SAN01 – Supporting Additional Needs

Workplace Observation Assessment

Student name

Student email address

Workplace Supervisor name

Workplace Supervisor contact number

Workplace Supervisor email address

Workplace Supervisor title

Workplace Supervisor Qualification

Qualified Teacher

Cluster Code and Title

SAN01 Supporting Additional Needs

About this Assessment

This assessment will gather evidence of your ability to:

Participate in planning to support two (2) students with additional needs, one of whom must have autism spectrum disorder (ASD)

Prepare two (2) learning resources for use with students with ASD

Provide support to the two (2) students

Respond to indicators that students’ wellbeing may be at risk

This assessment requires role plays, observations, and the submission of video evidence to enable your assessor to observe you performing the required skills of this cluster.

Assessment resource requirements

To complete th

is

Workplace

Assessment

,

you

must ensure

you

have:

Access to the appropriate resources:

Computer, printer, internet, and email software

Microsoft Word or a similar program

A video recording device

A workplace environment

Access to students in the classroom, including at least one student diagnosed with ASD

Instructions for the Student

Part 1: Provide support to a student with ASD

Task 1.1:

This task requires you to gain parental consent to work with the student and contribute to team goal setting for the student, based on your knowledge of ASD – you must collaborate with your teacher supervisor to complete the goal-setting and individual education plan templates provided.

Your supervisor will complete an observation checklist to confirm the collaboration.

You must prepare two (2) learning resources for use with students with ASD, one (1) modified worksheet and one (1) technological aid.

Task 1.2:

You will provide support to the student as agreed in the student’s goal setting and IEP developed during Task 1.1.

Your supervisor will observe and video record you providing the planned support to the student and complete the Task 1.2 Observation Checklist.

You must use the Self-reflection Template provided to undertake a reflection on your performance.

Task 1.3:

Y

ou will need to

submit the

video

from Task 1.2 above

for assessment

by your assessor.

Part 2: Provide support to a student with additional needs

Task 2.1:

This task requires you to gain parental consent to work with the student and collaborate with the teacher and the student to complete an individual education plan (IEP) for the student.

Your supervisor will complete an observation checklist to confirm the collaboration.

Task 2.2:

You will need to provide support to the student as agreed in the student’s goal setting and IEP developed during Task 2.1.

Your supervisor will observe and video record you providing the planned support to the student and complete the Task 2.2 Observation Checklist.

Task 2.3:

You will need to submit the video from Task

2

.2 above for assessment by your assessor.

Part 3: Respond to indicators of risk

This task requires you to complete two (2) role plays with your supervisor to demonstrate your ability to identify and respond to uncharacteristic student behaviour.

Your supervisor will complete Part 3 Observation Checklist to report on your performance during these role plays.

Task overview

For this part of the assessment, you will be required to contribute to planning and implementing support for a student with ASD.

Part 1 Instructions

To complete this part of the assessment, you will need to perform the following:

Task 1.1: Contribute to the planning of support

Gain consent from the student’s parent or guardian before beginning any work (if required parental consent forms are included below in this section).

Perform three observations of the student to inform planning and report these in the Student Observation Form (template provided below).

Consult with the teacher and the student to complete a goal-setting (template provided below).

Consult with the teacher to review your observations and develop the individual education plan (IEP) for the student (template provided below).

Identify and prepare two learning resources within the scope of your work role. These must include one of each of the following:

A worksheet you modify to enable students with ASD to participate in class activities e.g. more space between questions on worksheet, complex sentences reworded.

A technological aid e.g. a computer switch that is larger or more brightly coloured, or an electronic communication device.

Task 1.2: Provide support

Provide support to the student as agreed in the student’s goal setting and IEP developed during Task 1.1.

Your supervisor will observe and video record you providing the planned support to the student and complete the Task 1.2 Observation Checklist (below in this section).

In providing support to meet the student’s needs, you must:

Implement planned strategies, using language, equipment, and materials suitable to the student’s needs

Use inclusive approaches

Provide encouragement to promote the student’s self-concept and self-esteem

Support the student to have positive interactions with others

Provide opportunities for the student to practise new skills

Monitor the student’s progress and keep the teacher informed

Provide feedback to the teacher on ways to improve the student’s learning opportunities

Model and reinforce teaching strategies used by the teacher

Identify and discuss student progress with the teacher and other professionals

Identify situations that may pose a risk to own safety and the safety of the student and others and follow organisational procedures to minimise risks

Task 1.3: Provide video evidence

During Task 1.2, your supervisor will have video recorded you providing support to a student with ASD. You must submit this video as directed in Task 1.3 below.

