Learning Support Handbook - Isobel Grear portfolio



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YEARS 7-12

SECONDARY CAMPUS

LEARNING SUPPORT HANDBOOK

2004

1. RATIONALE

2. AIMS AND OBJECTIVES

• General

• Specific

3. ENROLMENT OF STUDENTS WITH SPECIAL NEEDS

4.THE TRANSITION PROCESS

Post School Options

5. SPECIAL PROVISIONS

6. ROLE DESCRIPTIONS

• The Role of the Head of Learning Support

The Role of the Learning Support School Assistant

• The Role of Coordinator of Gifted Programs

The Role of the Head of Department

The Role of the Subject Teacher

• The Role of the Parent

• The Role of the Student

7. ELIGIBILITY FOR SUPPORT SERVICES

Referral procedure for students with special learning needs

• Identification of Gifted and Talented Students

8. LEARNING SUPPORT CENTRE

• Access Card

• Dissemination of Information

Technology Support

Word Processing

General Learning Support Programs

Specific Senior Education Programs

9.GIFTED AND TALENTED

• Classroom Support

• Tournament of Minds

• Future Problem Solving

• Mentors

Virtual School Group

10. CURRICULUM

• Core curriculum

• English Support classes

• Maths Support classes

• Elective subjects

• Study Line

11. PROFESSIONAL DEVELOPMENT

12. RESOURCES

• General

• Technology

13. BUDGET

Appendix 1 Student Support Plan

Appendix 2 Transition Procedures for students with a disability

Appendix 3 Access card

Appendix 4 Request for assessment

Appendix 5 Permission for assessment

Appendix 6 Modified Curriculum Information

Appendix 7 Request for Assistance for a student/s with a Learning Difficulty

Appendix 8 Loan Agreement for word processor

1. RATIONALE

St John's Grammar School has a long established and valued tradition of providing a caring, supportive and challenging environment for all students from ELC through to Year 6 and beyond.

In keeping with its Christian ethic and recent educational research, St John's provides for the inclusion of students with disabilities, learning difficulties and those with higher abilities in the regular environment of the classroom.

The opportunity to experience and learn in the classroom environment enhances the student's social, emotional, spiritual and intellectual development as well as a sense of personal responsibility.

Through positive interactions with his/her peers and the environment, the student experiences increased self-esteem, a process vital to positive human development.

The School community reflects the wide variation in talents and abilities in our society and promotes the opportunity to respect each other and develop acceptance of individual differences.

All students are provided with opportunities to achieve their potential. Children with special needs are encouraged and supported by methodology which may include negotiated curriculum, withdrawal for small group or individual tuition and/or extension.

We seek to:

teach curricula in a dynamic manner

adapt existing curricula and provide an enriched educational focus on the development of:

numeracy

literacy

creativity

critical thinking skills

problem solving skills

questioning skills

research skills

organisational skills

2. AIMS AND OBJECTIVES

General

1. To assist and encourage each student to develop physically, mentally, socially, emotionally and spiritually.

2. To prepare each student for participation in and service to his/her

local community.

3. To assist parents, through open communication, to encourage the growth and development of their child and to support parental participation in school activities.

Specific

1. To help identify those factors which may assist the student's ability to learn and develop his/her full potential.

2. To facilitate special provisions for students that will improve access to the curriculum and provide equal opportunity.

3. To participate in setting age and/or developmentally appropriate goals for each student.

4. To facilitate the students' self-evaluation and goal setting.

5. To assist the student to become aware of his/her learning requirements and to develop the confidence to become an advocate for his/her self.

6. To assist the student to identify a pathway to post school options.

7. To provide programs that support the above aims. This will be achieved with the support of the Learning Centre teaching staff and the Gifted and Talented teacher.

3. ENROLMENT OF STUDENTS WITH SPECIAL NEEDS

At St John's Grammar School, we acknowledge that we have a responsibility to provide all of our students with a high quality education which fosters a love of learning, encourages spiritual, emotional, physical and academic growth and development of the individual to his/her potential.

The school respects the fact that parents have expert knowledge of their children and therefore encourages their participation in the enrolment process.

The enrolment procedure followed is that process as recommended by AISSA (see appendix 1)

Parents are required to provide information including:

Reports and assessments

Any special requirements (such as health and personal care)

Agency support (past and present)

The process of identifying need and seeking resources can be lengthy, therefore parents are encouraged to make an early application for enrolment.

The student's parents will be encouraged to participate in the enrolment process and will be kept informed of progress.

The school reserves the right to assess the child's current level of functioning.

If St John's Grammar School is able to support, adequately, the student's needs, the enrolment process will be confirmed and a Learning Support Plan implemented. This plan records and monitors the student's ongoing needs and provides documentation of goals. Regular review meetings involving parents and other support personnel are held as appropriate.

If the outcome is that the school is unable to adequately meet the needs of the student, other options will be suggested to the parents.

4.THE TRANSITION PROCESS (Appendix 2)

The transition process for students with special needs is planned and implemented in consultation with parents, the student, the student’s current/previous school and any relevant agencies or specialists. School visits are made to familiarise the student and parents with the Secondary Campus and school routines and to assess the student’s needs. An Access Card will be created at this time to record the student’s requirements. (Appendix 3)

It is recommended that parents of students with a learning disability or difficulty make an appointment with the Head of Learning Support to identify the specific requirements of the student prior to school entry or in the early weeks of attendance. It is recommended that the student attend this meeting. An Access Card will be created at this time to record the student’s requirements. (Appendix 3)

Post School Options

Students with special needs will be assisted to achieve a successful transition to a post school option by a model of practice where the student, parents and teachers work together. This transition model links together the essential aspects of work education, the development of work skills and career planning with support from community based services and employment agencies.

5. SPECIAL PROVISIONS

General

To allow equal access to the curriculum and to create a balance in work, provisions are allowed for students with a disability or learning difficulty. These provisions are identified on an individual basis and recorded on the access card and may include such provisions as modified curriculum, modified assessment, extra time for tests and exams, word processing facilities, taped books etc. (Appendix 3)

South Australian Certificate of Education (SACE)

Senior School Assessment Board of South Australia (SSABSA)

Special provisions in curriculum are available to students who have an impairment and can demonstrate equivalent learning.

Special provisions in assessment are available to students who have a documented impairment, or linguistic limitation in English language proficiency or who have suffered a misadventure affecting their assessment performance, to enable them to show the extent of their learning fairly and in relation to the requirements and expectations of the syllabus.

A specific recommendation is made to SSABSA to allow special provisions for individuals. This may include such provisions as extra time, the use of a spell checker, a laptop computer, short breaks etc.

6. ROLE DESCRIPTIONS

The role of the Head of Learning Support

The Head of Learning Support will endeavour to:

• be involved with the enrolment, transition and integration of students with disabilities or learning difficulties.

• be involved in the transition process between primary schools and St John’s Grammar School

• disseminate information to teachers about students’ needs and requirements where appropriate.

• liase with and support staff in developing individual or adapted programs

• assist teachers in the identification of students who are at risk

• use criteria-based assessments, including teacher designed instruments

• identify and assess students with specific learning disabilities.

• design and coordinate special and flexible programs

• implement programs of remediation

• develop, adapt and modify the curriculum

• review and select appropriate resources to enhance the students' educational programs.

• evaluate each child's progress using observations, ongoing records and standardised tests.

• assist in the coordination of special provisions in exams

• provide counselling where appropriate

• be involved in support programs as appropriate eg Program Achieve

• liaise with staff and parents

• support and counsel parents so they may better understand the nature of their child's disability.

• support and teach students in a variety of ways. This may include: one to one withdrawal, small group withdrawal, small group in a classroom, team teaching.

• program for the school assistant who supports students in the Centre and in classrooms.

• report to parents on their child's progress either informally or through review meetings.

