In-class+support

In-Class Support Teachers may require in-class support for a student in their class who has a severe disability and requires regular if not constant assistance. In-class support provides the teacher with assistance in educating and providing a duty of care to those students who require a greater level of attention.

Eric Staak, a teacher with 40 years experience in a Private Co-educational Primary school in South Australia required in-class support for the first time in 2010 in his year 3 class room. Eric states that the in-class support assisted with "...mobility, toileting, and in communicating her needs. At play breaks she had a resource teacher accompany her in the yard. The duty of care requirements were extremely high." (JULY 2011). The year 3 student had a deteriorating illness which caused her immense pain and difficulty walking.

In-class support can assist teachers in allocating their time effectively amongst all of their students. The support teacher will be specialised in the needs of the student. This is advantageous for teachers, who may not have a deep understanding of what a students disability may be, or what consequences may arise if they are not provided with high levels of support.

Talk to the principal, the parents and the student about what requirements might best suit the student. This could involve an individual learning plan (ILP) to ensure that desired outcomes are outlined and the students progress can be followed. In many situations, the student will have previously required some additional support from a resource teacher. Working from what the student has previously had access to and assessing the success of these approaches. Foreman (2008) states that ILPs provide “…a fluid yet vital part of effective planning for teaching success, and informs curricular, instructional and contextual supports for students with special needs”.
 * The first step to receive in-class support for one of your students...**

Foreman, P. (2008). Inclusion in Action, second edition. Cengage learning. p. 174.
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