Task resource requirements

Access to your learning materials

Access to your workplace or work placement

Access to students in the classroom, including at least one student diagnosed with ASD

Access to your learning materials

Access to Microsoft Word (or a similar program)

Parent Consent Form

Student Observation Template

Goal Setting Template

Individual Education Plan (IEP)

Task overview

For this part of the assessment, you are required to contribute to planning to support a student with ASD. You will also need to identify and prepare two (2) learning resources that support this student’s learning needs.

Task 1.1 Instructions

To complete this task, you must:

Obtain completed P

arent

C

onsent

Form.

Perform three observations of the student to inform planning and report these in the

S

tuden

t Observation Template.

C

ollaborate with the teacher

and student to

set

goals for the student

and complete the Goal Setting Template

.

Collaborate with the teacher to

review your observations and

develop and document

the student’s Individual Education Plan (IEP)

.

Prepare

two

learning resource

s that will aid the student to reach the goals set

, one modified worksheet and one technological aid

.

Your supervisor will complete the observation checklist to confirm you have met the requirements of the task.

You must also provide evidence of the two resources you prepare.

This will be the worksheet you modify, and a photograph of the technological aid set up for a student’s use

Please label these items WOA_Part1_ResourceEvidence.

Parent Consent Form

Request for child involvement and video evidence

Dear _

As part of my course, I am required to contribute to the planning and implementation of support strategies for a student with autism spectrum disorder (ASD). I am writing to request permission to collaborate with to create learning goals and resources and implement support strategies to aid their learning.

I am also required to submit video evidence of my support provision to a student with ASD.

I will be supervised at all times during the task by .

All information will remain confidential.

Your child and you are able to cease your child’s involvement in this task at any time.

Yours sincerely

Parent/guardian name:

Parent/guardian signature:

Date:

Supervisor name:

Supervisor signature:

Date:

Outline three (3) observations of the student’s learning behaviour and needs that can be used to inform support planning.

For each observation, describe what you observed and identify how this suggests learning needs. Please include your observations of the student’s social interactions in your reporting.

Observation 1 Date

Signature of observer

Details of observation

Observation 2 Date

Signature of observer

Details of observation

Observation 3 Date

Signature of observer

Details of observation

Organise a meeting with the classroom teacher and the student with ASD to discuss the student’s needs and goals. Answer these questions during or after the meeting.

1. What are the student’s current learning support needs?

2. What support does the student require to enable them to engage in positive social interactions?

3. What are three (3) goals identified for the student? (Include at least one (1) social interaction goal)

4. Identify two (2) learning resources you are planning to use to assist the student and others with ASD to achieve their goals.

These must include one (1) of each of the following:

A worksheet you modify

to enable students with ASD to participate in class activities

e.g.,

more space between questions, complex sentences reworded

.

A t

echnological aid

e.g.

a

computer switch that

is

larg

er or

more

brightly coloured,

an

electronic communication device

.

Explain the purpose of using each resource in supporting students with ASD and outline how you will prepare and use the resource.

Organise a meeting with the classroom teacher to discuss the student’s needs and goals in relation to learning and social interaction.

Complete this plan during or after the meeting.

Student and teacher details

Student age

School grade/year

Date of plan

Classroom teacher

Consultation and collaboration

Role

Name

Signature

Teacher

Education support worker

Overview of the student and their strengths in relation to learning and social interaction

Student’s learning and social needs and existing or potential barriers

1. Outline the specific learning needs and existing or potential barriers to learning of the individual student.

These could include key learning areas (curriculum or teaching practice), communication (student’s ability to receive and understand information and to convey information), participation (student’s ability to engage in successful interactions and participate fully in the program), preferred learning styles, health, and personal care, or movement (mobility and accessibility).

Expectations for student in relation to learning and social interaction

2. Identify the short and long-term goals you, the education team, and the student have developed for this student’s learning.

