t U t O R t I p s

I have been teaching people with disabilities for a long time now, and through my experience and learning I have seen my students do amazing things that have even astounded them. People with disabilities sometimes view themselves as “incapable” of doing routine daily activities. Sometimes in their lives, it has been easier for a parent or carer to do the task themselves instead of allowing the person with the disability to have a go. This Tip will look at how you can encourage people with disabilities to “have a go” and show them they can succeed at literacy and numeracy if they just try.It is important that all people who are involved with people with disabilities be aware

Number 5> eNcouragiNg iNdepeNdeNceMany disability students I have taught need some kind of independence. I found through spelling tests and giving them a sense of purpose in the classroom, the students were open to trying new things, that they have never tried before. I have taught public transport timetables, fares, reading bills and filling out forms etc. While I have been teaching these topics, I gently discover what areas the students would like more independence. Through getting to know the students and their individual needs, I have been able to develop learning strategies and outcomes that suit the students.

Number 6> SatiSfactioN from learNiNg – SpelliNg teStS!!Through my years of teaching, I have discovered the power of spelling tests. I know some people think they are archaic, but they are an effective tool for students to measure their learning. They can see their improvements in weekly increments and keep it as a reminder of how far they come. I starting using weekly spelling tests over ten years ago. Over the decade, I have changed and improved the test, and also have catered it to the needs of the students. There are a few important points to note when using spelling tests…..1. Always tell the students they do not have

to do the test2. Allow the students to choose their words

or an area of spelling – eg long vowel, adding endings

3. Always use scrap paper - this allows the students to throw the test away at the end

4. Students do not have to show anyone their spelling test result at the end

5. Give the words out the week before and

go over syllables – I have learnt over the years; if adults can learn syllables and vowel sounds, they can then appl y this to all words. If they learn the “chunks” that make up words, they learn how to spell effectively.

6. I embed the list into a task to make it relevant. I use comprehension with questions, cloze activities, gap fill, alphabetical order….. I try and use enough exercises so the students are seeing the words regularly. With the disability students, I use a topic and build a booklet based on the word list. I have done topics such as the Ekka, Remembrance Day, Twilight. The students pick the topic and write the booklet and spelling list around it.

Number 7> breakiNg the boredom – eNergiSiNg movemeNtAnother discovery I would like to share is the power of movement. When my students are getting bored, tired or lethargic, I get them to move. It could be a quick walk outside, or some chair yoga. It gives them a break from learning, and reenergises them for the next task. I try to break up tasks into different styles and learning environments. I will do a video, computer work, outside to do group work, movement activities, a quick dance, a joke telling session….. I will use anything to keep the students interested in the learning and making it a fun environment.

In conclusionTeaching disability students has been a blessing for me as it has taught me to live life to the fullest and appreciate what you have. I hope these bits of advice help and encourage your students. They are lessons I have learnt on my journey of teaching. Good luck and I wish you the best with your students.

Empowering Students with Disabilities to Learn

Steph Jamroz

of the 10 Queensland Disability Service Standards which govern the Industry. It is an essential read and makes us aware, as educators, what is required when working with people with a disability. The Standards can be found:w w w . c o m m u n i t i e s . q l d . g o v .a u / d i s a b i l i t y / k e y - p r o j e c t s /disability-sector-quality-system/o ve r v i e w - o f - t h e - d i s a b i l i t y -sector-quality-system/standards/queensland-disability-service-standards

My class My students have a range of disabilities; from legal blindness to physical impairment and many have intellectual impairment. I have a couple of students who have Down Syndrome. I start by teaching them as a group then break into individual tuition or small groups. I have some with carers who also work as tutors with the students. It is a lovely group.

Steps to encourage students Number 1 > have a chat! When I start my class, I make sure that everyone is acknowledged and we have a chat about what has happened since we have seen each other last. I have had a few students who were non-verbal or with speech impediments, but these students were still encouraged to speak, sign, draw a picture or whatever helps them to communicate with the class. Everyone has a story and it needs to be heard and validated.

Number 2> ackNowledge the perSoN, Not the diSabilityIt is important to note that people with disabilities have personalities, hates, likes and sometimes fabulous senses of humour. They want to be acknowledged for their personality traits, not their disabilities. So, it is essential that educators and other people within the education sector acknowledge the person and not their disability. I always make sure I see the person, not the disability. Whatever their disability is, you can accept them as a person including all their quirks

and, in my opinion, this is what makes the person fun to teach and also learn from. I had one student who had cerebral palsy, in a wheelchair, non-verbal, but who could work a computer better than I could. He wanted to make sure I knew he was capable, so I ensure he used his abilities by designing and editing the class recipe book. He was thankful that he was able to use his computer abilities and intelligence.

Number 3> No more excuSeSThrough my experience, I have seen a lot of people with disabilities rest on it. I mean, they have found it easier in their lives to let everyone else do it. It is much easier for them, physically and mentally to allow other people to overtake their everyday lives. I don’t allow this in my class. I do not believe in the words “I can’t!” It is possible to make people with disabilities “have a go” at things they never have done before. It is important to note that you must work within the range of their disability. You must find their strengths, and build from there. One of my students was 90% blind in both eyes, but could get to class on public transport. He was consistently late and used the excuse that he could not see the trains. I told him

that if he was late to a job, he would not keep the job. The trains are called out and he needs to know what trains are coming as this is his main method for getting around. Once he saw that he could actually get to class on time, he prided himself on beating me to the classroom. It is way too easy in life to create excuses why we can’t do things, so I say, no more excuses…. Let’s have a go and see where we can get to……….

Number 4> geNtle eNcouragemeNtIt is important that any learner, whether adult or child receive encouragement. Disability students thrive on it. It can be a pat on the back, a sticker or stamp, a kind comment on a page or just a tick. Disability students love to hear positive feedback. It can make a person want to try a bit more, go out of their comfort zone. I had a student who could not read more than three letter words. Over a period of 18 months, weekly spelling tests and my encouragement, he can now spell three syllable words without any assistance. He walks a bit taller and is very keen for the weekly spelling test now