• work with the student and parents to plan and implement a pathway to post school options.

• liase with outside agencies and community resources

• liase with careers counsellor, VET coordinator, Director of Curriculum and other staff who work with students with disabilities

• liaise with other professionals involved in the child's welfare as required and to organise planning and review meetings.

• network with other Special Education teachers

• attend professional development as offered by AISSA or other support agencies for children with disabilities.

• lead staff in professional development in the area of special education

The Role of the Learning Support School Assistant

Learning Support School Assistant will:

• work in conjunction with the Head of Learning Support to provide Special Education and classroom support

• work closely with the subject teacher as a second adult to provide learning support in classroom.

• work closely with individual students, usually those with a significant disability to simplify, clarify, breakdown work, plan outlines, scribe, read for, identify relevant information, find appropriate reading materials, assist with internet access etc.

• provide OH&S support with vision impaired students or students at risk in subjects such as Technology, Food Technology, and Science.

• work with small groups and individuals on teacher directed programs

Eg. Small maths groups, spelling groups.

• supervise Community Studies units

• liase with subject teachers about students’ capabilities, ideas for modifications, suggestions for breaking down tasks, accommodations etc.

• liase with teachers, parents, students, support agencies

• select resources in collaboration with Head of Learning Support

• monitor and report on student progress

• assist special students on excursions and school events

• provide administrative assistance

• attend Professional development to develop knowledge and understanding of the needs of students with disabilities.

The Role of Coordinator of Gifted Programs

The coordinator of Gifted Programs will endeavour to

• identify and assess the needs of students with special skills and abilities in a wide range of academic endeavours

• test students where appropriate to determine areas of academic strength or under-achievement so that appropriate extension and engagement strategies can be formulated and implemented

• disseminate information to teachers about students’ needs and requirements where appropriate

• liaise with and support staff in developing programs to enrich and extend students both in the classroom and in extended curriculum activities

• liaise with staff on students requiring appropriate subject or grade acceleration

• coordinate enrichment and extension programs for interested students where applicable such as on-line and cluster courses

• advertise and coordinate student involvement in various competitions

• prepare selected students for involvement in the competitive Future Problem Solving Program

• support year 7 teachers and students in the introduction and inclusion of Future Problem Solving skills in the curriculum

• coordinate, select and prepare students for participation in the Tournament of Minds program

• review and select appropriate resources to enhance the students educational programs

• provide counselling, assistance or information where appropriate to staff, students and parents

• lead staff in professional development in the area of Gifted Education

• network with other Gifted and Talented coordinators

• liaise with outside agencies and community resources

The Role of the Head of House and Home Group Teacher

The Head of House and Home Group teacher are responsible for the overall social and emotional welfare of the student. It is important that the Head of House and Home Group teacher is aware of, and knowledgeable about, the disabilities and special needs of the students in their care. Open and regular communication with parents, the Head of Learning Support and relevant specialist professionals will provide the best support.

Information about disabilities, teaching strategies, methods to accommodate, and specific students needs, eg the access card, are accessed through the Learning Support Folder in the Common Directory, for teacher access only.

The Role of the Head of Department

The Head of Department is responsible for ensuring that teachers within their faculty are up to date with current practices that cater for a range of learning styles and abilities.

The curriculum should have flexibility to cater for a range of learning needs. Where relevant the teaching and development of literacy and numeracy within the subject should be encouraged. Proformas and frameworks that support students’ organization and planning should be implemented.

Heads of Departments should consult with the Head of Learning Support to be aware of and allow for special provisions and accommodations for students with an identified disability or learning difficulty.

Information about disabilities, teaching strategies, methods to accommodate, and specific students needs, eg the access card, are accessed through the Learning Support Folder in the Common Directory, for teacher access only.

The Role of the Subject Teacher

The subject teachers are responsible for teaching, guiding and supporting the student and ensuring that the student is accommodated appropriately so that he/she is able to reach his/her full potential. This may best be achieved through collaboration with the Head of Department, Head of Learning Support, Learning Support Assistant or a specialist teacher.