3. Outline the student’s responsibilities e.g., attend weekly support sessions with the ESW as scheduled by the teacher.

Strategies to support student’s learning and social interaction

4. Complete the table below by identifying the strategies developed by the education team to address each of the learning needs/barriers identified and the resources and modifications/adaptations you will need for each.

You must include at least three (3), but you can add more if necessary.

Identified need/barrier

Strategies to improve student access to learning and social interaction

Resources and modifications/adaptations required

1

2

3

During the planning of support, did you observe the student:

1. Attend a meeting with teacher and student to set goals for the student and fill the goal setting template, including:

Build rapport with the student by using positive, open body language and encouraging their participation in support planning

Use effective oral communication skills to seek information and confirm student’s understanding, including:

Questioning techniques i.e. asking closed questions to obtain confirmation; using open questions to prompt student to provide further information/explanation

Active listening to determine student’s emotional response to process and suggested goals and strategies, providing support as required

Apply knowledge of ASD and the student’s individual learning and social needs to contribute to the identification of appropriate goals for the student

Second attempt (if first was not satisfactory)

2. Collaborate with teacher to identify and accurately report the following information in the student’s individual education plan (IEP) template:

Specific learning and social needs of student

Existing or potential barriers to student’s engagement

Outcomes of observations of student

Expectations of student

Strategies to improve student’s access to learning and social interaction

Resources and adaptations/modifications to meet student’s needs

Second attempt (if first was not satisfactory)

3. Identify and prepare one of each of the following learning resources for use with students with ASD within the scope of their work role:

A worksheet modified to enable students with ASD to participate in class activities e.g. more space between questions, complex sentences reworded

A technological aid e.g. a computer switch that is larger or more brightly coloured, an electronic communication device

Second attempt (if first was not satisfactory)

Assessor Overall Feedback

Satisfactory

Not Satisfactory

Date:

Date:

Comments:

Task overview

For this part of the assessment you are required to

work under your supervisor’s observation to

support the student

and

complete a written r

eflection on your performance.

Task 1.2 Instructions

To complete this task, you will need your supervisor to observe you completing the below tasks and complete the observation checklist to confirm you have met the requirements. You will also need to complete the self-reflection template below.

The tasks are:

Implement planned strategies, using language, equipment and materials suitable to the student’s needs

Interact and engage with student

Use inclusive approaches

Provide encouragement to promote the student’s self-concept and self-esteem

Provide opportunities for the student to practise new skills

Support the student to have positive interactions with others

Monitor the student’s progress and keep the teacher and other professionals informed

Provide feedback to the teacher on ways to improve the student’s learning opportunities

Model and reinforce teaching strategies used by the teacher

Identify situations that may pose a risk to own safety and the safety of the student and others and follow organisational procedures to minimise risks.

You must also be recorded providing support to a student with ASD. This video will be used by the assessor to directly observe you performing skills. These skills are outlined in the Task 1.2 Video Observation Checklist. You will submit your video as part of Task 1.3.

Self-reflection Template

Reflect on the support you provided to the student and write about the experience. Include in your reflection:

What techniques you used to support the student’s social engagement and how these worked. What is one improvement you suggested to the teacher for next time?

How you actively assisted the teacher’s use of support strategies through modelling and reinforcement.

What strategies you used to identify the student’s progress and what you discussed with the teacher and others about their progress. How regularly were you required to provide this feedback?

What situations of risk you identified, why they posed a risk to your safety and the safety of the student and others, and the organisational procedures you followed to minimise the risks.

During the provision of support, did you observe the student:

1.

Interact and engage with student, including:

Build rapport with student by using positive, open body language and encouraging their participation in learning

Use effective oral communication skills to seek information and confirm student’s understanding, including:

Questioning techniques i.e. asking closed questions to obtain confirmation; using open questions to prompt student to provide further information/explanation

Active listening to determine student’s emotional responses, providing support as required

Model and reinforce teaching strategies used by teacher, i.e., by using similar vocabulary, tone of voice, positioning, wait-time, questioning techniques, and directions

Apply knowledge of ASD and the student’s individual learning and social needs to interaction with student

Second attempt (if first was not satisfactory)

2.

Use inclusive app

ro

aches

, including:

Modify a worksheet to assist student’s understanding of content

Use a technological aid to engage student as required

Support teacher to encourage student to engage in learning and positive social interactions

Use equipment and materials suitable to the student’s needs

Second attempt (if first was not satisfactory)

3.

