Physical Cerebral Palsy

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Physical · Cerebral Palsy
Cerebral Palsy · Profile

What is it?
Cerebral palsy is a permanent physical condition that affects a person’s ability to move and balance.
What causes it?
It is caused by an injury to the brain, usually before birth. Its effect can be as mild as just a weakness in one
hand ranging to almost complete lack of movement.
Incidence
Cerebral Palsy is diagnosed in approximately 1 in 500 births.
Medical Considerations
The type of cerebral palsy that occurs depends on the part of the brain that is affected.
Spastic cerebral palsy
Movements of an affected arm or leg are stiff and jerky. Some muscles may become permanently shortened and
stiff. There are different words that are used to describe the type of types of spastic cerebral palsy. For example:
 Hemiplegia - means that the leg and arm of one side of the body are affected.
 Diplegia - means that both legs are affected. Arms are not affected or are only mildly affected.
 Quadriplegia - means that both arms and legs are affected. Arms are equally or more affected than legs.
Athetoid or dyskinetic cerebral palsy:
People with this type of cerebral palsy may have slow, writhing movements of the hands, arms, feet, or legs
while some have sudden muscle spasms.
Ataxic cerebral palsy:
People with ataxic cerebral palsy have difficulties with balance and fine movement. This can mean loss of
balance, being unsteady when walking or undertaking fine motor tasks.
Mixed cerebral palsy:
People with mixed cerebral palsy have a combination of two or three of the above types.
Characteristics
Movements can be unpredictable, muscles can be stiff or tight and in some cases people can have shaky
movements or tremors. People with cerebral palsy may have seizures and other impairments affecting speech,
vision, hearing and/or intellect.
Support
Students with Cerebral Palsy may need some physical modifications in the classroom and technological support
to provide alternatives to writing.
Further Information
Cerebral Palsy Australia
Cerebral Palsy · Educational
Lesson Preparation & Materials
 Provide alternatives to writing for the student to demonstrate learning. If handwriting continues to be
difficult for the student, reduce expectations for copying, provide extra time for written work and explore
the use of a dedicated word processor and writing software.
 Provide checklists, graphic organisers, visual references and examples to help the student plan ahead and
to stay on-task.
 Break into smaller, manageable sections.
 Investigate assistive technologies. Parents may have information available from occupational therapists.
 Classroom modifications for the physical environment may be required. These may include
accommodations for mobility equipment (e.g., wheelchairs, standing frames, walkers) or supportive
seating.
Teaching Strategies
 Break tasks and assignments into short, easy-to-manage steps. Provide each step separately and give
feedback along the way.
 Provide copies of notes or use student writers if handwriting is difficult.
 Provide clear expectations, consistency, structure and routine for the entire class. Rules should be
specific, direct, written down and applied consistently.
 Give clear, brief directions. Give written or visual directions as well as oral ones. Allow extra time for
oral responses.
 Teach strategies for what to do while waiting for help (e.g. underline, highlight or rephrase directions;
jot down key words or questions on sticky notes).
 If the student uses an alternative form of communication, like a communication book or device, make
sure it is available to him or her at recess and lunchtime. Teach peers how interact with the student using
the communication device or book.
 Use low-key cues, such as touching the student's desk to signal the student to think about what he or she
is doing without drawing the attention of classmates.
 Use instructional strategies that include memory prompts. Teach strategies for self-monitoring, such as
making daily lists and personal checklists for areas of difficulty.
Feedback & Assessment

 Find out about the student's strengths, interests and areas of need. It is important to know the routine for
any medications and specific symptoms. Familiarise yourself with the student’s health care plan for
classroom management and excursion planning.
 Provide extra time for tasks or reduce the amount of written work required.
 Develop a system for sharing information with relevant staff members about the student's condition and
successful strategies.
Cerebral Palsy · Pastoral
Classroom Management
 Some students have organisational problems which affect handwriting and planning. Consider the option
of a computer if appropriate.
 Allow for extended travel time from class-to-class.
 Use eye contact or the student’s name to ensure focus during instruction.
 Ensure that student strengths are recognised and highlighted in group tasks.
 Be aware of physical considerations during practical tasks and provide subtle support.
 Schedule bathroom breaks or allow student to leave class just prior to other students to avoid the rush.
 Specialised seating may be required if student uses a wheelchair.
Peers & SLSOs

 Consider ways to activities and structure opportunities for recess and lunch with peers.
 Ensure that the student is involved in peer activities and doesn’t get ‘singled out’.
 Practical tasks may need peer support due to gross motor problems.
Checklist
Have I...
 Provided assistive technologies?
 Displayed unit outlines, objectives and schedules in the classroom?
 Broken tasks down into smaller, manageable steps?
 Developed subtle signals between teacher and student?
 Arranged for special provisions in assessment tasks – writer, extra time, separate supervision? Get
Self-correcting materials
Self-correcting materials · Lesson Ideas

Self-correcting materials enable students to monitor their learning without the constant need for teacher
assistance. Students are able to eliminate or exclude incorrect responses and review their work independently.
Many students are reluctant to demonstrate a lack of confidence or understanding, however, all students in the
classroom can benefit from the inclusion of such activities.
Self-correcting materials include:

 Flashcards: A questions/statement on one side and the correct response on the other
 Folders with strips cut out (students can prepare these themselves). Answers can be written beneath the
strips.
 Puzzles
 Flip cards
 Matching cards
 Computer programs
There are advantages for students with special needs:

 Picture cues can be used to reduce reliance on text
 Materials reduce the possibility of students rehearsing errors
 Materials are simple and inexpensive and can be produce by the students themselves
 Multiple opportunities for practice exist without sense of ‘public’ failure
 Encourages a student to take risks and try the same activity repeatedly
It is important to monitor the student’s ability to use these materials effectively. Praise effort over achievement.
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Cognitive · Intellectual Disability - Moderate
Intellectual Disability - Moderate · Profile

What is it?
A Mild Intellectual Disability (IM) refers to students with an IQ below around 55. Learning Disabilities are
reflected in problems with acquisition and retention of information. These students may have impairments in
oral language, reading, writing and mathematics with functioning which is significantly lower than age peers. In
addition to academic areas, the student may have difficulties with organisation, self-care and social skills.
Students with Moderate Intellectual Disability require extensive support to access a modified curriculum.
What causes it?
Students in the IO range often have comorbid diagnoses such as autism or Down Syndrome. A wide variety of
causes exist such as genetic factors and birth defects.
Incidence
Students in this range reflect less than 1% of the general school population.
Cognitive and adaptive functioning assessments reveal performance compared to age peers. The student will
have an IEP which outlines suggested interventions and classroom modifications necessary to provide the
student with a meaningful and relevant education. Considerations include:
 the ability of a person’s brain to learn, think, solve problems, and make sense of the world (called IQ or
intellectual functioning); and
 whether the person has the skills he or she needs to live independently (called adaptive behavior, or adaptive
functioning).
Characteristics
Teachers may notice:

 Difficulty accessing an age-appropriate curriculum
 Poor comprehension
 Impaired social functioning
 Limited ability to focus on material which is too difficult
 Poor performance across a range of areas
 Difficulty working independently
Support
Students require additional assistance to enable access to specialised classes and in-class support in the
mainstream. Students will require tasks to be revised to reduce literacy demands and provide more concrete
examples and visuals.
Further Information
NSW Council for Intellectual Disability
Intellectual Disability - Moderate · Educational
 Incorporate choice to cater for student strengths and interests.
 Provide manipulatives and real-life examples.
 Reduce literacy demands by using simple language and a clear structure.
 Display key words in the classroom.
 Provide hands-on activities where possible rather than pencil and paper tasks.
 Teach terminology as sight words.
 Use visuals to support text.
 Present information in a variety of ways for consolidation.
 Enlarge fonts and writing space.
Teaching Strategies
 Allocate peers or an SLSO to offer instant clarification and reduce frustration.
 Refer to real-life examples.
 Always gain the student’s attention prior to giving information.
 Break large tasks into small, simplified steps and check for understanding.
 Alternate preferred and non-preferred activities.
 Provide alternate, practical tasks instead of text-based tasks.
 Provide simple steps for students to follow. Be consistent with language.
 Working memory may be impaired. Support verbally presented information with written notes.
 Allow extra time to process and respond to information.
 Use technology to present information in engaging ways.

