Western Australia http://www.det.wa.edu.au/schoolsplus/detcms/navigation/welcome-to-schools-plus/ https://staffowa.det.nsw.edu.au/owa/redir.aspx?C=80b8ed3812324f23893d78ce8b1eee71&URL=http%3a%2f%2fwww.det.wa.edu.au%2fschoolsplus%2fdetcms%2finclusiveeducation%2fschoolsplus%2fpublic%2fservices%2fschools-plus-framework%2fdeveloping-resilience-and-mental-health%2flevel-of-adjustments-1.en%3foid%3dMultiPartArticle-id-1404598%23main-content Aurora Colorado Public Schools: Accommodations http://www.teachervision.fen.com/tv/printables/0865863202_46.pdf http://www.teachervision.fen.com/special-education/resource/5350.html

Disability Support Service: Teaching Strategies for Deaf/Hearing Impaired Students www.swinburne.edu.au/stuserv/disability

http://www.swinburne.edu.au/stuserv/disability/hearing.html 3 x 3 Differentiation Grid: Grouping learning needs in your classroom – “At a glance” starter kit for teachers – by Lizzie Chase

Lizzie Chase - http://programmingsuccess.webnode.com Creating Accessible Teaching & Support (CATS) http://www.adcet.edu.au/Cats/Working_with_Students/Making_Reasonable_Adjustments.chpx Policy link: Assisting Students with Learning Difficulties https://www.det.nsw.edu.au/policies/general_man/general/learndiff/PD20060342.shtml

Accessibility in the classroom: A guide for educators http://www.microsoft.com/education/en-us/teachers/guides/Pages/Accessibility.aspx DEC https://staffowa.det.nsw.edu.au/owa/redir.aspx?C=80b8ed3812324f23893d78ce8b1eee71&URL=http%3a%2f%2fwww.newcastle.edu.au%2fResources%2fDivisions%2fServices%2fStudent%2520and%2520Academic%2520Services%2fStudent%2520Support%2fNDCO%2f10-Teaching-Inclusively-Adjustments%26Accomodations.pdf

55

ACARA http://www.australiancurriculum.edu.au/StudentDiversity/Pdf/StudentDiversity http://www.acara.edu.au/default.asp Queensland Sites https://staffowa.det.nsw.edu.au/owa/redir.aspx?C=80b8ed3812324f23893d78ce8b1eee71&URL=http%3a%2f%2feducation.qld.gov.au%2fstaff%2flearning%2fdiversity%2fdocs%2fwhy-how-when.doc https://staffowa.det.nsw.edu.au/owa/redir.aspx?C=9620423862484713a2db8519813d3bcf&URL=http%3a%2f%2feducation.qld.gov.au%2fstaff%2flearning%2fdiversity%2fdocs%2fgeneric-adjustments.doc https://staffowa.det.nsw.edu.au/owa/redir.aspx?C=9620423862484713a2db8519813d3bcf&URL=http%3a%2f%2feducation.qld.gov.au%2fstaff%2flearning%2fdiversity%2fdocs%2fgeneric-13aa.doc http://education.qld.gov.au/staff/learning/diversity/educational/hi.html http://education.qld.gov.au/staff/learning/diversity/educational/sli.html NSW TEACHERS FEDERATION LIBRARY – Special Education www.nswtf.org.au click on Services tab Catalogue http://library.nswtf.org.au/libero/WebOpac.cls Your One-Stop Resource For Curriculum And Professional Development. http://www.k12irc.org/iste Center for Applied Special Technology (CAST): www.cast.org Education - Northern Territory http://www.education.nt.gov.au/__data/assets/pdf_file/0017/9062/EducationAdjustmentPlansInformation.pdf VET http://www.adcet.edu.au/StoredFile.aspx?id=2537&fn=reasonable-adjustment-for-web.pdf ADHD A Teacher's "Quick List,": ADDitude’s Classroom Accommodations to Help Students with AD/HD from www.additudemag.com

56

Learning Difficulties Research Based Curriculum Modifications for Children with Learning Difficulties Laura A. Riffel, Ph.D. http://www.behaviordoctor.org/learningdisabilities.html Student Engagement PBIS Laura A. Riffel, Ph.D. http://www.behaviordoctor.org/Studentengagement.html Sue Larkey www.suelarkey.com.au IEP Goals and Objectives bank http://www.bridges4kids.org/IEP/iep.goal.bank.pdf IEP Goals and Objectives bank http://www.bridges4kids.org/IEP/iep.goal.bank.p

df

Strategies, Graphic Organisers etc http://strategytools.org/Home.php

Centre for Effective Reading http://www.cer.education.nsw.gov.au/

Disability Programs Resources and Publications http://www.schools.nsw.edu.au/studentsupport/programs/disabilitypgrms/dpresources.php