E

ncourage the student to develop positive-self concept and self-esteem

, including:

Celebrate student’s strengths

Praise and acknowledge accomplishments

Provide positive feedback

Create realistic expectations

Involve student in problem-solving and decision-making regarding their learning

Embrace a growth mindset

Encourage a sense of ownership

Never compare one student to another

Second attempt (if first was not satisfactory)

4.

Support student to have positive interactions with others, including:

Reinforce positive social behaviour

Model desired behaviours

Provide structured social interactions

Talk through possible social scenarios and use demonstration and visual aids as required

Second attempt (if first was not satisfactory)

5. Provide student with regular opportunities to practise new skills, including:

Implement scaffolded learning experiences

Verbally identify the skills as they are being used in each activity

Provide learning experiences that build on each other

Second attempt (if first was not satisfactory)

Monitor and report on student’s progress

to

teacher and other professionals

, including:

Verbally update teacher on student outcomes at end of session

Provide feedback to teacher on one (1) improvement that could be made to student’s learning opportunities

Network with other ESWs as directed by teacher to discuss student’s progress

Second attempt (if first was not satisfactory)

Identify situations that may pose risk to own safety and the safety of the student and others and follow organisational procedures to minimise risks

, including:

Identify potential risks, including student’s behavioural responses

Discuss risk minimisation strategies with teacher

Clarify required response to situations of imminent risk

Implement risk minimisation strategies throughout session e.g. by working with student in area within or adjacent to classroom

Second attempt (if first was not satisfactory)

Assessor Overall Feedback

Satisfactory

Not Satisfactory

Date:

Date:

Comments:

Task overview

For this part of the assessment you are required to submit the video your supervisor recorded of you providing support to the student with ASD in Task 1.2.

Task 1.3 Instructions

You will need to submit your video for assessment by using the video submission form and submitting the form with this assessment.

Student confirmation of submission

Date

Task overview

For this part of the assessment, you will be required to contribute to the planning and implementation of support for a student with additional learning support needs.

Note: In this instance, the student must not be a person with ASD. Additional needs may relate to any of the following student characteristics:

Cognitive ability

Physical capacity

Emotional issues

Medical condition

Psychological condition

Social issues

Trauma

Giftedness

Part 2 Instructions

To complete this task, you will need to complete the following:

Task 2.1: Contribute to team planning for a student in need of additional learning support

Gain consent from the student’s parent or guardian before beginning any work.

Perform three observations of the student to inform planning and report these in the Student Observation Form (template provided below).

Collaborate with the teacher to review your observations and develop the individual education plan (IEP) for the student (template provided below). Your plan must cover the following:

Specific learning needs of student

Existing or potential barriers to student’s learning

Outcomes of observations of student

Expectations of student

Strategies to improve student’s access to learning

Resources and adaptations/modifications to meet student’s needs

Assemble required resources and make modifications/alterations under teacher’s guidance

Ask your supervisor to complete the observation checklist provided below to confirm the collaboration.

Task 2.2: Provide support

Provide support to the student as agreed in the student’s IEP developed during Task 2.1.

Your supervisor will observe and video record you providing the planned support to the student and complete the Task 2.2 Observation Checklist.

In providing support to meet the student’s needs, you must:

Implement planned strategies, using language, equipment and materials suitable to the student’s needs

Use inclusive approaches

Provide encouragement to promote the student’s self-concept and self-esteem

Support the student to have positive interactions with others

Provide opportunities for the student to practise new skills

Monitor the student’s progress and keep the teacher informed

Provide feeback to the teacher on ways to improve the student’s learning opportunities

Task 2.3: Provide video evidence

During Task 2.2, your supervisor will have video recorded you providing support to a student with additional learning support needs. You must submit this video as directed in Task 2.3 below.

Task resource requirements

Access to your learning materials

Access to your workplace or work placement

Access to students in the classroom, including at least one student with additional needs

Access to your learning materials

Access to Microsoft Word (or a similar program)

Parent Consent Form

Student Observation Template

Individual Education Plan (IEP)

Task overview

For this part of the assessment you are required to contribute to team planning for a student with additional support needs.

Task 2.1 Instructions

To complete this task, you must:

Gain consent from the student’s parent or guardian before beginning any work.

