This class is THE most complex one that I’ve had the privilege of teaching. I am learning how to use the range of adaptive equipment; put the breaks on wheelchairs, standing frames and Kelly chairs, lower the Jenx chairs so that they’re at the same height as the other children while sitting, remove and reattach the trays, perform lifts safely, how to use standing frames and for how long they can be used safely. I’m thinking about the times spent sitting in various equipment and how to maximise the time spent on the floor while also considering the wait times for this to happen after students have finished their feeds. I’m teaching the students who are more mobile to be cautious of the students that are sitting or lying on the floor. Rethinking my priorities. Rewriting my program. Working within a team of adults of various personalities. Considering their needs as well as my own. Organising duties and breaks. Asking questions. Advocating. Asking for help. Delegating. Listening to and responding to each child’s various forms of communication. Using yes/no visuals and alphabet flipcharts, remembering to also try the high contrast versions of these with the students that I know might respond well due to severe vision impairments. Modelling language verbally, using key word sign, PODD books and ProloQuo2go (iPad and low-tech versions). Using partner assisted scanning and eye gaze. Encouraging standing and walking. Teaching curriculum. Feeling out of my depth during one point in the first week and carrying on anyway. Celebrating student progress. Assessing. Engaging with therapists. Reading and following Oral Eating and Drinking Care Plans, Transfer and Positioning Care Plans and Seizure Care Plans. Making all of these accessible to other adults in the room. Displaying basic health information for any relief staff. Reassuring parents. Reassuring children. Reassuring and supporting my team.