BOS New Syllabus, Support Materials & Supporting Students with Special Education Needs

http://syllabus.bos.nsw.edu.au/

Universal Design for Learning http://ibuddha.edublogs.org/files/2012/08/An-introduction-into-Universal-Design-for-Learning-tu4dda.pdf http://www.cast.org/udl/ http://www.youtube.com/watch?v=bDvKnY0g6e4 http://www.udlcenter.org/aboutudl/udlguidelines/downloads

57

Effective Practices for Literacy and Numeracy http://www.cese.nsw.gov.au/EffectivePractices/

Reading Assessment – DIBELS https://dibels.uoregon.edu/measures/index.php?action=download#6_revised

How to, Visuals http://carsonst.wa.edu.au/parent-info/getting-started-books/

www.usd.edu/cd - Classroom accommodations Hearing Impairment http://www.polyxo.com/ http://kendrik2.wordpress.com/2007/10/10/12-tips-to-setting-up-an-autism-classroom/ autism classroom https://detwww.det.nsw.edu.au/multicultural/ Have you Considered? Compiled by Megan Waugh http://www.graphicorganizers.com/Free-Samples/free-samples.html http://www.edhelper.com/teachers/graphic_organizers.htm http://www.tes.co.uk/teaching-resources/ http://education.qld.gov.au/staff/learning/diversity/educational/index.html Has information for each disability and provides adjustments for each disability.

58

PRIM – Pre-Referral Intervention Manuel Book Steven McCarney, published by Hawthorne. -Through the Pre-Referral Intervention Manual, professional educators, as well as parents and social workers, are able to know what to do in certain educational circumstances by observing a child’s behavior. They are able to assess whether or not a child has needs for special educational. And therefore, are able to implement the right educational standard for each student. Autistic Disorder Intervention Manual – Book –http://www.hawthorne-ed.com/images/autism-asperger/samples/swf_files/h04020sb.pdf This book highlights specific goals, objectives and intervention strategies for a wide range of situations experienced by the autistic person. Learning Difficulties Intervention Manual Book -The LDIM contains goals and objectives for the student's IEP, as well as a complete set of interventions/instructional strategies for 88 specific learning problems. The goals, objectives and intervention strategies contained in the manual make it an

extremely useful resource. One in Eleven: Practical Strategies for Teaching Adolescents with a Language Learning Disability-is a whole-school approach which identifies Language Learning Disability students and suggests teaching and learning strategies to address this difficulty within various school contexts and subject areas. The emphasis is on curriculum and employing explicit teaching strategies for these students. Writing and Spelling Strategies: Assisting students who have additional learning support needs- A practical resource to assist teachers to develop and adjust teaching strategies and class programs Help for the Struggling Student: Mimi Gold offers teachers a book of solutions for their students who are having difficulties in three main areas of learning: attention, memory, and organization. Provides information that is needed to identify a student's specific learning style and has effective learning. Programming and strategies handbook: DEC The purpose of the handbook is to give teachers ready information based on current research as well as strategies for teaching literacy, to students with high support How to Differentiate in Mixed-Ability Classrooms: by Carol Ann Tomlinson. ASCD. http://www.tes.co.uk/teaching-resources/ http://www.acer.edu.au/publications/special-needs Australian Council for Educational Research. Online shop for all disabilities, additional learning and adjustments across the curriculum. http://www.senteacher.org/links.php Sen teacher free learning materials, te4aching ideas and special needs resources http://www.symbolworld.org/ http://www.widgit.com/resources/index.htm http://www.mayer-johnson.com/boardmaker-software Boardmaker software Including Boardmaker® with Speaking Dynamically Pro, Quick talker, italk2 communicator, gotalk, tech/speaks etc

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http://www.youtube.com/watch?v=ELNOFcLq5Ec Boardmaker YouTube video Picture Exchange Communication System (PECS) – a form of augmentative and alternate communication system http://www.do2learn.com/ A resource for special needs. http://www.childrenwithspecialneeds.com/index.php/downloads.html Children with special needs free http://www.spectronicsinoz.com/product/communication-for-all-kids-using-an-exchange-communication-system-in-your-classroom http://www.spectronicsinoz.com/product/communication-for-all-kids-using-an-exchange-communication-system-in-your-classroom Communication for all Kids: Using an Exchange Communication System in the classroom including a catalogue of apps for special education http://www.seenmagazine.us/articles/article-detail/articleid/1660/functional-communication-and-special-education.aspx Functional Communication and special Education Resources http://www.auslan.org.au/ Auslan is the Australian Sign language developed for deaf and hearing people in Australia. It is used widely for all non verbal students. www.senteacher.org/ Learning resources for all levels of special and remedial education Dragon Naturally Speaking8 – Speech recognition Software www.voiceperfect.com https://www.northcott.com.au/ supporting choice and opportunity. Assisted technology assessment and support http://www.fldoe.org/ese/ Accommodations for students with disabilities booklet http://rubistar.4teachers.org/index.php This site doen’t have actual interventions, but it is a wonderful site that allows teachers to register free and then create scoring or grading rubrics for use with classes or individual students. Quick and easy to use. www.additudemag.com ADD and ADHD adjustments http://www.tes.co.uk/teaching-resources