Perform three observations of the student to inform planning and report these in the Student Observation Form (template provided below).

Collaborate with the teacher to review your observations and develop the individual education plan (IEP) for the student (template provided below).

Assemble required resources and make modifications/alterations under teacher’s guidance – resources must include a modified worksheet and a technological aid you will use in supporting the student with additional learning support needs.

Ask your teacher supervisor to complete an observation checklist to confirm the collaboration.

You will also need to provide evidence of the two resources you prepare i.e. a modified worksheet and a photograph of a technological aid you set up for a student’s use. Please label these items WOA_Part2_ResourceEvidence.

Parent Consent Form

Request for child involvement and video evidence

Dear _

As part of my course, I am required to contribute to the planning and implementation of support strategies for a student. I am writing to request permission to collaborate with to create learning goals and resources and implement support strategies to aid their learning.

I am also required to submit video evidence of my support provision to a student.

I will be supervised at all times during the task by .

All information will remain confidential.

Your child and you are able to cease your child’s involvement in this task at any time.

Yours sincerely

Parent/guardian name:

Parent/guardian signature:

Date:

Supervisor name:

Supervisor signature:

Date:

Student Observation Template

Outline three (3) observations of the student’s learning behaviour and needs that can be used to inform support planning.

For each observation, describe what you observed and identify how this suggests learning needs.

Observation 1 Date

Signature of observer

Details of observation

Observation 2 Date

Signature of observer

Details of observation

Observation 3 Date

Signature of observer

Details of observation

Individual Education Plan (IEP)

Organise a meeting with the classroom teacher to discuss the student’s learning needs and goals.

Complete this plan during or after the meeting.

Student and teacher details

Student age

School grade/year

Date of plan

Classroom teacher

Consultation and collaboration

Role

Name

Signature

Teacher

Education support worker

Overview of the student and their strengths in relation to learning

Student’s learning needs and existing or potential barriers

1. Outline the specific learning needs and existing or potential barriers to learning of the individual student.

These could include key learning areas (curriculum or teaching practice), communication (student’s ability to receive and understand information and to convey information), participation (student’s ability to engage in successful interactions and participate fully in the program), preferred learning styles, health and personal care, or movement (mobility and accessibility).

Expectations for student in relation to learning

2. Identify the short and long-term goals you, the education team, and the student have developed for this student’s learning.

3. Outline the student’s responsibilities e.g., to attend weekly support sessions with the ESW as scheduled by the teacher.

Strategies to support student’s learning

4. Complete the table below by identifying the strategies developed by the education team to address each of the learning needs/barriers identified and the resources and modifications/ adaptations you will need for each.

You must include at least three (3) strategies, but you can add more if necessary.

When identifying resources, please include at least one (1) assistive technology you will use e.g., dictation/text to speech software, editing programs, spectacles, line guides, audio recorders, etc.

Identified need/barrier

Strategies to improve student access to learning

Resources and modifications/adaptations required

Please include at least one (1) resource that must be modified or adapted and (1) assistive technology option

1

2

3

During the planning of support, did you observe the student:

1. Collaborate with teacher to identify and accurately report the following information in the student’s individual education plan (IEP) template:

Specific learning and social needs of student

Existing or potential barriers to student’s engagement

Outcomes of observations of student

Expectations of student

Strategies to improve student’s access to learning and social interaction

Resources and adaptations/modifications to meet student’s needs

Second attempt (if first was not satisfactory)

2.

Use effective oral communication skills to seek information and confirm understanding, including:

Questioning techniques i.e. asking closed questions to obtain confirmation; using open questions to prompt teacher to provide further information/explanation

Active listening to paraphrase message and confirm own understanding of strategies and responsibilities in supporting student

Second attempt (if first was not satisfactory)

3. Assemble resources listed in the student’s IEP, including:

A worksheet you modified to meet the student’s learning needs e.g., allowing more space between questions, rewording complex sentences

A technological aid e.g., dictation/text to speech software, editing program, spectacles, line guides, audio recorder, etc.

Second attempt (if first was not satisfactory)

Assessor Overall Feedback

Satisfactory

Not Satisfactory

Date:

Date:

Comments:

Task overview

For this part of the assessment you are required to work under your supervisor’s observation to support the student and complete a written reflection on your performance.

