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Teacher’s Checklist – all topics
Teacher’s Checklist – all topics
Teacher’s Checklist
Background
Do I know which type of students have communication support needs?
Have I undertaken training around understanding students with disabilities – and students with communication support needs specifically – and how to support their access to education?
Do I know how to access relevant training around inclusion of students with disability?
Am I aware that students who can hear but not speak are sometimes mislabeled as having an intellectual disability?
Do I understand education-related rights and responsibilities as they relate specifically to students with communication support needs?
Have I met my teacher registration professional development requirements around teaching students with special needs?
Has funding through the relevant state/territory additional funding program for students with disabilities and/or other resources to support their inclusive education, been explored for my student?
Do I know how to assist my student to access the relevant funding and/or other resources to support their inclusive education?
Communication methods
Do I understand the different types of communication systems/aids/devices?
Do I know what communication system my student uses?
Do I know what level of assistance my student needs to use her/his communication system?
Do I know what stage of proficiency my student has reached in his/her communication system?
Do I know how to assist my student to use her/his communication system independently?
Have I been trained to use the communication system?
Do I know how to access training in using the communication system?
Does my student have a speech pathologist and if so do I have their contact details?
Do I know how to support my student to get a communication system in place if not yet already in place?
Does my student need to have regular sessions with their speech pathologist at school to help me and my student develop our skills to use the communication system together?
Are regular sessions with the relevant speech pathologist at school already organised?
Do I know how to contact my student’s speech pathologist if I have any questions or concerns about my student’s communication system?
Do I know who is responsible for updating my student’s communication system with new vocabulary, content etc?
Is my student’s progress in expanding their functional communication skills being tracked?
Student profile
Is there a student profile for my student?
Have I sought input from my student’s physiotherapist/occupational therapist/speech pathologist (as appropriate)?
Do all relevant staff have a copy of the latest version of the profile?
Does the profile cover information on: diagnosis?
Does the profile cover information on: communication?
Does the profile cover information on: sensory needs?
Does the profile cover information on: key support needs?
Does the profile cover information on: strengths, interests and aspirations?
Does the profile cover information on: academic assessment results?
Does the profile cover information on: recommendations from allied health professionals/therapists?
Does the profile cover information on: contact details of key people?
Has my student been assessed, using a test appropriate for non-verbal students, in all relevant subject areas?
Do I know who to contact to arrange any assessments that haven’t been undertaken?
Have my student’s family, and my student where appropriate, had input into and been provided with the final version of the current student profile?
Do I know who is responsible for updating the student profile and distributing copies to all relevant staff?
ILP & curriculum adjustments
Does my student have an up-to-date ILP that informs the learning activities my student is involved in on a day-to-day basis?
Does the ILP contain SMART goals for every subject area?
Does the ILP contain SMART goals and strategies for communication, social skills, and independence where relevant?
Does the ILP reference what my student’s skill level is currently for each subject/domain area (with reference to Victorian curriculum levels)?
Does the ILP identify how progress towards each goal is to be measured?
Have appropriate assessments in all relevant subject/skill areas been undertaken with my student so I know what level they are at?
Is my student being assessed on a regular basis to monitor their progress?
Are SSG meetings occurring each term as required?
Is there a date for next SSG meeting?
Social supports
Is support for social inclusion required for my student?
Does my student have frequent opportunities for social interaction with peers during classtime?
Does my student experience social inclusion during non-classroom based activities, eg lunchtimes, camp, excursion?
Do I know how to support my student’s social inclusion?
Do I know who to contact for advice?
Behaviour supports
Is this relevant for my student?
Do I understand what my student is communicating through their behaviour?
Do I know who to contact for assistance with understanding my student’s behaviour and for advice on supports to put in place?
Do I know how to put positive behaviour supports in place?
Do I understand my student’s rights to not be restrained or secluded?
Do I need training around Positive Behaviour support and Positive Behaviour Plans?
Do I know how to access this training?
Implementation in the classroom
Do I understand my student’s support needs?
Do I understand how to meet my student’s support needs in an inclusive way?
Do I have time allocated on a regular basis (eg at least once per term) to devote to curriculum planning specifically for my student?
Do I have a regular scheduled time allocated with my student’s aide/s to plan upcoming lesson content?
Do I need further training around inclusion relevant to my student with communication support needs?
Do I know where to look for training/PD opportunities?
Am I aware of the best practice Universal Design for Learning framework for lesson planning?
Have I set my student’s goals utilising the “every/most/some” approach?
Am I using the latest tactics, technology, and templates in my lesson planning?