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http://www.sparklebox.co.uk/ http://www.sitesforteachers.com/index.html http://www.tes.co.uk/teaching-resources http://www.sparklebox.co.uk/

http://www.sitesforteachers.com/index.html http://ace.bos.nsw.edu.au/disability-provisions Assessment Certification Examination (ACE) Disability Provisions

Policy Program Areas outside the Board’s guidelines Application Procedures Evidence Case studies Writers and Readers Diabetic students Small group and separate supervision

http://www.boardofstudies.nsw.edu.au/disability-provisions/ Board of Studies (BOS) Overview of Disability Provisions for the Higher School Certificate Examinations Link to School’s online for applications http://www.boardofstudies.nsw.edu.au/disability-provisions/guidance.html Frequently asked questions, Link to Guide to Disability Provisions: http://www.boardofstudies.nsw.edu.au/disability-provisions/pdf_doc/schools-guide-disability-provisions.pdf Link to flow chart on how to apply for disability provisions: http://www.boardofstudies.nsw.edu.au/disability-provisions/pdf_doc/how-to-apply.pdf

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http://www.boardofstudies.nsw.edu.au/disability-provisions/rules.html Rules and responsibilities under the DDA Access to:

Disability Discrimination Act Disability Standards for Education Disability Rights Principles for examination modifications http://www.boardofstudies.nsw.edu.au/special_ed/exam-modifications.html

http://www.boardofstudies.nsw.edu.au/syllabus_sc/pdf_doc/life_skills_710_support.pdf Board of Studies – section 2.3 Curriculum adjustments pp 6-10.

Although the document is BOS Life Skills Years 7-10 Advice on Planning, Programming and Assessment, it does provide specific examples of curriculum adjustments

teachers can be making. A link to 10 principles for Special exam modifications can also be found here.

http://www.nap.edu.au/naplan/school-support/adjustments-for-students-with-disability/adjustments-for-students-with-disability.html http://www.nap.edu.au/naplan/school-support/adjustments-for-students-with-disability/disability-adjustments-scenarios.html

Naplan Adjustments for students with Disability. Teachers will find adjustment considerations and scenarios for NAPLAN examinations. This provides schools

information about what adjustments can be made in specific exams and provides scenarios linking student needs and appropriate adjustments. The layout offers schools a

good scaffold if they are unsure of what to provide students. A link to National Protocols for Test Administrators can also be found here.

http://www.acara.edu.au/curriculum/student_diversity/student_diversity.html Australian Curriculum Assessment and Reporting Authority (ACARA) Policy framework for the Australian Curriculum, links and downloads to:

Melbourne Declaration on Education Goals for Young Australians The Shape of the Australian Curriculum v4 Disability Standards for Education (2005) English as an Additional Language or Dialect: Teacher Resource

http://syllabus.bos.nsw.edu.au/collaborative-planning/ Flow chart determining the most appropriate curriculum options for students with additional learning needs. http://syllabus.bos.nsw.edu.au/supporting-special-education/ Supporting students with special education needs

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http://syllabus.bos.nsw.edu.au/adjustments/ Definition of Adjustments Specific examples of Adjustments

https://pb.bos.nsw.edu.au/

Program Builder - A programming tool designed by the Board of Studies for NSW primary and secondary teachers. The tool uses content from the new NSW syllabuses for the Australian curriculum to create scope and sequences and units. There is a column for adjustments (template 2). http://www.acara.edu.au/curriculum/student_diversity/students_with_disability.html http://onestopsensoryshop.com.au/ http://www.angelsforautism.com.au/autism-support-kit The Autism Support Kit contains valuable, practical, time saving and downloadable visual templates that are specific to a school year. Categorised into classroom resources, social support and behaviour management within a whole school environment. There are also valuable templates contained in the Autism Support Kit that can be used in the home environment. There is a demo on the site. http://splash.abc.net.au/teachers