Task 2.2 Instructions

To complete this task, you will need your supervisor to observe you performing the below tasks and complete the observation checklist to confirm you have met the requirements.

You will also need to complete the self-reflection template below.

The tasks are:

Assemble resources

Implement planned strategies, using language, equipment, and materials suitable to the student’s needs

Use inclusive approaches

Provide encouragement to promote the student’s self-concept and self-esteem

Provide opportunities for the student to practise new skills

Monitor the student’s progress and keep the teacher informed

Provide feedback to the teacher on ways to improve the student’s learning opportunities.

You must also be recorded providing support to a student with additional needs. This video will be used by the assessor to directly observe you performing skills. These skills are outlined in the Task 2.2 Video Observation Checklist. You will submit your video as part of Task 2.3.

Self-reflection template

Reflect on the support you provided to the student and write about the experience. Include in your discussion:

What techniques you used to support the student’s

learning

and how these worked.

What is one (1) improvement you suggested to the teacher for next time?

How you actively

promoted the student’s positive self-concept and self-esteem by using in

cl

u

s

ive approaches. Did these appear to have positive results? Is there anything you would do differently next time?

What strategies you used to

monitor

the student’s progress and what you discussed with the teacher about their progress

.

How frequent were your discussions?

During the provision of support, did you observe the student:

1.

Assemble

resources listed in t

he IEP completed in Task 2.1:

Worksheet modified to meet student’s learning needs e.g., allowing more space between questions, rewording complex sentences

Technological aid e.g., dictation/text to speech software, editing program, spectacles, line guides, audio recorder, etc.

Other equipment and materials suitable to the student’s needs

Second attempt (if first was not satisfactory)

2. Implement planned strategies, including:

Use clear language with vocabulary at an appropriate level for the student to understand

Use equipment that is suited to the student’s individual learning support needs e.g. slope boards, pen grips, etc.

Use worksheet, technological aid and other resources suited to the student’s needs

Ensure implementation is in accordance with student’s IEP and is performed in a manner that supports the student’s learning

Second attempt (if first was not satisfactory)

3.

Use effective oral communication skills to seek information and confirm student’s understanding, including:

Questioning techniques i.e. asking closed questions to obtain confirmation; using open questions to prompt student to provide further information/explanation

Active listening to determine student’s emotional responses, providing support as required

Second attempt (if first was not satisfactory)

4

.

Use inclusive approaches, including:

Use modified worksheet to assist student’s understanding of content

Use technological aid to engage the student and support their learning

Support teacher to encourage student to engage in learning

Second attempt (if first was not satisfactory)

5

.

E

ncourage the student to develop positive-self concept and self-esteem

, including:

Celebrate student’s strengths

Praise and acknowledge accomplishments

Provide positive feedback

Create realistic expectations

Involve student in problem-solving and decision-making regarding their learning

Embrace a growth mindset

Encourage a sense of ownership

Never compare one student to another

Second attempt (if first was not satisfactory)

6. Provide student with regular opportunities to practise new skills

Implement scaffolded learning experiences

Verbally identify the skills as they are being used in each activity

Provide learning experiences that build on each other

Second attempt (if first was not satisfactory)

Monitor and

regularly

report student’s progress to teacher, including:

Verbally update teacher on student outcomes at end of session

Provide feedback to teacher on one (1) improvement that could be made to student’s learning opportunities

Second attempt (if first was not satisfactory)

Assessor Overall Feedback

Satisfactory

Not Satisfactory

Date:

Date:

Comments:

Observation Task (Assessor Only)

Did the student demonstrate the required level of competence for each of the following points?

Instructions: Please tick 'Yes' or 'No' for each item in the list below

In the video evidence submitted, did you observe the student:

1. Assemble resources listed in the IEP completed in Task 2.1:

Worksheet modified to meet student’s learning needs e.g., allowing more space between questions, rewording complex sentences

Technological aid e.g., dictation/text to speech software, editing program, spectacles, line guides, audio recorder, etc.

Other equipment and materials suitable to the student’s needs

Second attempt (if first was not satisfactory)

2. Implement planned strategies, including:

Use clear language with vocabulary at an appropriate level for the student to understand

Use equipment that is suited to the student’s individual learning support needs e.g. slope boards, pen grips, etc.