 Discuss strategies with other teachers so that strategies are consistent across KLAs.
 Choose only one or two behaviour goals to work on at a time.
 Refer to the student’s Behaviour Plan or IEP.
 Provide opportunities for students to demonstrate understanding verbally or by demonstration.
 Maintain contact with the Learning Support Team to inform of progress and changes.
Intellectual Disability - Moderate · Pastoral
 Have clear boundaries and predetermined consequences for problem behaviour.
 Make daily routines consistent and advertise on classroom noticeboards.
 Provide student volunteers and SLSOs to support participation.
 Allow the student to sit at the front of the classroom for visual demonstrations.
 Encourage student involvement in group tasks by assigning clear roles.
 Change tasks frequently to maintain attention and engagement.
Peers & SLSOs

 Assign learning partners.
 Seat near others who will stay on-task and model appropriate behaviour.
 Students may prefer to work one on one with an SLSO at their own pace at different points in the lesson.
 Students can be enlisted to cue students to instruction and to clarify directions.
Checklist
Have I...
 Provided simple and explicit instructions?
 Rearranged lessons to include periods of high engagement?
 Included collaborative activities?
 Accessed real-life examples and age-appropriate manipulatives?
 Incorporated a variety of visual aids and technologies?

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Paired reading strategies
Paired reading strategies · Lesson Ideas

Paired reading strategies assist readers who lack fluency. It promotes cooperation for students inhibited by a
lack of skill or confidence. Students may be paired by more fluent with less fluent readers, or those at the same
skill level. Students commonly read sentences, paragraphs or pages aloud to each other. Students may like to
read simultaneously so those with reading difficulties participate and have the benefit of hearing the text to
improve comprehension. Other reading activities for pairs or small groups may include:
Sentence strips... Cut up a text and leave one copy whole and in order. The less fluent reader listens and
identifies highlighted key words to reconstruct the passage
In Other Words... Sentences are written in two ways. One uses more complex and technical language and the
other is written in general terms to mean the same thing. Students identify matching sentences. This is useful for
students who struggle to ‘get the gist’ or have difficulty with jargon.
Books on tape... Selected students may like to record a passage being read aloud so that struggling readers can
follow along with the text
Active Reading... Include questions at the end of each paragraph to promote understanding of key terms or
identify the main idea. These can be True/False questions or cloze-style statements.
Twenty words... A fun and challenging task for small groups. Students jointly read a piece of text and produce
a summary using exactly twenty words. Promotes clarifying discussion.
Highlighting and colour-coding... Students follow along with a text read one sentence at a time and highlight
any unfamiliar words. These are transferred to a glossary where context clues and discussion provide
definitions.
Prediction... Prior to reading, students consider the topic and produce a list of words they expect to see in the
text. These words can be highlighted when found. There are a range of strategies that can be implemented
before during and after reading which build comprehension and encourage re-reading, skimming and scanning.
Active engagement with the text is always a desired result.
The personal checklist keeps students on track by providing step-by-step explicit directions which students can
cross off as they go. An example of a personal checklist with reading might be:
 Use a highlighter to colour the first sentence in each paragraph. This is usually the topic sentence.
 Use a different colour to highlight ten words that you haven’t seen before
 Write the numbers 1-10 down the left side of your page.
 Write the ten words down the left side of your page
 Write a sentence in your book which explains the main idea in your own words.
 Write another sentence about something you have learnt from the text. You may copy it out exactly if you wish.
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Mnemonics
Mnemonics · Lesson Ideas

Mnemonics refers to a range of memory aids. While there are many familiar examples, the best ones are those
which have particular meaning to the student themselves.
Mnemonics include:
 Rhymes: as in the well-known ’30 days hath September…’
 Word association: remembering names by using a picture reference can be useful eg. the name ‘Juan Horsely’ can
be pictured as the numeral ‘1’ riding on horseback
 Visual association to create mental images using colour or shape
 Colour
 Movement
 Humour: Deliberately mispronouncing words according to their spelling helps to stick in the memory eg.
pronouncing ‘sKissors’ for ‘scissors’
 Songs: such as the ‘ABC’ song children use to learn the alphabet
 Order mnemonics: The lines on music’s treble stave are in the order EGBDF, commonly remembered as ‘Every
Good Boy Deserves Fruit’
 Acronyms: the spectrum colours are linked to ROY.G.BIV (Red, Orange, Yellow, Green, Blue, Indigo, Violet)
 Spelling mnemonics eg. ‘RHYTHM’ or “Rhythm helps your two hips move”
 Connections eg. the difference between Longitude and Latitude: Longitudinal lines go through North. There is an
N in both. Latitudinal go around the globe the other way. Remember them as ‘Flatitude’
To personalise mnemonics, it is useful to have students work individually or in pairs to create their own ways of
recalling information. These can be taught explicitly as study skills or can become part of a group activity to
make study notes.
Mnemonics become handy when displayed on noticeboards as revision cues for all students in the class.
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Cognitive · Expressive Language Disorder
Expressive Language Disorder · Profile

What is it?
Expressive language disorder means a child has difficulty conveying information in speech, writing, or
communication. Expressive language disorder means a child has difficulty with verbal and written expression.
They have difficulties with the grammatical aspect of language and produce significantly less complexity than
their age peers.
What causes it?
Expressive language disorder can be a developmental (from birth) or acquired impairment. An acquired
impairment occurs after a period of normal development. Language impairment may also be associated with
other developmental disabilities.
Incidence
There is evidence of a genetic link across generations. Approximately 1 in 10 children will show signs of
expressive language impairment or difficulty.
Language difficulties are frequently diagnosed and treated by speech pathologists. Recommendations may be
available for classroom interventions. It may also be necessary to have a hearing assessment and evaluation of
cognitive functioning.
Characteristics
Children reach language milestones at different times, but most catch up to their peers. Children who continue
to have difficulty with verbal expression may be diagnosed with expressive language disorder or another
language impairment.
Such children may exhibit problems with:

 tense or
 sentence structure
 vocabulary development
 word recall
 using non-specific vocabulary eg. ‘this’ or ‘thing’
 repeating a speaker’s words
 problems recounting logically
In some cases, expressive language problems are related to Down Syndrome, autism or hearing loss. This
difficulty may also be in conjunction with receptive language problems.
Support
Group and individual sessions with a speech pathologist may be recommended. Assistance from the school’s
Learning Support Team and SLSOs in the classroom may be beneficial.
Further Information
Listen And Learn Centre
Expressive Language Disorder · Educational
 Divide reading/writing activities into steps and have students focus on one at a time. Give fewer questions on
assignments and worksheets and stress quality of work over quantity.
 Special devices – Allow students to use a variety of tools for easier manipulation of information and enhancement
of written output. Allow students to use computer software programs to produce professional looking products.
 Provide choices when students are required to show knowledge (eg. students doing a project). Make instruction
and activities multimodal with as much variety as possible.
 Have a tape recorder handy for students to record thoughts and ideas for later writing.
 Reduce the amount and complexity of materials.
 Provide materials prior to the lesson so that student can preview at home or with an SLSO.
Teaching Strategies
 Ask for examples, not definitions, when eliciting students’ knowledge of concepts during classroom discussions.
 Provide a model for planning and organising activities involving language.
 Provide a structured outline so student can ascertain most important concepts.
 Use mnemonic devices.
 Teach the vocabulary of instruction – verbs pertaining to your subject area – draw, underline, analyse etc.
 Vary the complexity of information. Students who are competent in practical language use may struggle in the
complexity of expressing their knowledge in the classroom.
 Do not assume understanding of spoken directions.
 Vary the rate of presentation to allow for language processing.
 Alternate highly verbal activities with nonverbal activities throughout the day.
 Make priorities for performance explicit so students know where to devote their effort and energy.
 Use Assistive Technology for literacy support eg text-to-speech, language prediction.

 Use true/false, multiple-choice, and matching formats for answering questions in class or on tests. Use multiple
formats for presenting and requiring responses.
 Collect annotated work samples over time.
 Provided exemplars of student work for reference.
 Special provisions may include a reader, writer or extra time.
 Students with language problems often can learn and express their knowledge through other modalities.
 Use differential grading, only grading for specified elements (not total product) or grade by steps or stages.
 Substitute project-type activities (e.g. models, scrapbooks, demonstrations, book illustrations, photography,
pantomime, and mobiles) for written reports.
Expressive Language Disorder · Pastoral
 Use small group instruction and individual conferences as a supplement to group lecture.
 Maintain clearly defined expectations so students are certain of what is expected of them. Look for language
based triggers for inappropriate behaviour.
 Use collaborative activities on longer projects in which students can assume a specific role within the team based
on their strengths.
 Set priorities for performance and grading for students who have trouble determining the relative importance of
what they hear or read. Many students can learn to produce effectively when task demands are limited, but crumble
when faced with multiple, simultaneous demands on language skills.
 Provide advanced warning before calling on students or give them upcoming questions to prepare in advance.
Allow extra time to respond to questions. Time for thought has been shown to improve the ability to respond, the
complexity of responses, and the quality of responses for students with and without language difficulties.
 Adjust the amount of information that students must produce at one time to enhance their ability to produce
quality work. Managing large volumes of verbal information may easily overwhelm students with weak language
skills.
Peers & SLSOs

 Use teamwork with a range of responsibilities to suit the student’s strengths.
 Assign designated peers as note takers or editing partners.
Checklist
Have I...
 Provided audio recordings and technological supports?
 Issued handouts of summaries and lesson notes?
 Established a peer mentoring program or provided SLSO assistance?
 Included collaborative activities?
 Provided explicit group roles for peer tasks?

