Itinerant staff

This guide is designed to assist school-based itinerant and support staff to continue to support schools and classroom teachers in the learning from home model.

Continuity of Education - School-based itinerant and support staff

A range of teaching and learning resources have been prepared to provide practical online and offline instructional learning activities and resources for early childhood, K-6 and 7-10. In addition to these resources, the department has also developed the Digital Learning Selector. This site provides a range of information about online learning tools available to teachers and students, including educational resources, links to professional learning opportunities and advice on using assistive technology to support student learning.

The following points are provided as a guide to help school based itinerant and support staff working to support staff and students remotely.

Some things to consider when helping prepare students to learn from home:

  • Assess what technology devices and equipment each student on caseload has for use at home and confirm that the device is loaded with all required software. If needed, discuss equipment loans with the school.
  • Ensure that all issues re privacy and the use of cameras have been considered as videoconferencing may be a suitable option to support 1:1 teacher student interaction.
  • Support will vary for students depending on age and level of hearing loss. Plan the support in line with each student's Personalised Learning and Support Plan.
  • The mode of delivery will be unique for each student and their family. This will depend on their ability to access the appropriate technology (including internet access) and the skills they need to use the technology effectively.
  • Students with complex learning or physical needs, as well as hearing loss, will require varied support, based on their individual needs. Many of them will require an additional responsible adult at home to sit and work through activities with them.
  • When working with babies/toddlers, consider Skype calls or video conferencing with parents or carers. The technology will not be accessible for everyone, so plan based on what equipment the family has available.
  • Consider the use of cameras, which could support direct teaching across a range of settings.
  • Ensure classroom teachers, students, parents and carers are consulted in the development of plans.

Issues to consider when supporting students learning from home

Consultation
  • Itinerant Support Teachers Hearing (ISTH) will continue to be available to provide support to class teachers, parents, and (where appropriate) to students themselves. A timetable of support can be maintained using available technology, phone and email contact.
  • Learning and support team meetings, hearing team meetings and meetings with parents will need to be conducted via Skype /Microsoft 365 or other suitable online platforms.
Auditory Skills and Speech
  • Lessons can be provided directly to students via video conferencing, using Google Hangouts Meet, Microsoft 365, either live-streamed or pre-recorded, and if possible captioned or with notes.
  • Lesson content can be sent to parents or carers outlining how they can support continued learning from home.
  • Auditory files can be uploaded to a suitable platform. For example, a YouTube video of the teacher producing target speech sound could be uploaded to Google Classrooms and / or Microsoft 365 Class Notebook. Note the student would need to use assistive technology to connect to devices.
Language, Literacy and Numeracy

You may like to consider:

  • Using Google Classrooms with written instructions and activities (this may need adult input)
  • Uploading content activities, and video files (such as YouTube) using Microsoft 365 Class Notebook
  • Emailing lesson content outlines to parents and carers, to be delivered by them.

Considerations to support learning from home

  • Assess what technology, devices and equipment each student on caseload has for use at home and confirm that the device is loaded with the required software. If needed, discuss equipment loans with the school.
  • Support will vary for students depending on age and level of vision loss. Plan the support in line with each student's Personalised Learning and Support Plan.
  • The mode of delivery will be unique for each student and their family. This will depend on their ability to access the appropriate technology (including internet access) and the skills they need to use the technology effectively.
  • Provide instruction in the use of any new applications the student may need. If the student is not independent with the device or software, then support will be needed from home. Provide information to help parents or carers, such as how to log into the school's platform, operate basic screen reader commands or use built-in accessibility features (e.g. magnification and speech).
  • Check that Braille students have copies of their textbooks at home.
  • Students with complex learning or physical needs, as well as vision loss, will require varied support based on their individual needs. Many of them will require an additional responsible adult at home to sit and work through activities with them.
  • When working with babies/toddlers, consider Skype calls (or a similar platform) with parents or carers. The technology will not be accessible for everyone, so plan based on what the family has available.
  • Consider the use of cameras and/or Skype to support students where appropriate, as well as parents and carers. Planning for this needs to ensure that any concerns re privacy and the use of cameras have been considered.
  • Ensure classroom teachers, students, parents and carers are involved in the development of any plans.

