Basic HTML Version
Support Materials
for
Students with
Special
Education Needs
IMPLEMENTATION
Adjustments
Adjustments
are measures
or
actions
taken
in
relation
to
teaching,
learning
and
assessment
that
assist
a
student with
special
education
needs
to
access
syllabus
outcomes
and
content,
as
well
as
associated
learning
experiences
and/or
assessment
opportunities. These
adjustments
will
vary
according
to
the
needs
of
the
individual
student,
and may
be
determined
in
the
context
of
collaborative
curriculum
planning.
Adjustments
could
include:
•
additional
presentation
or modelling
of
knowledge,
skills
and
strategies
–
providing
simpler
explanations
(Westwood 2006)
–
modelling
additional
examples
–
breaking
the
task
into
smaller
steps
and
providing
students with
additional
time
at
each
step
–
providing
additional
targeted
instruction
and
instructional
scaffolding
in
a
smaller
homogeneous
group
•
clarifying
or
shortening
instructions
–
providing
instructions
in
simpler
language
–
giving
one
instruction
at
a
time
–
ensuring
that
students
can
read
and
understand written
instructions
–
providing
instructions
in
alternative
formats,
eg
providing written
instructions
in
addition
to
oral
instructions
–
asking
students
to
repeat
instructions
–
giving
students
the
opportunity
to
ask
questions
about
the
learning
experience
•
changes
to
classroom
organisation
–
changing
lighting
–
reducing
background
noise
–
appropriate
placement
of
objects
and
equipment
in
the
classroom
–
labelling
equipment
and
specific
purpose
areas
–
using
colourcoding
for
the
organisation
of
groups
–
using
visually organised
systems,
eg names or pictures
for personal or
shared
equipment
•
providing
opportunities
for
additional
practice
through
group work,
peer
or
volunteer
tutoring
and/or
other
individual
assistance
•
providing
additional
guided
practice
and
independent
practice
•
providing
additional monitoring
and/or
feedback
or
alternative
feedback
–
maintaining
closer
proximity
for more
regular monitoring
–
encouraging
students
to monitor
their
own
performance
–
making
students more
aware
of
their
own
performance,
eg
graph
or
chart
the
number
of words
a
student
reads
accurately
over
time
–
reinforcing
approximations
towards
the
accurate
demonstration
of
a
skill,
eg when
learning
to write
their
own name,
a
student
initially
traces
their
name,
then
copies
their name,
then writes
their
name
independently
–
asking
questions
at
different
levels
of
complexity
(Westwood 2006)
•
slowing
the
pace
of
instruction
–
keeping
a
task
the
same
for
a
longer
period
of
time
–
presenting
a
reduced
amount
of
new material
25
Teaching
and
learning
cycle
English K–6