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Physical · Muscular Dystrophy
Muscular Dystrophy · Profile

What is it?
It is a genetic disorder caused by a faulty or missing gene, either inherited or occurring as a spontaneous
mutation.
Progressively, the muscles themselves begin to die. As muscle cells break down and fat cells form in their
place, the muscle weakens and loses the ability to contract.
Usually the voluntary muscles are the most vulnerable, but some forms of muscular dystrophy may also weaken
the heart and respiratory (involuntary) muscles.
What causes it?
Muscular dystrophy is a genetic disease that is characterised by a progressive muscular degeneration.
Incidence
Muscular Dystrophy occurs in approximately 1 in 3500 male births
There are two main types of muscular dystrophy:
Myotonic
This type includes when the muscles cannot relax after contraction.
Duchenne
This is when the muscle tissue is degenerating and being replaced with fatty tissue. This is the most common
form and quickest degenerative muscular dystrophy.
Characteristics
Some, but not necessarily all, of the following characteristics may be present in varied degrees of severity:
 Progressive difficulty in everyday activities, e.g., writing tires hands easily
 Muscle weakness and wasting
 Joint stiffening
 Spinal curvatures
 Clumsiness in walking
 Enlarged calf muscles as fatty tissue replaces healthy muscle
 Tendency to walk on the toes as heel cords shorten
 Difficulty or inability in lifting arms or legs
 Cannot get up from the floor without pushing with hands on thighs or supports
 Heart problems and respiratory impairment
 Slurring of words as mouth and tongue muscles weaken
Support
Students may feel depression and experience social withdrawal. Be sensitive to changes and notify parents of
any concerns.
Further Information
The Special Ed Wiki
Muscular Dystrophy · Educational
 Try a variety of modified tools .
 Minimize the amount of writing required by student by utilizing PowerPoint presentations/handouts and other
techniques to keep pace with the rest of the class.
 An additional set of text books should be provided to the student so that he does not need to transport heavy text
books to and from school (or from one classroom to another).
 Provide a copy of notes from class, access to a computer to type or download notes, pencils with special grips, a
tape recorder or the ability to copy another student’s notes, if needed.
 If writing is a problem, he may need to take oral tests. If assignments are too taxing in terms of the amount of
writing required, a condensed assignment may be given. Alternatively, a verbal report may be given instead of a
written one. Computers are usually helpful and typing is often easier than writing for your student.
Teaching Strategies
 The board in the classroom may have to be lowered if the student is in a wheelchair.
 Boys are at risk for language processing difficulties. Your student may not be able to process the same amount of
information or instructions as his peers. He may also have problems responding to questions or expressing himself.
 Problems with organisation, planning and prioritising are often evident.
 Promote the use of muscles whenever possible and appropriate. Encourage the student to be as active as possible
to keep healthy muscles in condition as long as possible.
 Adapt Physical Education activities so the student can participate (e.g. use lightweight equipment).
 Be alert for signs of withdrawal and depression, the student may feel less part of the class as the condition
progresses.
 Meet with the student and the parents early in the school year to help determine the student's individual needs and
progress.
 Encourage active participation and use of rewards to help boost self-confidence.
 Extended time for projects, assignments, and exams. Allow time to finish assignments and exams. Even if extra
time is necessary, completing a task will do much to develop the feeling of self-confidence.
 Provide consistent encouragement and support for students.
Muscular Dystrophy · Pastoral
 Schedule bathroom breaks or allow student to leave class a bit early to manoeuvre through the building.
Classrooms should be close together to minimise distance walked throughout the day.
 Preferential seating in the classroom will allow a student to safely navigate the classroom and access his class
environment so he/she can fully participate and doesn’t feel out of the loop.
 Specialised seating may be utilised. Ensure that tables are suitable for a wheelchair if necessary.
 Make sure student has access to elevators or ramps.
 Students with DMD often prefer working in mixed-ability pairs or groups to working alone or as a whole class.
Most students prefer flexible rather than fixed groups selected by the teacher.
 In consultation with a physiotherapist, encourage physical activity to foster social relationships. This gives the
student a break from the seated position. Standing for two to four hours per day may have both physiological and
psychological benefits.
 Social Skills lessons allow opportunities for interpersonal interactions.
 Be aware of signs of depression or isolation and deal with accordingly – contact parents, talk with student, talk
with counsellor and other supports. Be alert for signs of withdrawal and depression. The student may feel less a part
of the class as the condition progresses.
Peers & SLSOs

 Practical Tasks that include a “Project manager” that leads their group through the investigation but doesn’t
necessarily perform the experiments. Assistance throughout the practical with any tasks that require physical
manipulation that is beyond the student’s abilities. Utilise a ‘Buddy system’.
 Talk to the class about muscular dystrophy, and if the student is comfortable with the situation, have the student
explain any specific needs. Encourage other students to find out how they can assist and when they should assist.
Checklist
Have I...
 Provided audio recordings and technological supports?
 Established a peer mentoring program or SLSO support?
 Adapted assessment tasks and deadlines?
 Established a reward system and method for students to self-monitor progress?
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Social / Emotional · Obsessive Compulsive
Disorder
Obsessive Compulsive Disorder · Profile

What is it?
OCD is a type of anxiety disorder. With OCD, obsessions and worries preoccupy thoughts. Someone with OCD
feels strong urges to do certain things repeatedly — called rituals or compulsions — in order to eradicate
thoughts and return their world to normal. Children use rituals to alleviate anxiety.
What causes it?
It is currently believed that OCD is linked to blocked serotonin levels in the brain. This sends out false danger
messages which the brain cannot filter out causing the person to feel unrealistic fear. OCD can run in families.
Incidence
Approximately 1 in 200 students have a diagnosis of OCD yet others will display tendencies.
Adolescents with OCD commonly have obsessions including germs, neatness, numbers and fear of harm.
Compulsions include hand washing, cleaning, double-checking, ordering or arranging objects. Possible signs of
OCD can include:
 raw, chapped hands from constant washing
 holes erased through test papers and homework
 a persistent fear of illness
 OCD is common in students with Tourette Syndrome and Asperger’s Syndrome.
Treatment should be sought if the rituals take up more than an hour each day, causes distress and interferes with
daily activities.
Characteristics
The anxiety or worry is so strong that a child feels like he or she must perform the task or dwell on the thought
to the point where it interferes with everyday life. Repetition is "required" by the student to neutralize the
uncomfortable feeling. While this may work in the short term, the rituals may actually worsen the severity of
the OCD long-term.
OCD can become an ordeal for the child and their families and can be very time-consuming. OCD can create
feelings of shame, embarrassment and low self-esteem. Students might have difficulties with attention or
concentration because of the intrusive thoughts. OCD is common in students with Tourette Syndrome,
Asperger’s Syndrome, ADHD and depression.
Support
Obsessive-compulsive behavior is not something that a child can stop by trying harder. OCD is a disorder and is
not something kids can control or have caused themselves.
Further Information
It is important to support a student undergoing treatment by being patient and recognising that the OCD is the
problem and NOT the child.
Obsessive Compulsive Disorder · Educational

 Give the child a choice of projects.
Teaching Strategies
 Break homework into chunks to help students with perfectionist tendencies to avoid feeling overwhelmed.
 Access Books on tape so that students can get meaning without obsessing over every word.
 If rewriting/erasing is really problematic for a child, assignments can be typed instead of handwritten.
 Avoid reading out aloud as students who feel they need to read perfectly may have to go back and reread
sentences or whole paragraphs over and over to make sure they've got them right.