Use worksheet, technological aid and other resources suited to the student’s needs

Ensure implementation is in accordance with student’s IEP and is performed in a manner that supports the student’s learning

Second attempt (if first was not satisfactory)

3. Monitor and report on student’s progress to teacher and other professionals, including:

Questioning techniques i.e. asking closed questions to obtain confirmation; using open questions to prompt student to provide further information/explanation

Active listening to determine student’s emotional responses, providing support as required

Second attempt (if first was not satisfactory)

4. Use inclusive approaches, including:

Use modified worksheet to assist student’s understanding of content

Use technological aid to engage the student and support their learning

Support teacher to encourage student to engage in learning

Second attempt (if first was not satisfactory)

5. Encourage the student to develop positive-self concept and self-esteem, including:

Celebrate student’s strengths

Praise and acknowledge accomplishments

Provide positive feedback

Create realistic expectations

Involve student in problem-solving and decision-making regarding their learning

Embrace a growth mindset

Encourage a sense of ownership

Never compare one student to another

Second attempt (if first was not satisfactory)

6.

Provide student with regular opportunities to practise new skills

, including:

Implement scaffolded learning experiences

Verbally identify the skills as they are being used in each activity

Provide learning experiences that build on each other

Second attempt (if first was not satisfactory)

7.

Monitor

and regularly report

student’s progress

to teacher, including:

Verbally update teacher on student outcomes at end of session

Provide feedback to teacher on one (1) improvement that could be made to student’s learning opportunities

Task overview

For this part of the assessment you are required to submit the video your supervisor recorded of you providing support to the student with additional learning support needs in Task 2.2.

Task 2.3 Instructions

You will need to submit your video for assessment by using the video submission form and submitting the form with this assessment.

Student confirmation of submission

Date

Task overview

For this part of the assessment, you will be required to complete two (2) role plays with your supervisor. These role plays will assess how you respond to indicators of risk to a student’s emotional wellbeing.

Part 3 Instructions

To complete this task, you will need to complete the following tasks:

Read through the role plays, the task requirements, and the organisational procedures from Acorn. It is recommended that you read the details in the observation checklist to confirm your understanding of the task requirements prior to conducting the role play.

Conduct the role plays with your supervisor or a colleague who is willing to play the roles of the students, Jimmy in Scenario 1 and Kathryn in Scenario 2.

You will need to

perform

the following tasks:

Identify uncharacterisitc student behaviour that may indicate a risk to student emotional wellbeing

Respond to the indicators of potential risk according to organisational policies and procedures

Report behaviours that may pose a risk to student emotional wellbeing to the teacher according to organisational procedures

Have your supervisor complete the observation checklist to confirm you have met the task requirements

Scenario 1

Jimmy is eight years old and has never previously shown concerning behaviour.

He has always been polite, follows instructions well, and completes his work quietly.

In the past two weeks, Jimmy has become increasingly quiet and disengaged from activities.

Last Friday, he was unexpectedly absent from school, and the teacher couldn’t contact his family for an explanation.

When he returned on Monday, it appeared he was experiencing some discomfort sitting down. The teacher asked him about it at lunch, but he just shook his head and ran outside.

It is now Wednesday, and during free drawing time, he has drawn a picture of a small boy crying in the corner, with a monster standing over him holding a frying pan.

Scenario 2

Kathryn is 12 years old and has always spent her lunch outside playing handball with a group of her peers. For the past week, though, Kathryn has been distracted during class and spends her whole lunch eating alone in the corridor.

During the role plays did the student:

1. Identify uncharacteristic student behaviour that may indicate a risk to student emotional wellbeing, including:

Specify which behaviours described in the scenario were examples of uncharacteristic student behaviour and explain why

Explain how this could be an indicator of a risk to the student’s wellbeing

Second attempt (if first was not satisfactory)

2. Respond to indicators of potential risk according to organisational policies and procedures, including:

Act in accordance with service policies and procedures

Reassure the student they are not in any trouble

Do not ask leading questions of the student

Ensure student’s needs are the first priority and act with sensitivity for their feelings

Respect the student’s right to privacy and confidentiality

Second attempt (if first was not satisfactory)

3. Report behaviours that may pose a risk to student emotional wellbeing to teacher or other team member according to organisational procedures, including:

Verbally report to supervisor

Record information in accordance with service policies and procedures

Second attempt (if first was not satisfactory)

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