Some ideas for supporting students learning from home

Consultation
  • Itinerant Support Teachers Vision (ISTV) will continue to be available to provide support to class teachers, parents, and (where appropriate) to students themselves. A timetable of support can be maintained using available technology, phone and email contact.
  • Learning and support team meetings, hearing team meetings and meetings with parents will need to be conducted via Skype / Microsoft 365 or other suitable online platforms.

The following is dependent on materials being accessible through the Braille and Large Print Services.

Access to core learning materials

Braille
  • Textbooks, reading texts and tactile equipment will continue to be provided by the NSW DoE's Braille and Large Print Services. These will be ordered by the ISTV, in consultation with class teachers, and posted directly to the student at home (via express postage or courier, depending on geographical location).
  • Classroom teaching and learning materials will need to be emailed by the class teacher directly to the ISTV for printing in Braille before being posted to the student's home. This workload should be distributed amongst the vision team and Braille outposts where applicable and available.
Large Print, E-text and JAWS
  • Textbooks and reading texts will continue to be provided by the Braille and Large Print Services. These will be ordered by the ISTV, in consultation with class teachers, and posted directly to the student at home.
  • Classroom teaching/learning materials will be accessed on line, using the platform chosen by the school. ISTVs will need to ensure that students are able to access this platform and utilise appropriate accessibility options to cater to the student's needs. For students who are unable to do so independently, a support document with access instructions should be made available to parents or carers.

Other support roles - some things to consider

  • Continue to provide advice on vocational preparation and entry to HSC Vocational Education and Training (VET) using skype meetings.
  • Provide information on pathways to further education, training, employment or community activities and participation as appropriate.
  • Assist schools with exit planning to post-school destinations through phone consultation, including employment and further education, transport and mobility issues, recreation and leisure pursuits. This may involve liaison with a range of government and non-government providers.

  • Set up electronic files to exit student data from 2019.
  • Make phone contact with other early intervention and family support services, updating contact details of key personnel & introducing yourself and your role to all new staff.
  • Email all of the services outlined above, with role contact details and a flyer outlining your role.
  • Follow up any new referrals you receive by contacting the referring children's services, family, key workers and therapists.
  • Build student profiles & identify current goals and share this information with receiving school personnel as appropriate.
  • Support Access Request development and provide collaborative consultation and input into developing individual support and planning documents.

  • Provide direct assistance to Learning and Support Teachers (LASTs) to enhance the development of individual student planning and support while learning from home.
  • In collaboration with colleagues, provide professional learning for LAST teachers on a range of topics, using e-learning tools such as Adobe and Skype.
  • Continue current school service requests via phone/email, skype or alternate online/electronic platforms.
  • Receive new requests for support from schools and provide support through alternative electronic means.
  • Consult with School Services to plan support packages, determined by local priorities. These may be identified and delivered through tailored strategic support.
  • Update electronic case notes and create pages for easily accessing resources stored online under often requested areas, including CSAW notes.
  • Meet with School Services operational managers on a regular basis, via Skype.

  • Review individual student planning documentation - now incorporated in normal school's personalised learning and support plan, and support teachers implementing adjusted learning.
  • Update e-Tams - Complete registered and TIPD learning evaluations and log TIPD.
  • In collaboration with colleagues, provide support for teachers and Learning and Support team teachers on a range of topics, using e-learning tools such as Adobe and Skype.

  • Gain remote access to the schools attendance monitoring database.
  • Upload on HART - getting case notes on file.
  • Plan for re-integration of students after an extended time away from school.
  • Re-familiarise and work through departmental attendance guidelines.
  • Update e-Tams - Complete registered and TIPD learning evaluations and log TIPD.
  • In collaboration with colleagues, provide support for teachers and Learning and Support teams' teachers on a range of topics, using e-learning tools such as Adobe and Skype.

Learning and teaching resources

The statewide staffroom and some distance education resources are available on the Disability Learning and Support page.

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