 If the student is taking medication during the school day, discuss with the parents possible side effects.
 Do not assume a student's difficulties or frustrations in school are due entirely to OCD. If the student still has
academic difficulty or is reluctant to attend school, consider an assessment for other learning issues.
 Adjust the homework load to prevent the child from becoming overwhelmed. Academic stressors, along with
other stresses, aggravate symptoms. Suggest that the student change the sequence of homework problems (for
example, if fears related to odd-numbers, start with even-numbered problems ) Allow the child to tape record
homework if the child cannot touch writing materials.
 Students with OCD do better, be less overwhelmed, more in control of their thoughts and of their reactions under
separate supervision. Extend time for tests and papers if perfectionist writing traits are a problem.
 Provide extra time for transitions and for completing assignments. Starting school work and finishing work in the
appropriate time frame may be difficult. Waive or extend time limits and make a quiet location available for test-
taking, if needed.
 Keep in mind that persistent, repetitive thoughts may interfere with the student's ability to concentrate, which may
affect many school activities, from following directions and completing assignments to paying attention in class.
Obsessive Compulsive Disorder · Pastoral
 If the school is noisy you might have them sit in the front, where they're less able to hear the noise.
 Negotiate reasonable expectations for transitions. When a child with OCD refuses to follow directions it anxiety
rather than intentional oppositionality.
 If the student insists on certain OCD rituals at school, work with him or her to identify less intrusive rituals (e.g.,
tapping one desk rather than tapping every desk).
 Be aware of triggering events. Fatigue is a huge piece of OCD, and it can be exacerbated by medication.
Therefore, if a child is drowsy in class, it may not be because they're being oppositional or disrespectful, but may be
overwhelmed with fatigue.
 Plan an escape route: Develop plan between child and teacher without interrupting the class.
 Accommodate late arrival due to symptoms at home.
 Plan for transitions between grade levels and different schools. Find out about the student's strengths, interests and
needs, symptoms and successful strategies.
 Watch for signs of social isolation or withdrawal. Work with other school staff to identify difficult or stressful
situations for the student. Collaboratively develop strategies to reduce the student's stress. Enlisting the student in
this task will foster the student's ability to solve problems.
 Learn as much as you can about how OCD may affect learning and social and emotional well-being. Reading,
asking questions and talking to qualified professionals will build your understanding and help you make decisions to
support the student's success at school.
 Anticipate school avoidance if there are unresolved social and/or academic problems.
 Check in on arrival to see if the child can succeed in certain classes that day.
 With permission, it may help to explain in non-judgmental terms what and OCD is and feels like.
 A buddy is like a peer coach who sits next to the child and prompts him to keep up with note-taking and staying
on task. This is great for fostering friendship.
 Assist with peer interactions in order to alleviate concerns for both the child and peers.
 Irritability and frustration are two things that students with OCD feel daily. Prepare students for transitions.
Peers & SLSOs

 Seat student away from peers if ritualised behaviours may be distracting or embarrassing.
 The student's unusual behaviours may be distressing to peers. Misunderstandings may lead to clashes between
peers. Help peers respond to unusual behaviours.
Checklist
Have I...
 Considered alternative marking scales which are non-numerical?
 Discussed successful strategies with the Learning Support Team?
 Included suggested time limits for sections of activities?
 Developed subtle signals between student and teacher?
 Arranged for special provisions in assessment tasks – separate supervision?

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Cognitive · Autism
Autism · Profile
What is it?
Autism spectrum disorders (ASDs) are lifelong developmental disabilities characterised by marked difficulties
in social interaction, impaired communication, restricted interests and sensory sensitivities.
What causes it?
The causes of autism are not entirely understood although a genetic component is often a factor.
Incidence
Research shows that about 1 in 100 children, almost 230 000 Australians, have an ASD and that it is more
prevalent in boys than girls.
Autism is often seen in conjunction with other disabilities such as intellectual difficulties, speech and language
problems and ADHD. Family histories, school observations and medical evaluations are usually considered by
paediatricians in assessing autism.
Characteristics
The range and severity of the difficulties people with an ASD experience can vary widely. ASDs include
autistic disorder, Asperger’s disorder and pervasive developmental disorder – not otherwise specified, which is
also known as atypical autism. Sometimes the word “autism” is used to refer to all ASDs.
The three main areas of difficulty are:
1. Impairment in social interaction

 Limited understanding of non-verbal communication such as eye gaze and facial expression
 Difficulties forming and sustaining friendships
 Lack of seeking to share activities with other people
 Difficulties with social and emotional responsiveness
2. Impairment in communication
 Delayed language development
 Difficulties initiating and sustaining conversations
 Stereotyped and repetitive use of language eg repeating lines from movies
 Limited imaginative or make-believe play
3. Restricted and repetitive interests, activities and behaviours

 Unusually intense or focused interests
 Repetitive body movements such as hand flapping and spinning
 Repetitive use of objects eg. lining up toys
 Adherence to non-functional routines such as insisting on eating the same lunch every day
 Unusual sensory interests eg. or staring intently at moving objects\n - Sensory sensitivities
 Intellectual impairment or learning difficulties
Support
The effects of an ASD can often be minimised by early diagnosis and with the right interventions.
Further Information
Autism Spectrum Australia
Autism · Educational
 Provide hands-on activities where possible rather than paper and pencil tasks.
 Provide information in visual forms, including written words, pictures, symbols or photos.
 Investigate software packages for graphic symbols.
Teaching Strategies
 Consider informal assessment or time tasks to coincide with the student’s most productive time of day.
 Incorporate visuals and lists.
 Ensure that each task you give the student has a clear beginning and end, clear instructions, ample time for
completion and a model or illustration to follow.
 Break large tasks into small, discrete steps and teach and reinforce each step. Create a set of sequenced pictures
illustrating the steps, if needed.
 Use the student’s name to direct them to instructions.
 Ensure the student has some way of telling you what he or she wants or needs. In collaboration with parents and
speech-language pathologists, determine if augmentative or alternate communication supports are needed.
 Students with autism vary widely in cognitive abilities. Many students understand more than they let on.
 Cover or put away activities when they are not available to the student (e.g., computer).
 Structure tasks at an appropriate level for the student (e.g., where he or she can be successful 80 to 90% of the
time).

 Familiarise yourself with medications the student may take. Some students with autism have other medical issues
which need to be addressed. Ask for the signs of a student forgetting to take medication and have an action plan.
 Meet with the student and parents early in the school year to discuss how the school can support this student's
needs related to ASD. This could include finding out about:
 the student's strengths, interests and areas of need
 the student's specific symptoms
 successful strategies used at home that could be used at school
 Develop a system for sharing information with relevant staff members about the student's condition and
successful strategies.
Autism · Pastoral
 Use pictures to illustrate important classroom information, such as schedules, appropriate behaviour and location
of materials.
 Provide clear expectations, consistency, structure and routine for the entire class. Rules should be specific, direct,
written down and consistent.
 Provide a schedule of daily and monthly activities to help with communication and to reduce anxiety. Keep to the
same schedule if possible.
 Consider keeping a spare set of learning materials in the classroom.
 Change can distress the student with ASD. Warn the student about changes to the daily routine and transitions)
before they occur.
 Reduce distracting stimuli (e.g., wall decorations, hum of florescent lights). Some students on the autism
spectrum are particularly sensitive to certain colours. Check with parents or previous teachers. Provide a separate
space for breaks or regular physical movement breaks.
 Identify ways to increase positive behaviours, such as using material reinforces (e.g., computer time). Use a
consistent, agreed-upon response to manage disruptive behaviours. These should be consistent across KLAs. Be
aware that ‘No’ and ‘Stop’ can be specific triggers. Hand signals may be more effective.
 Redirect attention if the student becomes overly focused on an area of interest. Special interests can be used to
lead into other tasks. Leaving a preferred activity may be distressing. Give notice or natural breaks (eg. ‘stop at the
end of the page’).
 Be aware of student–peer relationships and provide support and guidance, when necessary. Some students may be
unaware or misunderstand incidental information and social nuances. Explicitly teach and practice social skills, such
as how to read body language and expressions. Use direct instruction paired with social stories, modelling and role-
play.
 Students with autism may experience difficulty reading or interpreting non-verbal language eg. facial expressions.
Try to match expressions to the tone of the message. (eg smile when using humour).
 Students with autism may not understand language idioms such as double-meanings and sarcasm.
Peers & SLSOs

 Provide increased supervision during free time (e.g., like play time, recess).
 Peers can be taught to relate appropriately through modelling and specific direction.
Checklist
Have I...
 Incorporated visuals, graphics and illustrations in written work?
 Developed a behaviour plan in consultation with the Learning Support Team?

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Physical · Down Syndrome
Down Syndrome · Profile

