4WS8A
Teaching Strategies
Contingent Responding »
Correcting errors»
Distractor»
Using Distractors»
Errorless learning»
Explicit teaching»
Fading level of support»
Gesture/Sign »
Guided practice »
Incidental teaching »
Independent Practice »
Matches to sample »
Attribute Meaning»
Blocking access »
Backward chaining »
Modelling»
Motivators »
Prompting »
Provide opportunities for choice»
Questioning»
Role Play»
Scaffolding »
Shaping»
Take Up time»
Levels Of Support
Full Physical Assistance (FP) »Partial Physical Assistance (PP) »
Modelled Response (M) »
Gesture/Sign (G/S) »
Verbal (V) »
Independent (I) »
Assessment Record
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Students communicate by:
Syllabus Indicator 8: Using a range of methods to share observations and ideas such as drawing, informal and guided discussion, role play, contributing to joint construction of short texts and/or using digital technologies.
Framework Indicators
4WS8A: Using a range of methods to share observations and ideas such as eye gaze, vocalisations, gesture, body language and communication systems
Teacher Language
Give an instruction
No specific teacher language
Students will be able to meet this outcome with varying levels of support. Fade this support as the student works toward developing independence.
Teaching Activities
4WS8A: Using a range of methods to share observations and ideas such as using eye gaze, vocalisations, gesture, body language and communication systems
Students with disabilities use a variety of methods to share observations and ideas. These can include eye gaze, body language, facial expressions, vocalisations and communication systems. During structured and non-structured learning activities teachers need to use their in-depth knowledge of their students to identify when and how students are sharing their observations and ideas.
Some examples of students demonstrating this indicator are listed below.
- A student in a wheelchair enjoys watching and interacting with their peers. When a staff member begins to move the wheelchair the student begins to smile/laugh/make vocalisations. This indicates the student is sharing the idea they are happy about being moved.
- A student flinches or puts their hands to their ears when a balloon is blown up. They are sharing the idea that the balloon may burst.
- A student hears thunder or sees storm clouds. The student may display emotions including anxiety or pleasure. They may gesture towards the sky or use vocalisations. This indicates that they are sharing their observations of their immediate surroundings.
- A student may display excitement or displeasure when they observe a staff member getting their swimming equipment and clothing ready for a regular hydrotherapy session. The student is making an observation that they will be going swimming soon.
Websites that contain resources, games or activities that could be used to support this goal include:
