This tool is to be used in collaboration to determine the ...... · In addition to the Nationally Consistent Collection of Data on School Students with Disability broad Levels of

This tool is to be used in collaboration to determine the level of educational adjustment provided to students

with disability in Tasmanian Government schools.

EDUCATIONAL ADJUSTMENT DESCRIPTOR TOOL In addition to the Nationally Consistent Collection of Data on School Students with Disability broad Levels of Adjustment descriptions, the Tasmanian Department of Education has developed additional descriptions that relate to Extensive and Substantial Levels of Adjustment. These are detailed in this document, alongside the National definitions.

EXTENSIVE

Nationally Consistent Collection of Data on School Students with Disability

Extensive Level of Adjustment Description:

Students with disability and very high support needs are provided with extensive targeted measures and sustained levels of intensive support. These adjustments are highly individualised, comprehensive and ongoing. Adjustments to the regular educational program occur at all times and may include:

intensive, individualised instruction or support in a highly structured or specialised manner for all courses and curricula, activities and assessments

intensive, individualised instruction to support multiple areas of communication

planned, highly specialised and/or intensive health, personal care and/or safety support or intervention

enabling access to learning through:

o specialised equipment Source: https://www.nccd.edu.au/

o highly modified classroom and/or school environments extensive support from specialist staff.

HIGH EXTENSIVE

Tasmanian Educational Adjustment Descriptor

High Extensive

The student requires full personal care support in relation to mobility, toileting, communication, meal management, and where appropriate, medical intervention.

The student requires constant and vigilant assistance with their wellbeing, movement, communication, personal care, health and safety. This includes intensive support for life threatening conditions.

Adjustments are in addition to highly personalised learning program adjustments that are comprehensive and ongoing.

High intensity supports and comprehensive adjustments are coordinated and delivered by a multidisciplinary team, in conjunction with the student’s family and relevant others.

Guiding Questions:

Is there high level and regular (daily/weekly) input from allied health/medical professionals?

Is there use of specialised equipment (e.g. standing frame, seating, gravity chair)?

Are the frequency of the adjustments made multiple times a day?

Is there regular liaison with external agencies (e.g. such as psychiatrist, private psychologist)?

Are staff required to undertake specific training and credentialing in order to implement adjustments for this student?

Does this student require full assistance with all aspects of personal care (e.g. eating, hygiene, toileting, administering medication)?

HIGH EXTENSIVE

Teaching and Learning Access

All aspects of learning are described in a personalised learning plan and the structured learning program is completely individualised, including teaching strategies and assessment approaches:

High levels of adult assistance with all learning experiences

Teaching support is intense and direct

Therapeutic recommendations form the basis of the learning plan

The learning plan is focused on the student’s interests, engagement (e.g. eye contact, hand over hand), awareness of self, environment and others

The Learning program is developed and reviewed with specialist advice and guidance from a range of professional support staff

All assessment processes are individualised and report outcomes of SMART goals within the learning plan

Extremely delayed, adaptive behaviour and a likely associated moderate to severe cognitive impairment

The General Capabilities within the Australian Curriculum would be utilised to support teaching planning.

Reliant on full adult assistance for mobility and positioning to access all school facilities and amenities:

Needs full support for propelling manual or motorised chair

May have some voluntary movement (e.g. gesturing or reaching with intent)

Needs hoist for transfers

Staff using two person assist for transfers

Recommendations from physiotherapy and/or occupational therapy embedded on a daily basis

Student may require frequent repositioning

Reliant on adult support to adjust environmental conditions (e.g. noise, lighting, glare, warmth/cold)

Modified facilities/equipment are essential to meet movement, communication and support needs

Requires vigilant support at all times to enable participation in teaching and learning programs.

Access to and demonstration of learning will utilise highly specialised technology and software (e.g. eye gaze).

Communication Health and Personal Safety/Care

Reliant on full adult assistance to communicate:

May be non-verbal or using early developing communicative functions (e.g. facial expression, gesture, body language)

Recommendations from speech pathology embedded on a daily basis

Requires help from adult communication partner(e..g. Eye-Gaze technology, interpreting behaviour)

Requires intensive and ongoing teaching and individualised support to promote functional communication.

Reliant on full adult assistance for personal care, hygiene and toileting (may include catheterisation, nappies, change table, hoist)

Specialist and individualised advice and training is required for school staff to meet support needs.

Requires specific daily medical supports/interventions due to life threatening circumstances which are detailed in a complex care plan and may include:

Classified medications

Airway management (e.g. suctioning, oxygen management).