What is it?
Down syndrome is a genetic condition that causes intellectual impairment and is associated with a number of
physical features and medical conditions.
What causes it?
Down syndrome is a set of physical and mental traits caused by a gene problem that occurs prior to birth. Down
syndrome is a chromosomal abnormality resulting in 47 chromosomes rather than the usual 46. Having extra or
abnormal chromosomes changes the way the brain and body develop.
Incidence
The condition occurs in about one in 800 live births.
Students with Down syndrome have complex needs and a range of associated conditions and characteristics.
These can include vision and hearing problems, language and fine motor difficulties. Behavioural difficulties
and autism may occur in conjunction with Down Syndrome, and some health problems may also be present.
Characteristics
Students with Down syndrome do not just have an intellectual disability. Down syndrome is a complex disorder
that affects cognitive capacity, sensory functioning, behaviour, physical capacity and health. Children with
Down syndrome have recognisable facial and other physical features. For example, they are often shorter than
other children, have short hands and fingers, a horizontal skin crease across the palm, a small head that is
flattened at the back, and folds of the inner angle of the eyes.
Support
In all children with Down syndrome, care should be taken not to extend the neck excessively. Some children
may need modification of some activities if they have strength or coordination difficulties, but participation
should be facilitated and encouraged.
Further Information
The NSW Department of Education and Training Guidelines for the Safe Conduct of Sport and Physical
Activity provide further information.
Down Syndrome Australia
Down Syndrome · Educational
 Simplify class worksheets, project briefs and homework sheets – reduce the information and simplify the
language.
 Use concrete materials, real-world aids and visual cues extensively to support learning.
 Incorporating ICT into learning is particularly useful for visual learners.
Teaching Strategies
 Limit amount of new material introduced at any one time (use mind mapping or visual note-taking to assist
retention). Break tasks into small steps and provide scaffolding to encourage success.
 Use underlining and highlighting to draw attention to key words and concepts. Provide opportunities for repetition
and consolidation which links information and skills to familiar concepts. Encourage categorisation skills. Utilise the
student’s interests, learning strengths and motivations wherever possible.
 Many students with Down Syndrome read fluently, but comprehension is not usually at the same level. Visual
memory skills often assist with decoding. Many students recognise whole words easily and benefit from the pre-
teaching of sight words related to the text.
 Teach skills with small extracts and check frequently for understanding as short-term memory is poor.
 Use short clear directions and instructions – be consistent in language and prompts.
 Gain student attention before speaking and use frequent eye contact. Use gesture/signs/visual cues for
reinforcement. Use simple, 2- to 3-step instructions in familiar language and allow processing time. Reward listening
positively.
 Some students may sign or benefit from the use of assistive and augmentative technologies.
 Visual supports assist children in cases where sporadic hearing loss interferes with verbal communication.
 Students with Down syndrome can usually understand much more than they can express verbally or intelligibly. If
a student with Down syndrome has difficulty with articulation and is not easily understood, the parent/carer should
be advised to consult a speech pathologist.
 Short-term memory problems will affect a student’s ability to understand complex concepts and to decipher
confusing visual images or large amounts of text. Limit choice as it may overwhelm. The student may lose
concentration during long verbal presentations or rapid conversations.
 Display lesson outlines and schedules as visual tools.
 Keep activities short and incorporate frequent breaks or changes in activity/pace. Plan less material, slow down
the pace, allow extra time for completion, and carry on practicing even after you think the student has understood.

 Impaired vision and hearing are common and can affect the student’s ability to learn and communicate.
Obstructive sleep apnoea and hypothyroidism may also affect a student’s learning and concentration, and any
concerns should be discussed with the student’s parent/carer.
 Check understanding frequently to allow the student to demonstrate understanding.
Down Syndrome · Pastoral
 Ensure a quiet space is available for working in small groups. This provides a distraction-free zone.
 Encourage all students to make notes using pictures and captions. Books displaying bus procedures and out of
bounds areas can be made easily using digital images which include the student.
 Often behaviour is suggestive more of developmental age rather than chronological. Students with Down
syndrome take longer than most to learn classroom rules and may struggle with change. This may lead to frustration
and anxiety.
 Students are often sensitive to criticism and failure. Ensure the environment and materials are differentiated
appropriately.
 Arrange for peers, staff and SLSOs to facilitate socially inclusive opportunities in and out of the classroom.
Students don’t like to be ‘singled out’ by doing work that appears to be too different from peers.
 Social skills are usually appropriate and interactive however, language difficulties may hamper this. Peer
interaction should be encouraged to develop social and language skills.
Peers & SLSOs

 Assign peer or staff help for students when undertaking practical tasks.
Checklist
Have I...
 Colour-coded key terms and concepts?

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Physical · Dyspraxia
Dyspraxia · Profile
What is it?
Dyspraxia refers to an inability to carry out and co-ordinate skilled, purposeful movements and gestures with
normal accuracy. It occurs across a range of intellectual abilities and presents in a range of ways. Dyspraxia
affects everyday life skills such as self-care, educational and recreational activities. Additional issues may
include social and emotional difficulties, time management and organization. Dyspraxia can also affect
articulation and speech, perception and thought.
What causes it?
The causes are not fully known but research suggests that poor linkages in nerve cells may be evident.
Incidence
Dyspraxia affects approximately 6% of students.
Students may have difficulty in group tasks, copying from the board and organising class work. They may have
concentration difficulties, trouble following instructions and be easily frustrated. Motor performance is
substantially delayed compared to age peers.
Characteristics
Students with dyspraxia have difficulty planning what to do and how to do it. Dyspraxia is a developmental co-
ordination disorder and is also classed as a motor learning disability. Particular symptoms or signs that may be
present in school-age children with dyspraxia include:
 Having difficulty when in group situations
 Having problems with maths and writing tasks
 Appearing disorganised
 Having poor concentration and listening skills
 Unable to follow instructions independently
 Trying to avoid physical activities
 Feeling angry with themselves
 Gross motor skills such as walking and throwing
 Fine motor skills – such as speech and writing
Support
Students with dyspraxia tend to work better one-on-one than in a whole class situation. Provide additional
support during discussion and group instruction and tasks. Peer mentors and SLSOs may be assigned.
Further Information
Brain Foundation
Dyspraxia · Educational
 Provide graphic organisers for taking notes. Students may be able to highlight text rather than write summaries.
Diagrams and larger print may be useful in summaries.
 Provide copies of notes or scaffolds which require minimal completion. Students may have problems
remembering what to write down when reading from the board.
 A short checklist for the student to complete may assist with motivation and focus.
Teaching Strategies
 Task completion may be hampered by physical difficulties and ability to confidently start a task or determine
completion.
 Factor in opportunities for practice. Skills may need to be broken down into smaller parts using a task analysis.
‘Over-teaching’ may be necessary to ensure that smaller components are achieved. Ensure that the skills are
developmentally appropriate.
 Avoid time restrictions on the achievement of goals if possible. Adhering to limits may not be physically possible.
Gradually build smaller components into larger skills.
 Ensure that goals are clear and achievable to compensate for planning and organisation problems.
 Make directions clear, explicit and uncomplicated. Have student repeat them to check for understanding. Provide
written and verbal direction in tandem where possible.
 Concentration difficulties may affect ability to listen effectively. Consider topic lists or graphic organisers so they
can see ‘the whole picture’.
 Verbal cues may help to re-focus or gain attention when required to listen.
 Assist student to identify steps to start and complete tasks. Students should also be encouraged to verbalise the
steps they are undertaking through the process of completing a task.
 Students may be frustrated by not being understood. Allow the student to have the option of not presenting verbal
information in front of peers if this causes distress.
 Non-verbal communication may be difficult to interpret. Be explicit in use of language.
 Working memory may be impaired. Verbally presented information may not be effectively retained. Support with
easy-to-follow written notes.

 Stress and anxiety are common problems. Learn to recognise early signs of discomfort and seek the advice of the
student or parent in seeking solutions.
 Provide frequent and positive feedback for effort. Consider multiple choice, fewer questions and short answers
when planning written assessments.
 Special provisions including rest breaks or writers may be required.
 Quality of work may be inconsistent from one day to the next.
 Work may appear hurried and disorganised. Handwriting and planning will need support.
 Always reassure students rather than criticise. Be specific and descriptive with praise remembering to praise effort
rather than performance.
Dyspraxia · Pastoral
 A lack of coordination may make the student appear clumsy or accident-prone. Staff must be aware of potential
difficulties in practical lessons or at recess and lunch. Factor this into risk assessments and classroom layout.
Minimise visual distractions and clutter.
 Routines will be important as organisation and task completion will be a struggle. Aim for consistency ie. Similar
order or lesson activities and templates for class work to reduce fear and anxiety of the unknown.
 Inability to concentrate, difficulty complying with requests involving fine motor or gross motor, peer avoidance
and lack of success may all contribute to behavioural challenges. Awareness and effective planning may explain and
predict difficulties. Students may imitate other students when performing tasks as the coordination and organisation
to be successful may be difficult to achieve.
 Students may demonstrate avoidance behaviours due to fear of failure. Support students during change of activity
or new tasks.
 In some circumstances it helps to explain dyspraxia to peers. Always seek approval from parents and preferably
collaborate with the parents and students as to how information should be presented.
 Students may avoid conversation with peers due to language problems. Some social immaturity may be present.
The student may need the support of peer buddies, and explicit social skills training to make friendships. May have
difficulty ‘reading’ non-verbal gestures.
Peers & SLSOs

 Practical Tasks may need peer or SLSO support due to gross motor problems.
 Students may prefer to work one-on-one to aid focus due to possible reluctance to compete with peers.
 SLSOs may be especially useful for ‘social engineering’, note-taking and keeping student diaries up-to-date.
Checklist
Have I...
 Arranged for special provisions in assessment tasks – writer, extra time, separate supervision?
 Colour-coded key terms and concepts?
 Issued materials prior to the lesson for student to preview?


