Narelle works for Aspect Riverina School, part of an organisation which provides services for people with a diagnosis of autism.
Narelle’s day begins at 8.45am. She works at the Satellite Class at Xavier Catholic High School Albury, NSW. This class helps Aspect students transition into a mainstream setting.
The students are supported by Narelle, a teacher and another teachers aide. They support students but also each other and the broader school community.
Narelle’s association with students with autism began more than 20 years ago when she volunteered to help a boy with diagnosed autism at preschool. Since then, she’s honed her skills with professional work, mostly with Aspect.
In the morning the team checks if the students are in the homeroom. Some of the students will check in with the team prior to homeroom, when they are collecting their laptops.
“It’s important to acknowledge our students by name. This helps them to feel and know that they are seen,” Narelle said.
The team and students follow what is on the whiteboard as this tells everyone where they need to be and what they need to be doing.
“We don’t just help our kids. We help all the students that need assistance; or we help the teacher deliver the program, even if it’s a mainstream teacher, because we’ve got our students in that class,” she said.
“We don’t teach them just the academics but all the social skills as we’re trying to prepare them for the wide world out there.
“How to know when someone’s joking or not, how to read expressions, what is expected from them, appropriate behaviour, etc.
“Self-regulation is also a big part of what we teach them, this skill helps them to identify the emotion they are feeling and how to respond appropriately, it also gives them strategies to use.
“While we are assisting in a mainstream class, we help the students stay on task, they may also become overstimulated by noise or the quantity of work which they have been asked to do.
“We are ensuring the safety of the child, watching out if there’s any bullying we might need to bring to the attention of the teacher, even out in the playground or on the buses.
“We’re just diligent in helping the child to be in the emotional state to learn. If they’re not, we don’t push them, we redirect them.”
On the same page
During the morning break, whichever team member is on duty will ensure the children are safe and comfortable with who they are hanging out with.
At lunch Narelle swaps notes with her fellow teachers aide and teacher. It gives them an opportunity to build on their knowledge to improve their service for the students.
“We’re on the same page and that’s important to provide consistency. The students need to know what to expect. Sudden changes can cause meltdowns. Due to the strategies we use with change, our students are getting better with accepting it. It is maturity as well.
“If we feel that our students may not cope, we’ll keep them in our classroom. We don’t want to put them into a situation where they may not have positive interactions or a successful lesson.”
In the afternoon Narelle is back in the classroom, or perhaps organising an art project or some photocopying. At the end of the day the team checks in with the students as they leave, to make sure it has been a successful day for them or if there are any concerns that the students may have.
Narelle has been a dedicated IEU member for at least 10 years and regularly attends the IEUA NSW/ACT Branch Council meetings.
She said she values her membership more than ever in the current climate of shortages, pressure, and uncertainty in the profession.