Totally reliant on adult assistance to eat and drink, may involve the following:

Tube feeding (e.g. PEG feeds, naso-gastric tube)

Full adult assistance with spoon, cup, placement of food

Will have a Meal Management Plan including recommendations for a modified diet.

Meal time and or medical processes may require oral hygiene procedures (e.g. oral swab post meal).

Requires vigilant support at all times (e.g. seizure activity, aspiration, other medical procedures).

EXTENSIVE








o specialised equipment

o highly modified classroom and/or school environments

o extensive support from specialist staff.

MID EXTENSIVE


Mid Extensive

Personalised modifications to all curriculum courses, programs, school activities, and assessment procedures.

Requires assistance with personal care in some areas but not all in relation to mobility, hygiene, toileting, communication, social interaction, meal management, and where appropriate, specialist medical intervention.

The supports and adjustments are coordinated and delivered by a multidisciplinary team in conjunction with the student’s family and relevant others.

These students make use of highly specialised technology for learning and/or communication.

These students may have chronic medical conditions requiring supervision and support in addition to highly personalised adjustments in other aspects of learning and support that are comprehensive and ongoing.

These students may have significantly delayed adaptive behaviour and may have associated moderate to severe cognitive impairment.

Guiding Questions:

Do you collaborate with DoE support professionals daily/weekly to develop, implement, monitor and review personalised learning plans?

Do you provide an alternative curriculum with a focus on the general capabilities of the Australian Curriculum, or other disability-specific curriculum such as Expanded Core Curriculum for students who are blind or have low vision?

Do you use individual teaching strategies (e.g. TEACCH, task analysis process, backward chaining, visual scaffolds, alternative learning media (e.g. braille, auditory, large print options)?

Is there evidence of daily direct teacher instruction for all skills?

Is there significant supervision of learning tasks to consolidate and practice skills, and/or provide interpretation of the environment (e.g. visual/auditory)?

Is the student assessed against their personalised learning plan SMART goals, using a variety of alternative assessment processes?

Has an assistive technology assessment been undertaken by the Physical Impairment Coordinator and/or any other DoE specialist (e.g. vision services/deaf services)?

Does this student require support with some elements of personal care, but not all?

MID EXTENSIVE


All aspects of learning and assessment are described in a highly personalised learning plan.

The individualised learning program includes significantly tailored curriculum content and high levels of assistance with all learning experiences and assessment.

Teaching support is intense including explicit teaching of daily living activities to foster independence.

Curriculum planning may be at an age appropriate level but with significant differentiation required for access, output and assessment.

The General Capabilities within the Australian Curriculum could be utilised to support teaching planning.

High levels of input into personalised learning programs from specialist staff (e.g. therapy, allied health, medical professionals, and school-based professional support staff).

Visual supports and cues are embedded within the personalised learning program and organisational structures.

May have considerable but not full reliance on adult assistance for mobility to access school facilities and/or amenities.

May require modified facilities/amenities to ensure safe access to meet movement and support needs. May require adult assistance for mobility May require Orientation and Mobility specialist support May weight bear and assist with transfers May require a hoist May move along the floor May use a mobility aid (e.g. motorised wheelchair, walking frame) under supervision May have some control over hand movement and use of gestures.

Access to and demonstration of learning may utilise highly specialised technology and software (e.g. Peripheral devices, Screen readers, Voice to text/text to voice, Braille, Switching, and Scanning devices).

May require Auslan and/or Braille interpreting.


Due to limited oral language, may be using highly specialised assistive technology/Augmentative and Alternative Communication (AAC) system to support communication.

May require adult assistance in communication exchanges, e.g.

Utilising an alternate communication device/system (e.g. LAMPs, Proloquo2go, PODD)

Requires adult support and interpretation at times, especially when introducing new concept or to facilitate social interactions and social skills development (e.g. when non-verbal communication is not visible)

May be utilising some vocalisation or short phrases to indicate meaning

May use facial expression to indicate feelings.

Medical and personal care requirements are detailed in care plans.

Specialist and individualised advice and training is likely required for school staff to meet support needs.

May have considerable, but not full, reliance on adult assistance to eat and/or drink, e.g.

May finger-feed, spoon-feed, drink from a cup or straw May have a Meal Management Plan with recommendations for a modified diet and/or support for

meal times Meal time and/or medical processes may require oral hygiene procedures (e.g. oral swab post meal).

May require adult assistance for personal care and toileting

Toilet timed or independently indicates the need for toileting Standing change Support with hygiene such as hand washing and clothing adjustments.

May require significant medication and or medical intervention due to non-life threatening circumstances:

Regular medications administered at school or medical interventions (e.g. PEG management, suctioning).

