To supervise a student in a small group or one to one differentiated activities in class or common learning environment in partnership with the teacher, therapists and Student Support team to develop academic, social, emotional and behavioral skills
To assist the student to better perform at some or all the activities throughout the school day through scaffolding and tapering prompts towards independence
To foster confidence and potential to work independently in her environment˙
Responsibilities
Assist/provide auditory and vestibular breaks pre-schedule throughout the day (sensory diet)˙
Target Student Success Plan (SSP) goals˙
Consistent language, interventions and approaches across day and classes
Support Stage 2 and 3 Meltdowns
Alternative / additional time to self-regulate
Alternative space
Meaningful conversations
Security and Safety of leaving class
Support with external and internal transitions
Pre-warnings and during transitions
When takes longer to move to next class and still within classroom
Within class for undesirable activities and classes (Arabic, Islamic, Specials)
Academic task redirection and engagement
Levels of prompting and scaffolding
Academic differentiated and alternative tasks
Support and development of social pragmatics
pre-emtp social situations via social stories etc.
verbal / non-verbal cues
Sentence starters for collaboration / partnering
Support the grade level targets for Social and Communication skills
Data collection, analysis and monitoring in partnership with teacher, therapists and support team
provide clues about the kind of language or instructions to which the child is more comfortable and responsive
