Students’ learning and participation EMERGING DEVELOPING CONSOLIDATING Expectations of 1 2 3 4 5 students Teachers and teacher aides need Some teachers and teacher Teachers and teacher aides have support to develop appropriate aides have high expectations high expectations of students with expectations of students with of students with additional additional needs. additional needs. needs. How well students can 1 2 3 4 5 access whole-class Students with additional needs Students with additional needs Support for individuals or groups teaching and peer have few opportunities to learn and interact with peers with additional needs is structured interactions engage in learning with the rest almost as much as other so it encourages peer interactions of the class and interact with students. and helps them access general peers. classroom teaching and learning. Support and 1 2 3 4 5 opportunities for Teachers and teacher aides Some teachers and teacher aides Teachers and teacher aides actively students to work need support to understand the withhold support at appropriate look for opportunities for students independently value of sometimes stepping times to allow students with with additional needs to attempt back to allow students with additional needs to work parts of tasks independently and to additional needs to work independently. experience a healthy mix of independently and to complete challenge and success. their own work. Respect for student 1 2 3 4 5 dignity Further training is needed to Teacher aides usually provide Teacher aides always provide help teacher aides provide additional support in unobtrusive additional support in unobtrusive additional support (e.g., with ways that respect each student’s ways that respect each student’s eating, lifting, moving around privacy and dignity. privacy and dignity and foster the school) in unobtrusive ways independence. that respect each student’s privacy and dignity.
Students’ learning and participation EMERGING DEVELOPING CONSOLIDATING Expectations of students 1 2 3 4 5 Teachers and teacher aides need support to develop appropriate expectations of students with additional needs. Some teachers and teacher aides have high expectations of students with additional needs. Teachers and teacher aides have high expectations of students with additional needs. How well students can access whole-class teaching and peer interactions 1 2 3 4 5 Students with additional needs have few opportunities to engage in learning with the rest of the class and interact with peers. Students with additional needs learn and interact with peers almost as much as other students. Support for individuals or groups with additional needs is structured so it encourages peer interactions and helps them access general classroom teaching and learning. Support and opportunities for students to work independently 1 2 3 4 5 Teachers and teacher aides need support to understand the value of sometimes stepping back to allow students with additional needs to work independently and to complete their own work. Some teachers and teacher aides withhold support at appropriate times to allow students with additional needs to work independently. Teachers and teacher aides actively look for opportunities for students with additional needs to attempt parts of tasks independently and to experience a healthy mix of challenge and success. Respect for student dignity 1 2 3 4 5 Further training is needed to help teacher aides provide additional support (e.g., with eating, lifting, moving around the school) in unobtrusive ways that respect each student’s privacy and dignity. Teacher aides usually provide additional support in unobtrusive ways that respect each student’s privacy and dignity. Teacher aides always provide additional support in unobtrusive ways that respect each student’s privacy and dignity and foster independence.