May require development of individualised De-escalation Response Plan or Risk Management Plan to consider safety of self and others that requires additional training.

EXTENSIVE








o specialised equipment

o highly modified classroom and/or school environments

o extensive support from specialist staff.

LOW EXTENSIVE


Low Extensive

Extensive personalised learning and assessment as described in SMART goals within the learning plan. Highly structured interventions and significant supervision. The learning program includes significantly tailored curriculum content and high levels of assistance with most learning experiences. Teaching of new concepts is direct and explicit with increased opportunities to practise skills and review knowledge to develop understanding. Provision of highly structured approaches and assistive technology to meet particular learning needs. These students may require supervision to support movement, communication, personal care and health. The student may present with moderate to significantly delayed adaptive behaviour and a likely associated moderate cognitive impairment. May present with severe psychiatric condition that is monitored and supported by a medical professional.

Guiding Questions:

Do you provide sensory diets? Do you use intensive reinforcement schedules e.g. every 1-5 mins? Do you have intensive individualised behaviour management plan that requires additional training e.g. discrete trial training, FBA? Do you have an intensive individualised risk management plan that requires additional training? Do you provide finely sequenced individualised assessment and reporting? Do you provide personalised/alternative curriculum utilising SMART goals, or other disability-specific curriculum such as Expanded Core Curriculum for students who are blind or have low vision? Some components of the learning program could be accessed alongside peers e.g. Art, music, PE? Do you use concrete materials to implement the curriculum? Is this student exempt from, or do they have adjustments in relation to, formalised state/national assessment processes (on the basis of agreed DoE process)? Do you provide individualised self-care strategies in the personalised learning plan?

LOW EXTENSIVE


All aspects of learning are described in a personalised learning plan and are completely differentiated from peer’s learning

The majority of planning in relation to curriculum may utilise the general capabilities, some aspects may come from Level 1 or 2 or differentiation within the Early Years Framework, Tasmanian Assessment Standards and Certification framework, or other disability-specific curriculum such as Expanded Core Curriculum for students who are blind or have low vision.

Requires direct teacher instruction for explicit teaching of new concepts.

Adult support utilised for consolidation of skills and supervision of learning tasks.

Liaison with professional support staff and external agencies to ensure input and advice into the personalised learning plan at least on a termly basis.

Teaching/learning and assessment strategies may need to consider environmental modifications (e.g. sensory supports) and alternative methods of instruction (e.g. delivery via Auslan, Braille).

Teaching and learning planning will likely utilise Social Scripts to prepare the student for new experiences.

Visual supports and cues are embedded within the personalised learning program and organisational structures.

Independently mobile/ambulatory or able to use manual or motorised chair or equipment, or use any of the following with guidance from Occupational Therapist/Physiotherapist, and/or Orientation and Mobility specialist:

Uses mobility equipment independently

Personalised seating modifications

May access other personalised equipment or technical aides

Long cane use and/or sighted guide.

Learning spaces need to be well planned, clearly organised with defined zones and allow for additional movement and at times additional equipment.

Specialised adaptive technology or mainstream technology is utilised to support access to the curriculum (e.g. laptop, iPad, specialised software, magnification, screen readers, braille devices).

Consideration is made for environmental modifications and alternative methods for engagement (e.g. sensory supports; Auslan or Braille for access, participation and assessment purposes).


May communicate independently either verbally or using a communication device or signing:

o High tech communication device (e.g. Lamp).

o Lite tech communication system (e.g. PODD)

o Key Word Sign or Auslan.

May require adult support and interpretation at times, especially when introducing new concept or to facilitate social interactions and social skills development (e.g. when non-verbal communication is not visible).

May have a Meal Management Plan for modified diets, liquids, and/or choking risk.

May require toilet timing and supervision for hygiene.

May require support with medication and/or medical intervention sporadically (e.g. medical condition that fluctuates).

Specialised training may be required for school staff to meet support needs.

May require development of individualised De-escalation Response Plan or Risk Management Plan to consider safety of self and others that require additional training.

SUBSTANTIAL


Substantial Level of Adjustment Description:

Students with disability who have more substantial support needs are provided with essential adjustments and considerable adult assistance.

Adjustments to the usual educational program occur at most times on most days and may include:

additional support or individualised instruction in a highly structured manner, including adjustments to most courses, curriculum areas, activities and assessments personalised and explicit instruction to support one or more areas of communication planned health, personal care and/or safety support or intervention, in addition to active monitoring and supervision adjustments to enable access to learning may include:

o specialised equipment o specific planning for access to activities or facilities o closely monitored playground supervision o modification to school environments, such as buildings and facilities o environmental adjustments to support participation in learning o provision of specialist advice on a regular basis o support from specialist staff. Source: https://www.nccd.edu.au/

HIGH SUBSTANTIAL


High Substantial

Students at this level require considerable differentiation of their learning program with learning goals linked to curriculum significantly lower than their grade level, or require significant adjustment by teachers to learning materials, delivery models/pedagogy, and assessment procedures.

