Specialist lessons

​​​​​​​​​​Rules and routines

Possible issues

• not wanting to follow rules and routines of specialist lesson/staff
• resisting variations or changes to rules and or routines
• avoiding participation
• controlling interactions or sequences and routines.

Possible reasons for issues developing

• flexible thinking and executive functioning challenges; coping with changes or variations to usual rules and routines
• limited opportunities to practise specialist lesson routines and rules
• communication challenges: understanding the spoken and written instructions, information and discussions; responding to new communication partners; requesting information, assistance and/or items
• sensory processing differences: changes to sensory information due to new environment; busyness and lesson noise can be distracting
• information sharing between Prep staff and specialist staff is reduced.

Suggested strategies and tips

• share information regarding the student's learning preferences, interests and any sources of stress - such as challenging tasks - so the specialist teacher may include or manage these preferences or challenges using a template such as the fast facts template in the transition booklet
• provide regular and planned opportunities for specialist staff to share and request information regarding the student and their preferences or stress triggers
• use the changed learning environment as an opportunity to examine what routine cues and instructions the student understands and which ones the student appears only to understand within the Prep classroom or routine
• consider how students will be supported to transition through activities: what routines, work systems or sequences are already familiar with the student
• add extra structure, such as a set place, to return and sit at; mats or chairs to sit on; a repetitive routine such as starting and ending with the same song or activity
• use visual supports to enhance understanding including a list of tasks to be completed and what will happen next after the specialist lesson
• provide extra opportunities to practise and learn the rules and routines necessary for specialist lessons; present these rules and routines visually (photo, video model, image, list of steps)
• consider using a visual reward system to assist teaching and motivating the student to learn new routines and rules.​

Engagement in the lesson

Possible issues

• withdrawal from activities or lesson
• insistence on being in control of activity or sequence
• difficulties coping with the social aspects of the activity such as winning and losing; sharing; joining discussions
• preoccupation or fascination with a specific topic or subject.

Possible reasons for issues developing

• communication challenges: understanding the spoken and written instructions, information and discussions; responding to new communication partners; requesting information, assistance and or items
• sensory processing differences: changes to sensory information due to new environment; busyness and noise of lesson can be distracting
• information sharing between Prep staff and specialist staff is reduced so motivating and strengths based tasks are less likely to be included
• reduced experiences or knowledge of subject matter or activities
• difficulties predicting what will happen next and what is required of them so avoids or withdraws from activity or lesson or chooses own topic of interest.

Suggested strategies and tips

• use visual s​upports​ to enhance understanding: a list of tasks, schedule showing what will happen after the lesson; visual cues and prompts; visually clear work systems and sequences; visual marks to show where to sit, stand, wait, participate
• clearly include interests and strengths in the schedule or list of tasks to provide mot​ivation​
  
• consider using ICT applications to provide instant visual supports and alternate options of presentation or demonstration (e.g. digital story books, Explain Everything, Creative Book Builder)
• use peers​ to support engagement: as models, scribes, buddies using ICT, helpers, demonstrators and explainers
• use known routines​, sequences and work systems to support engagement
• consider what reason the student has to participate: what is in it for him or her; what works in the Prep classroom; what does not appear to work
• consider and adjust if possible the sensory environm​ent ​: minimise noisy and busy transitions by providing rules and routines or staggering them
• teach and explain the language​ required for the lesson: teach knowledge concepts as well as the language required to participate.
• differentiation tips for students with ASD​.

Moving to and from specialist classrooms or areas

Possible issues

• resistance to leaving/returning to the classroom
• repetitive questioning
• overly active and running away.

Possible reasons for issues developing

• flexible thinking - resistance to finishing tasks and going to new environment
• difficulties predicting or uncertainty regarding where they are to go to and with whom
• becoming overly excited and aroused by the movement and change
• the student may not know what else to do to calm themselves or get the information they require.

Suggested strategies and tips

• assign a peer buddy​ to assist with transition: teach the student to walk with the buddy
• use known routines and sequences to support understanding and maintain calm
• develop predictable routines and sequences for packing away equipment and activities and transitioning between tasks and environments; practise these routines regularly and before going to specialist lessons
• use visual cues such as a photo of the next activity or environment to so the student is able to predict what is next and what will be required of them
• allow extra time to process verbal information
• consider the option for the student to access quiet and or preferred tasks immediately after specialist lessons so as to assist them to regulate their arousal levels
• use a story-based intervention to teach the student what happens in the specialist lesson and what will be required of them
• provide opportunities for movement and sensory br​eaks​ before, during and immediately after the specialist lesson as necessary; show breaks in schedule (music first, then playground)
• provide increased structure such as hand to hold, item to carry, line to walk along, chair to wait on, circle to return to.​