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Cognitive · Attention Deficit Disorder
Attention Deficit Disorder · Profile

What is it?
Attention Deficit Hyperactivity Disorder (ADHD) is a common behavioural disorder in children and young
people. It usually starts in early childhood and some people will continue to have ADHD as adults.
What causes it?
The causes of Attention Deficit Disorders are not fully understood although a strong genetic link has been
noted. The levels of neurotransmitters in the brain may be different in these students.
Incidence
Up to 1 in 20 students diagnosed with ADHD. More boys than girls are identified.
The core symptoms of ADHD are inattention, hyperactivity and impulsivity. Adolescents with ADHD may
become withdrawn and less communicative.
Characteristics
A person with ADHD may be:
Inattentive
 unable to concentrate for very long or finish a task
 disorganised, often losing things
 easily distracted and forgetful
 unable to listen when people are talking
Hyperactive
 fidgety and unable to sit still
 restless (children may be running or climbing much of the time)
 talking constantly
 noisy
 having difficulty doing quiet activities
Impulsive
 speaking without thinking about the consequences
 interrupting other people
 unable to wait or take their turn
Support
A person with ADHD has symptoms most of the time that can seriously affect their everyday life. They may
also be clumsy, unable to sleep, have temper tantrums and mood swings and find it hard to socialise and make
friends.
Further Information
Raising Children Network
Attention Deficit Disorder · Educational
 Incorporate space for students to actively engage with the text eg highlighting.
 Provide lesson overviews and unit outlines in verbal and written form.
 Incorporate colour to aid in the processing of visual information.
 Develop a glossary to which students can add.
 Provide an advance organiser which summarises the lesson’s activities and the order in which they will occur.
 Identify all materials students will need in the lesson rather than leaving them to work it out.
 Develop self-correcting materials.
 Create short tasks and offer immediate feedback.
 Use novelty to gain attention.
Teaching Strategies
 Begin each lesson with a review of previous material.
 Consider creative presentation of course material. Stimulate a range of senses.
 Link lesson to personal experiences and visuals.
 Teach in a variety of formats with and without technology.
 Use verbal description and narrative to supplement written material.
 Always gain the student’s attention prior to giving important information.
 Break assignments and activities into smaller, manageable chunks.
 Encourage students to follow checklists and record due dates in diaries.
 Ensure that cognitive demands match ability. Up to a third of these students will also have learning difficulties.
 Repeat and rephrase important information.
 Maintain the lesson pace and try not to get side-tracked.
 Encourage students to ‘think aloud’ during problem solving.

 Choose only one or two behaviour goals to work on at a time. Reward successes eg. staying in seat, waiting in
turn, supplying answers only when asked.
 Give assignments with as much notice as possible. Allow student to submit parts in stages.
 Reward task completion by acknowledging each step of a process.
 Explicitly tell student to check for errors before submitting test papers.
 Refer to the student’s IEP or Behaviour Plan for further information.
 Refer to other teachers to collate successful strategies and interventions.
 Avoid timed tests.
Attention Deficit Disorder · Pastoral
 Identify the student’s typical patterns eg. less attentive in the afternoon.
 Encourage students to sit near the front to minimise distractions.
 Schedules
 Maintain a spare copy of materials in the classroom for when student forgets.
 Don’t take mood swings personally.
 A large number of students will have comorbid psychiatric or behavioural diagnoses. Develop consistent
classroom expectations and gentle rule reminders. Keep accurate and descriptive incident reports to support any later
referrals.
 Students may become restless and have trouble remaining in the seat. Allow them a movement break by changing
areas of the classroom or delivering an errand.
 Develop private, discreet signals to let a student know you will soon be asking them to respond.
 Question students individually to frequently monitor understanding and performance.
 Try to reduce extraneous classroom noise.
 Try to schedule more ‘academic’ tasks for lessons earlier in the day.
Peers & SLSOs

 Ask for student volunteers to record written texts.
 Assign peers to work in groups to brainstorm assignments and create lists of steps.
 Students may find a new environment or one-to-one tutoring easier to attend to.
 Assign student tutors or learning partners.
Checklist
Have I...
 Arranged for rest breaks to include opportunities for attention?
 Arranged for special provisions in assessment task – separate supervision?
 Developed a behaviour plan in consultation with the Learning Support Team?

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Cognitive · Asperger's Syndrome
Asperger's Syndrome · Profile

What is it?
Asperger’s Syndrome is a social and communication disorder usually present with average to above average IQ.
Students may have difficulties with social understanding, communication and rigid thinking.
What causes it?
Some studies show structural differences in the brains of students with Asperger’s. A strong genetic component
may also be a contributing factor.
Incidence
The occurrence has been estimated as high as 1 in 40 children. The ratio of boys to girls is 7:1
The diagnosis of Asperger’s includes a developmental screening and a comprehensive team evaluation by a
neurologist, psychologist, speech/language pathologist, and other related professionals. The assessments look at
neurology and genetics, cognitive ability and language, learning styles, and personal skills.
Characteristics
These individuals often have difficulty understanding and using nonverbal cues for social interactions. Other
characteristics include:
 Preference for routine and dislike of change
 Sensory issues including hyper-sensitivity to sounds, smells, and colour
 Perseverative or restricted range of interest
 Difficulty determining proper personal space
 Avoidance of being touched
 Unusual tone and/or rate of speech eg. may have an unexplained accent
 Difficulty understanding figurative language and humour
Support
A treatment program may include:

 Parent education and training
 Behaviour modification
 Social skills training
 Counselling
 Medication—to treat comorbid conditions (hyperactivity, depression, compulsions)
 Occupational therapy—treat hypersensitivity and poor motor coordination
 Educational interventions—use visuals, pre-teach information, and/or use simple directions
Further Information
Tony Attwood
Australian Autism Asperger’s Network Inc.
Asperger's Syndrome · Educational
 Provide unit outlines and graphic organisers to assist in planning and linking concepts.
 Offer materials prior to lessons so that students can feel more settled by knowing what is expected.
 Provide written directions in clear and explicit language.
 Include a personal checklist to assist in planning and executing tasks.
 Incorporate glossaries and vocabulary lists to highlight the meaning of technical language.
 Use a variety of text types to allow students to present information in a preferred style.
Teaching Strategies
 Students may have an advanced vocabulary and extensive factual knowledge, however, they may need support in
interpretation and manipulation of information.
 Be patient during class discussion. Students with Asperger’s may ‘go off on tangents’. Calmly redirect to the
topic.
 Give warning about impending transitions between activities. Timers or checklists work well.
 Students may struggle with inference. Model strategies for working beyond the literal.
 Organisational skills are problematic. Provide step by step plans for accessing tasks.
 Give directions explicitly. Avoid idioms and figures of speech such as ‘hop to it’.
 Some students have rigid interests. Try to use this as a way of gaining attention and then move toward the point of
your lesson.
 Develop a workable strategy to deal with incessant questioning or tendency to dominate discussion. Offering the
student one ‘ask’ and one ‘tell’ can help them to prioritise.
 Offer a choice about group or individual work. Some may not manage the peer relationships and etiquette
involved in group membership.
 Use specific marking points to conclude an activity eg ‘stop at question 7’ rather than concluding at the end of a
lesson. Some students struggle to leave work incomplete.

 Access the student’s Health Care Plan to ensure an understanding of any medical needs.
 Students may need help to perform a ‘social autopsy’ to understand events and repair peer relationships.
 Keep records of successful peer exchanges and communication successes to inform parents of minor changes.
 Students may need separate supervision in assessments to limit distraction.
 Discuss strategies with other teachers so that consistency can be achieved across KLAs.
Asperger's Syndrome · Pastoral
 Be aware of potential triggers for anxiety. Try to respond to early warning signs quickly to avoid escalation.
 Avoid touching the student’s materials. Many are sensitive about their belongings.
 Allow students the opportunity to take a break away from peers if becoming stressed Encourage peers not to
become involved in any displays of unsettled behaviour.
 Be tactful when correcting the student. Some struggle to accept failure and rigidly adhere to their original thought.
 Students may appear rude due to a lack of tact. Try to rephrase what they have said to model appropriate language
but don’t take it personally.
 Don’t insist on eye contact. Reading facial expressions and listening can be difficult to do concurrently. Students
may need to look away from you to focus on the words.
 Avoid sarcasm. Students may struggle to perceive something as humorous when facial expressions don’t suggest
mirth.
 Some students have organisational problems which affect handwriting and planning. Consider the option of a
computer if possible.
 Give notice of change in routines as far in advance as possible.
 Set concrete, realistic goals to increase motivation.
 Be conscious of peer relationships. Students with Asperger’s may be gullible and targets for bullies.
Peers & SLSOs

 Students may need additional support during unstructured times eg. recess and lunch.
 Encourage acceptance of peculiarities by modelling appropriate responses.
 Students may benefit from having a teacher mentor assigned to support them in times of stress.
Checklist
Have I...
 Incorporated graphic outlines into written materials?
 Arranged for rest breaks to include opportunities for individualised teacher attention?
 Matched cognitive demands to ability?