May present with severe psychiatric condition that is monitored and supported by a medical professional.

May have independence in relation to personal care routines however may require support.

Frequent teacher directed individualised instruction and regular direct support or close supervision in highly structured situations to participate in learning programs.

Regular input to differentiate learning programs by specialist staff, termly to twice per annum.

May use assistive technology or modified equipment to support access to learning programs and assessment.

May access specialist programs to address specific skill development.

Guiding Questions:

Does the student require assistance to access learning areas? Does the student require assistance to recognise and access learning resources?

Do you provide assistance and additional targeted teaching or personal care routines? Is the student mostly independent in familiar settings?

Is the student supported by external professionals, such as psychiatrist, private psychologist, with regular consultations and collaborations?

Is the student medicated for their mental health condition to optimise participation and engagement?

Do you provide step-by-step instructions, additional modelling and guidance to the learner?

Is the student able to attend to learning tasks with additional explicit teaching? Are the students learning goals linked to learning area content several years lower than their grade level?

Does the student require additional processing time to understand and express their views?

Can the student interact with peers when assisted with explicit teaching and/or other supports of social skills e.g. social scripts?

https://www.nccd.edu.au/

HIGH SUBSTANTIAL


In many learning areas the student may be working towards differentiated learning goals embedded in curriculum content from lower grade levels or significant adjustments are made to environment or instruction to enable access to curriculum content.

Requires substantial direct teaching for new skills and step-by-step instructions, which may include visual supports, interpretation of the visual environment, magnification, text to speech.

Assessment is differentiated on the basis of the student’s learning plan.

May require guided practice, modelling and adult/or peer assistance to maintain attention to tasks and work cooperatively.

May prefer highly predictable and structured learning experiences (e.g. work systems).

May require substantial support with transitions from task to task, or changes to routines.

Teaching and learning may be differentiated on the basis of the student’s social and emotional support needs, including social skills.


May require considerable support to regulate emotions and interact positively with others.

May be supported through: therapy in schools program, small group programs within school, or part-time attendance at their school or at specialist learning settings.

Teaching and learning strategies may need to consider environmental modifications (e.g. sensory supports, glare management, lighting contrast, reduction of visual/auditory complexity).

Some support may be required to assist access to learning settings (e.g. sloped boards, specialist equipment, and orientation and mobility).

May require modified facilities/amenities to ensure safe access and meet movement and support needs.

Independently mobile/ambulatory or able to use mobility equipment (e.g. motorised wheelchair, walking frame).

Learning spaces need to be well planned, clearly organised with defined zones and allow for additional movement and at times additional equipment.

Classroom organisation includes individualised supports to ensure clear and easy to follow routines and behavioural expectations.

May be utilising assistive technology to engage with and demonstrate learning

May be utilising a scribe, scanning pen, video, and/or predictive text software to document knowledge/understandings on a regular basis.



May understand routine instructions or will require support to follow new or detailed instructions, including the use of visual supports.

Requires support to understand non-verbal communications.

May use social scripts to develop understanding in new situations.

May require additional processing time to formulate a response.

Can convey basic needs and wants through functional communication, which could involve use of multi-modal (e.g. combination of verbal gesture, communication device, visuals etc.).

May require adult support and interpretation at times, especially when introducing new concept or to facilitate social interactions and social skills development (e.g. when non-verbal communication is not visible).

Requires more targeted teaching, reinforcement and minimal infrequent assistance to develop personal hygiene routines (including toileting).

May require support to self-manage personal care routines in unfamiliar settings.

Support may be required to develop a capacity to self-regulate and manage environmental conditions (e.g. emotional/sensory regulation, and/or personal comfort).

May require support during unstructured activities/break times and transition points.

May require support or supervision with some aspects of toileting.


SUBSTANTIAL


Substantial Level of Adjustment Description:

Students with disability who have more substantial support needs are provided with essential adjustments and considerable adult assistance.