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Teacher's Checklist - Teacher’s Checklist – all topics
Background
Do I know which type of students have communication support needs?
Have I undertaken training around understanding students with disabilities – and students with communication support needs specifically – and how to support their access to education?
Do I know how to access relevant training around inclusion of students with disability?
Am I aware that students who can hear but not speak are sometimes mislabeled as having an intellectual disability?
Do I understand education-related rights and responsibilities as they relate specifically to students with communication support needs?
Have I met my teacher registration professional development requirements around teaching students with special needs?
Has funding through the relevant state/territory additional funding program for students with disabilities and/or other resources to support their inclusive education, been explored for my student?
Do I know how to assist my student to access the relevant funding and/or other resources to support their inclusive education?
Communication methods
Do I understand the different types of communication systems/aids/devices?
Do I know what communication system my student uses?
Do I know what level of assistance my student needs to use her/his communication system?
Do I know what stage of proficiency my student has reached in his/her communication system?
Do I know how to assist my student to use her/his communication system independently?
Have I been trained to use the communication system?
Do I know how to access training in using the communication system?
Does my student have a speech pathologist and if so do I have their contact details?
Do I know how to support my student to get a communication system in place if not yet already in place?
Does my student need to have regular sessions with their speech pathologist at school to help me and my student develop our skills to use the communication system together?
Are regular sessions with the relevant speech pathologist at school already organised?
Do I know how to contact my student’s speech pathologist if I have any questions or concerns about my student’s communication system?
Do I know who is responsible for updating my student’s communication system with new vocabulary, content etc?
Is my student’s progress in expanding their functional communication skills being tracked?
Student profile
Is there a student profile for my student?
Have I sought input from my student’s physiotherapist/occupational therapist/speech pathologist (as appropriate)?
Do all relevant staff have a copy of the latest version of the profile?
Does the profile cover information on: diagnosis?
Does the profile cover information on: communication?
Does the profile cover information on: sensory needs?
Does the profile cover information on: key support needs?
Does the profile cover information on: strengths, interests and aspirations?
Does the profile cover information on: academic assessment results?
Does the profile cover information on: recommendations from allied health professionals/therapists?
Does the profile cover information on: contact details of key people?
Has my student been assessed, using a test appropriate for non-verbal students, in all relevant subject areas?
Do I know who to contact to arrange any assessments that haven’t been undertaken?
Have my student’s family, and my student where appropriate, had input into and been provided with the final version of the current student profile?
Do I know who is responsible for updating the student profile and distributing copies to all relevant staff?
ILP & curriculum adjustments
Does my student have an up-to-date ILP that informs the learning activities my student is involved in on a day-to-day basis?
Does the ILP contain SMART goals for every subject area?
Does the ILP contain SMART goals and strategies for communication, social skills, and independence where relevant?
Does the ILP reference what my student’s skill level is currently for each subject/domain area (with reference to Victorian curriculum levels)?
Does the ILP identify how progress towards each goal is to be measured?
Have appropriate assessments in all relevant subject/skill areas been undertaken with my student so I know what level they are at?
Is my student being assessed on a regular basis to monitor their progress?
Are SSG meetings occurring each term as required?
Is there a date for next SSG meeting?
Social supports
Is support for social inclusion required for my student?
Does my student have frequent opportunities for social interaction with peers during classtime?
Does my student experience social inclusion during non-classroom based activities, eg lunchtimes, camp, excursion?
Do I know how to support my student’s social inclusion?
Do I know who to contact for advice?
Behaviour supports
Is this relevant for my student?
Do I understand what my student is communicating through their behaviour?
Do I know who to contact for assistance with understanding my student’s behaviour and for advice on supports to put in place?
Do I know how to put positive behaviour supports in place?
Do I understand my student’s rights to not be restrained or secluded?
Do I need training around Positive Behaviour support and Positive Behaviour Plans?
Do I know how to access this training?
Implementation in the classroom
Do I understand my student’s support needs?
Do I understand how to meet my student’s support needs in an inclusive way?
Do I have time allocated on a regular basis (eg at least once per term) to devote to curriculum planning specifically for my student?
Do I have a regular scheduled time allocated with my student’s aide/s to plan upcoming lesson content?
Do I need further training around inclusion relevant to my student with communication support needs?
Do I know where to look for training/PD opportunities?
Am I aware of the best practice Universal Design for Learning framework for lesson planning?
Have I set my student’s goals utilising the “every/most/some” approach?
Am I using the latest tactics, technology, and templates in my lesson planning?
Are we hitting the mark? Share your feedback here.
Has the information in this section helped you to better support your student?
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