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Social / Emotional · Anxiety & Depression
Anxiety & Depression · Profile

What is it?
Anxiety is a mental health issue that can lead to depression. Anxiety can vary from one extreme to the other,
ranging from a simple fear of public speaking to a fear of speaking to another person altogether.
Anxiety can be manifested in a variety of ways such as:

 Stress
 Phobia
 Panic disorders
 Post-traumatic stress
 Obsessive compulsive disorder
What causes it?
Anxiety is something that is unique to each individual. The following issues have been identified as potential
causes:
 Family history of mental health
 Ongoing stressful events
 Physical health problems
 Substance abuse
 Personality factors
Incidence
Approximately 1 in 5 teens will experience depression by age 18, and 1 in 10 will experience anxiety.
Some common symptoms include:

 hot and cold flushes
 racing heart
 tightening of the chest
 snowballing worries
 obsessive thinking and compulsive behaviour
Characteristics
Anxiety is characterised as when a sufferer experiences anxious feelings which feel like they never subside,
making daily life quite difficult to deal with. The symptoms of anxiety are sometimes not all that obvious as
they often develop gradually.
Support
Treatments for anxiety can often vary. Trained professionals can provide assistance to sufferers by helping them
deal with their anxious feeling. Medication can also be used to alleviate symptoms.
Further Information
Depression - Headspace
Anxiety & Depression · Educational
 Provide explicit instructions and examples to reduce anxiety.
 Adopt a familiar layout to handouts to avoid confusion. Routine can reduce anxiety.
 Include suggested time limits and working space so that students can match effort to expectation.
Teaching Strategies
 Promote effort over accuracy where appropriate.
 Performance anxiety may affect some students. Provide tasks in sections, preferably one at a time.
 Try to approach the student from the front when speaking in order to reduce a startle response.
 Discrete signals may need to be rehearsed prior to lessons so that the classroom disruption is minimised if the
student experiences an episode of anxiety.

 Adjust assignments according to the student's level of distress. Reduce threatening tasks to within the student's
comfort zone.
 Help students to avoid unrealistic expectations for themselves (e.g., 80% on an exam might be an excellent mark;
few students get 100%).
 Incorporate revision into lessons for students who are anxious about performance. Other students will benefit too.
 Develop realistic goals with students and chart progress. Help the student to accept and prepare for setbacks.
 Develop trust with the student and provide opportunities to discuss anxieties.
Anxiety & Depression · Pastoral
 Provide a routine, predictable learning environment. Give the student advanced notice when there will be a
change in the schedule or routine (e.g., school assembly or fire drill).
 Be flexible with allocating positions in the classroom. Seating plans which work one day may not suit the next.
 Watch for behavioural cues that indicate the student may be getting anxious. These may include refusing tasks,
frequent requests to go to the bathroom or attendance problems. Track these behaviours to look for a pattern to help
identify situations that produce the most anxiety for the student.
 Allow physical movement breaks within or outside the classroom (e.g., going for a walk, running an errand,
moving his or her desk).
 Use distractions and engaging activities to refocus a student's anxiety.
 Teach positive self-talk. Work with the student to choose positive words and phrases he or she can use in a variety
of situations. These may be available if the student is undergoing counselling or if parents have found useful
strategies.
 Work with the student to choose strategies for reducing anxiety. Strategies may include such things as moving to
a quiet place, relaxation exercises, visualisation exercises (e.g., imagining both the anxiety-producing situation and a
solution) or focusing on a sensory input like a squeeze ball.
Peers & SLSOs

 Allocate students to groups to avoid exclusion.
 Unstructured times in the day may induce anxiety. Peer supports or playground supervision may be required.
Checklist
Have I...
 Arranged for special provisions in assessment tasks –separate supervision?
 Incorporated frequent revision activities and study notes?

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Cognitive · Intellectual Disability - Mild
Intellectual Disability - Mild · Profile

What is it?
A Mild Intellectual Disability (IM) refers to students with an IQ in the range of 55-70. Learning Disabilities are
reflected in problems with acquisition and retention of information. These students may have impairments in
oral language, reading, writing and mathematics with functioning which is significantly lower than age peers. In
addition to academic areas, the student may have difficulties with organisation, self-care and social skills.
What causes it?
Students in the IM range may have been affected by a wide number of factors including genetic influence and
language exposure. There is a notable genetic link as siblings may function in a similar range.
Incidence
Students in this range reflect less than 1% of the general school population.
Cognitive and adaptive functioning assessments reveal performance compared to age peers. Referrals to the
Learning Support Team and contact with parents may be necessary. Considerations include:
 the ability of a person’s brain to learn, think, solve problems, and make sense of the world (called IQ or
intellectual functioning); and
 whether the person has the skills he or she needs to live independently (called adaptive behavior, or adaptive
functioning).
Characteristics
Teachers may notice:

 Difficulty recalling information
 Poor comprehension
 Impaired social functioning
 Inattentive
 Poor performance across a range of areas
 Difficulty planning tasks
Support
Students may qualify for funding to enable access to specialised classes and in-class support in the mainstream.
Students may require tasks to be broken down into smaller, manageable sections or adapted to reduce literacy
demands.
Further Information
NSW Council for Intellectual Disability
Intellectual Disability - Mild · Educational
 Provide unit outlines and graphic organisers to assist in linking concepts.
 Provide written directions in clear and explicit language.
 Develop a glossary to which students can add.
 Provide hands-on activities where possible rather than pencil and paper tasks.
 Simplify worksheets by reducing literacy demands.
 Highlight key points on handouts.
Teaching Strategies
 Promote effort over accuracy where possible.
 Begin each lesson with a review of previous material.
 Always gain the student’s attention prior to giving important information.
 Break large tasks into small steps and check for understanding.
 Teach strategies for self-monitoring such as making daily lists.
 Scaffold writing and note-taking activities.
 Working memory may be impaired. Support verbally presented information with written notes.
 Allow extra time to process and respond to information.

 Discuss strategies with other teachers so that consistency can be achieved across KLAs.
 Choose only one or two behaviour goals to work on at a time.
 Refer to the student’s Behaviour Plan or IEP.
 Provide extra time for tasks or reduce the amount of writing required.
 Check understanding frequently to allow the student to demonstrate understanding.
Intellectual Disability - Mild · Pastoral
 Have clear boundaries and predetermined consequences for problem behaviour.
 Make daily routines consistent and advertise on classroom noticeboards.
 Clearly define group roles and consider student strengths.
 Allow the student to sit at the front of the classroom for visual demonstrations.
 Use teamwork with a range of responsibilities to suit the student’s strengths.
 Students may benefit from pre-teaching a topic prior to exposure to new material.
Peers & SLSOs

 Assign student tutors or learning partners.
 Students may prefer to work one on one with an SLSO to aid focus and reduce competition with peers.
 Students can be enlisted to cue students to instruction and to clarify directions.
Checklist
Have I...
 Displayed rules and expectations on classroom noticeboards?
 Included opportunities for age-appropriate manipulatives?
 Rearranged lessons to include periods of high engagement?

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Physical · Epilepsy
Epilepsy · Profile
What is it?
Epilepsy is a term commonly used to describe chronic neurological disorders which are characterised by
recurring seizures.
What causes it?
Epilepsy is a disorder of brain function that takes the form of recurring convulsive or non-convulsive seizures.
In most cases the cause of epilepsy is unknown, but the following issues have been identified as potential
causes: Brain injury, structural abnormalities in brain development, infections that affect the brain, stroke or a
period of oxygen deprivation to the brain.
Incidence
10% of the Australian population are at risk of being affected.
The following factors are believed to trigger seizures:

 Diet
 Lack of sleep
 Infections
 Menstruation
 Missed medication
Characteristics
Epilepsy is not just one condition; rather it is a diverse family of disorders comprising many seizure types.
Seizures can occur without prediction when the brains nerve cells misfire and generate sudden, uncontrolled
burst of electrical activity in the brain. Seizures can be classified as either partial or generalised seizures,
affecting people in different ways. Simple partial seizures are that in which the epileptic activity occurs in one
area of the brain does not interfere with consciousness. A person whose epilepsy has been caused by injury to
the area of the brain which controls movements of one leg may experience a series of involuntary jerking
movements of that leg as the only symptom. Generalised seizures involves epileptic activity that affect the
entire and the symptoms relate to whole body, resulting in a loss of consciousness.
Support
It is important to have a clear understanding of the student’s health needs. Access the student’s Health Care
Plan and maintain contact with parents and the Learning Support Team.
Further Information
Epilepsy Australia Epilepsy.org.au Better Health VIC
Epilepsy · Educational
 Identify and take steps to reduce common triggers in the school environment. Eg, some students can be triggered
by lights, including computer screens.
 Ensure that all audio-visual materials have been viewed to ensure that no flashing or flickering lights are present.
 Offer materials prior to the lesson to ensure that student keeps up to date in case of illness.
 Create short tasks and offer immediate feedback.
 Incorporate ICT into activities for students who have fine motor issues.
Teaching Strategies
 Be aware of the student’s early warning signs of illness. Encourage signals to alert teachers and peers to
discomfort.
 Recognize that after a seizure the student may need a little extra time to begin working up to speed again. He or
she may be sleepy and have temporary difficulty concentrating or speaking. Adjust the in-class workload and
expectations, as needed.
 Ensure casual teachers are notified of the student’s condition prior to relief teaching.
 Students may not absorb information following a seizure. Ensure work that is missed can be re-taught.