Adjustments to the usual educational program occur at most times on most days and may include:

additional support or individualised instruction in a highly structured manner, including adjustments to most courses, curriculum areas, activities and assessments personalised and explicit instruction to support one or more areas of communication planned health, personal care and/or safety support or intervention, in addition to active monitoring and supervision. adjustments to enable access to learning may include:

o specialised equipment o specific planning for access to activities or facilities o closely monitored playground supervision o modification to school environments, such as buildings and facilities o environmental adjustments to support participation in learning o provision of specialist advice on a regular basis o support from specialist staff. Source: https://www.nccd.edu.au/

LOW SUBSTANTIAL


Low Substantial

Students may be accessing some curriculum areas on the same basis as their peers depending on the specific nature and impact of the student’s disability.

Students may require differentiated programs and personalised learning goals in some curriculum areas where they are operating significantly below that of peers.

May present with severe psychiatric condition that is monitored and supported by a medical professional.

May require alternative formats for assessment tasks to enable these students to demonstrate the achievement of their intended learning outcomes (e.g. literacy and numeracy).

May require direct instruction (e.g. teacher directed) to acquire new skills and concepts.

May require interventions and supports for social/emotional regulation.

EducationMay access additional support or supervision (teacher/teacher assistant), peer and cross-age tutoring on a regular basis.

May access regular small group/individualised support programs.

Student’s learning program is likely to be developed with advice and guidance from a range of professional support staff.

Guiding Questions: Can the student access some curriculum areas at grade level (e.g. The Arts, Health and Physical Education)?

Are other curriculum areas significantly differentiated from peers learning?

Is the student accessing assistive technology to support learning and assessment (e.g. predictive software to support literacy)?

Does the student require more explicit teaching of new skills and practise/time to consolidate learning?

Does the student benefit from small group and individualised teaching? Does the student require more directional support at unstructured/break times?

Can the student independently manage routine and familiar environments but may require additional support in unfamiliar circumstances?

Does the student require additional support for social interactions at times?


LOW SUBSTANTIAL


May access components of the age appropriate curriculum in some learning areas.

May access a reduced workload.

Learning tasks and assessment are differentiated on the basis of the student’s learning plan.

Differentiation may be required particularly in relation to components of literacy and numeracy within the learning plan, and other barriers to participation are addressed.

Visual supports and cues are embedded within the learning program and organisational structures.


Differentiation may include a therapeutic program or resources provided by therapist, medical/mental health specialist, specialist teachers or consultants to be implemented within the student’s learning program.

Minor modifications required to access most school facilities.

May require some supervision in specialised learning environments (e.g. cooking, Design Technologies, Physical Education).

May utilise specialised adaptive technology or differentiated pedagogy/learning environment to engage with curriculum and assessment processes.

May have individualised strategies, learning zones, environmental adjustments to support participation in learning.



May present as verbally competent but may require additional supports with written tasks and high level language.

May require additional processing time in order to respond.

Requires support to understand non-verbal communications.

May require support to identify or prompts to manage personal care needs.

Support may be required to develop the capacity to self-regulate and manage environmental conditions (e.g. emotional/sensory regulation, and/or personal comfort).


SUPPLEMENTARY


Supplementary Level of Adjustment Description:

Students with disability are provided with adjustments that are supplementary to the strategies and resources already available for all students within the school.

Adjustments occur for particular activities at specific times throughout the week and may include:

adapted and additional instruction in some or many learning areas or specific activities personalised and explicit instruction to support one or more areas of communication planned health, personal care and/or safety support, in addition to active monitoring and supervision adjustments to enable access to learning may include:

o specialised technology o support or close supervision to enable participation in activities or the playground o modifications or support to ensure full access to buildings and facilities.

SUPPORT PROVIDED WITHIN QUALITY DIFFERENTIATED TEACHING PRACTICE


Quality Differentiated Teaching Practice Level of Adjustment Description:

Students with disability are supported through active monitoring and adjustments that are not greater than those used to meet the needs of diverse learners. These adjustments are provided through usual school processes, without drawing on additional resources, and by meeting proficient-level Teaching Standards (Australian Institute for Teaching and School Leadership).

Adjustments are made infrequently as occasional action, or frequently as low level action such as monitoring. These adjustments may include:

explicit, minor adjustments, including targeted or differentiated teaching, assessments or activities

specific and relevant teaching strategies to support targeted areas of communication

active monitoring and supervision, meeting health, personal care and safety requirements through usual school processes

enabling access to learning through usual school processes (e.g. through a differentiated approach to teaching and learning) and existing facilities (e.g. existing modifications to buildings and learning

environments).

Students with a medical condition whose learning and support needs are met through usual processes (e.g. whole-school professional learning) and active monitoring by school staff are included in this category. These students may have a plan in place to support monitoring of their condition. Their identified needs would be subject to close monitoring and review.



Documents

This tool is to be used in collaboration to determine the ...... · In addition to the Nationally Consistent Collection of Data on School Students with Disability broad Levels of