 Following a seizure, speech and language may be delayed. Inform parents of any noticeable changes.
 Monitor the student for feelings of anxiety, withdrawal and isolation and, in consultation with the parents and
student, determine if specific strategies or supports need to be in place.
 Be aware that students, who have prolonged seizures or an episode of frequent seizures, may experience a
deterioration of physical and mental abilities, such as balance, speech and language and eye–hand coordination.
Inform parents of any changes you see.
 Support the development of self-advocacy skills, such as asking the student for what he or she needs. When
possible, involve the student in monitoring the success of supports and strategies used in the classroom.
Epilepsy · Pastoral
 Teachers should be familiar with the procedures for the student to take medication.
 Provide a comfortable and private area for the student to relax or sleep after a seizure.
 Provide a quiet area of the classroom for students to avoid extraneous stimulation.
 Try to maintain a calm and quiet environment to avoid over-stimulation.
 Ensure that relief teachers are aware of the student’s condition, symptoms and triggers.
 Try to schedule more ‘academic’ tasks for the student’s peak time of the day.
 Conduct a sensory audit to suit any student requirements for light and visual distraction.
 Provide additional support for physical activities to ensure that students do not become over-tired.
Peers & SLSOs

 Consider a buddy system to support a student with seizure disorders. If the student is returning to class after a
seizure, the buddy can help out with missed work.
 Make adjustments to social activities, as necessary, to allow students with seizure disorders to participate safely.
Checklist
Have I...
 Audited the classroom for physical or sensory issues?
 Provided a quiet study area within the classroom?

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Sensory · Hearing
Hearing · Profile
What is it?
A hearing impairment is a hearing loss that prevents a person from totally receiving sounds through the ear. If
the loss is mild, the person has difficulty hearing faint or distant speech. A person with this degree of hearing
impairment may use a hearing aid to amplify sounds. If the hearing loss is severe, the person may not be able to
distinguish any sounds.
What causes it?
There are four types of hearing loss: * Conductive: caused by diseases or obstructions in the outer or middle ear.
* Sensorineural: results from damage to the inner ear. * Mixed: occurs in both the inner and outer or middle ear.
* Central: results from damage to the central nervous system.
Incidence
On overage, one Australian child is identified with hearing impairment every day. 2-3 out of every 1000 school
children have this diagnosis.
Hearing loss affects a child’s speech and language ability. Whether a student can use his or her hearing to
understand speech or recognise sounds in the environment is influenced by many factors, including:
 Age of hearing loss onset.
 Age at which hearing loss is diagnosed and communication and educational support are initiated.
 Degree, type, and pattern of hearing loss.
 Consistency with which the student uses assistive listening devices
 The extent to which the family is involved in developing the child's spoken language and speech.
Characteristics
Each degree, type, and configuration of hearing loss can impact the development of language, speech, and
communication and the student's educational placement.
Support
Some students fear stigma and that other students will treat them differently after they find out. In this situation
be clear that you need to be able to communicate with the student and cater for their needs, but be discreet.
Further Information
Australian Hearing
Hearing · Educational
 Use strategies to assist the student in accessing information in class, such as providing notes and/or a buddy
system.
 Provide a variety of visual aids to support learning.
 Provide written, step-by-step directions.
 Pre-teach vocabulary and allow access to materials prior to the lesson.
 Provide additional materials for consolidation if required.
Teaching Strategies
 Consider noise reduction materials eg. carpet.
 Incorporate visuals eg. overheads, chalkboard, charts, vocabulary lists, unit outlines.
 TV Captioning for audiovisuals such as television, videos, or movies.
 Access technology such as real-time speech to text translation.
 Frequently check for understanding.
 Provide sensory breaks following listening demands.
 Allow extra time to complete assignments and assessments.
 Encourage self–advocacy skills so students can discreetly ask for what they need.
 Establish eye contact before speaking or signing directly to the student.
 If a sign language interpreter is required organise training beforehand.
 Allow extra time for the student to process and respond to information.
 Present information in simple structured, sequential manner.
 Allow extra time for processing information.
 Repeat or rephrase information when necessary.
 Frequently check for understanding.

 Check with the student to determine the need for rest breaks.
 Support daily use of the student's prescribed amplification if used.
 Become proficient with amplification options if used eg. Personal hearing aids, devices and FM systems.
 Reduce quantity of tests or number of questions.
 Use alternative tests.
 Provide special provisions if necessary such as separate supervision and extra time.
Hearing · Pastoral
 Provide communication support during extracurricular activities, field trips and assemblies.
 Consider preferential seating arrangements.
 Obtain student’s attention prior to speaking.
 Enhance speech reading conditions eg. avoid hands in front of face.
 Clearly enunciate speech but do not over-exaggerate as it makes lip reading difficult.
 Educational interpreter (ASL, signed English, cued speech, oral).
 Investigate the use of flashing lights for classroom bells.
 Set up the classroom with attention to light source, room configuration and student placement. Consider sight
lines (well-lit but free from glare) to the teacher, classmates and board as it is hard to read lips in certain light.
 Reduce ambient noise; reduce hard surfaces, such as floors and walls.
Peers & SLSOs

 Use strategies to encourage questions or discussion from peers.
 Organise a buddy system for notes, extra explanations/directions.
 Be aware of peer relationships and provide support when necessary. Some students with hearing loss may be
unaware or misunderstand incidental information and social nuances.
 Promote social interaction and reduce isolation for students who use sign language by investigating Skype or
videoconferencing of students in other schools.
Checklist
Have I...
 Provided a quiet study area within the classroom?

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Disorder

What is it?
What causes it?
Incidence
OCD can include:
daily activities.
Characteristics
the OCD long-term.
Support
Further Information

Teaching Strategies

taking, if needed.
Peers & SLSOs

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Disorder

What is it?
What causes it?
Incidence
OCD can include:
daily activities.
Characteristics
the OCD long-term.
Support
Further Information

Teaching Strategies

taking, if needed.
Peers & SLSOs

Checklist
Have I...

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Health & DisabilityLearning TraitsLesson IdeasStudent Profile Builder

Physical · Cerebral Palsy

Cerebral Palsy · Profile

What causes it?

Cerebral Palsy is diagnosed in approximately 1 in 500 births.

Spastic cerebral palsy

Athetoid or dyskinetic cerebral palsy:

Ataxic cerebral palsy:

Mixed cerebral palsy:

Feedback & Assessment

Peers & SLSOs

 Provided assistive technologies?

 Displayed unit outlines, objectives and schedules in the classroom?

 Broken tasks down into smaller, manageable steps?

 Developed subtle signals between teacher and student?

Self-correcting materials · Lesson Ideas

Self-correcting materials include:

There are advantages for students with special needs:

Intellectual Disability - Moderate · Profile

What causes it?

Teachers may notice:

Feedback & Assessment

Peers & SLSOs

 Provided simple and explicit instructions?

 Rearranged lessons to include periods of high engagement?

 Included collaborative activities?

 Accessed real-life examples and age-appropriate manipulatives?

 Incorporated a variety of visual aids and technologies?

Paired reading strategies

Paired reading strategies · Lesson Ideas

 Health & Disability

Mnemonics · Lesson Ideas

Cognitive · Expressive Language Disorder

Expressive Language Disorder · Profile

What causes it?

Such children may exhibit problems with:

Feedback & Assessment

Peers & SLSOs

 Provided audio recordings and technological supports?

 Issued handouts of summaries and lesson notes?

 Established a peer mentoring program or provided SLSO assistance?

 Included collaborative activities?

 Provided explicit group roles for peer tasks?

 Health & Disability

Physical · Muscular Dystrophy

Muscular Dystrophy · Profile

Muscular dystrophy is a genetic disease that is characterised by a progressive muscular degeneration.

Muscular Dystrophy occurs in approximately 1 in 3500 male births

There are two main types of muscular dystrophy:

Peers & SLSOs

 Provided audio recordings and technological supports?

 Issued handouts of summaries and lesson notes?

 Established a peer mentoring program or SLSO support?

 Adapted assessment tasks and deadlines?

 Established a reward system and method for students to self-monitor progress?

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Social / Emotional · Obsessive Compulsive

Obsessive Compulsive Disorder · Profile

What causes it?

Obsessive Compulsive Disorder · Educational

Feedback & Assessment

Peers & SLSOs