Information about disabilities, teaching strategies, methods to accommodate, and specific students needs, eg the access card, are accessed through the Learning Support Folder in the Common Directory, for teacher access only.

To this end, the class teacher will:

Include students with special needs in as many regular classroom activities as possible.

Liaise with specialist teachers to monitor the success of educational programs and to maintain a consistent approach.

Adapt their educational program to meet specific needs of the students.

(Appendix 6)

Provide structures and frameworks that support the organization and planning of student work.

Teach numeracy and literacy within the subject where relevant.

Make allowances for special provisions and accommodations.

Encourage other students to model appropriate behaviour and be sensitive to the needs of students with special needs.

The Role of the Parent

Parents are encouraged to approach the school with any concerns or feedback regarding their child/children.

Parents are encouraged to contribute through their active participation in the student's individual program and also provide access to information on reports and arrange assessments if required.

Parents are encouraged to support the development of their child’s independence by encouraging the child to become an advocate for his/her own needs and requirements with regard to the disability.

The Role of the Student

As the student matures it is important that he/she becomes involved in decision-making leading to empowerment and the achievement of personal goals.

Students are encouraged to negotiate and collaborate with teachers and parents to gain the best possible educational outcomes.

7. ELIGIBILITY FOR SUPPORT SERVICES

Students are offered inclusion in programs offered by the Learning Support Centre when they require additional support to access the curriculum. In most cases students are identified prior to enrolment or during the transition process from St John’s Grammar Junior School. The decision for support is to be made by the Head of Learning Support and is made in consultation with the parents, Head of Middle or Senior School, Director of Curriculum, Head of House, Home Group teacher and subject teachers.

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The following procedures are to be followed by teachers of students whose subject achievement is at risk or not meeting their potential for learning.

Referral procedure for students with special learning needs

Concern raised

by teacher, parent re: student’s learning

(

Communication

Between concerned teacher, Home Group teacher and parents takes place.

Parents authorise school to proceed

(

Further Investigation

Home Group teacher collects information re: student’s progress from other subject teachers

(

Referral Form (Appendix 4)

Completed by Home Group teacher.

Forwarded to Head of Learning Support

(

Record

Details in register of Referrals

by Head of Learning Support

(

Discussion

with all appropriate staff involved concerning the student’s educational program

(

Inform

Head of School and Head of House

and obtain written approval from parents to proceed (Appendix 5)

(

Needs assessed

by Head of Learning Support

(

Inform

Parents, Head of School, Head of House, Home Group teacher and teaching staff of recommendations

(

Action

Identification of Gifted and Talented Students

The school aims to identify all gifted and talented students to ensure that they are being challenged at a level commensurate with their abilities. The Gifts and Talents coordinator, teachers, parents and the student work collaboratively and identification of students requiring extension and acceleration is done from a combination of parent nomination, attainment and intelligence quotient tests and teacher identification.

8. LEARNING SUPPORT CENTRE

At St John's, we believe that each child's needs are best met through a variety of individual lessons, small group work and classroom participation.

Access Card

As students mature it is important that they become more involved in decision-making leading to empowerment and achieving personal goals.

One avenue of communication open to students who require specific consideration is the access card. This card is intended as a negotiating tool.

The access card indicates the individual student's learning requirements. (Appendix 3) Parents are encouraged to make an appointment with the Head of Learning Support to complete an access card, the student should attend this meeting.

Dissemination of Information

Information about disabilities, teaching strategies, methods to accommodate, and specific students needs, eg the access card, are accessed through the Learning Support Folder in the Common Directory, for teacher access only.

Technology Support

Computers provide an invaluable tool in supporting the literacy and numeracy needs of all students. For many students the computer is an essential aid to effective reading and writing.

There are many specific computer programs available on our network to support the reading, writing and mathematical development of the students.

One particularly useful program, Read and Write, allows greater access to written material. By use of a scanner, students can access a text by feeding it into a computer and have it read aloud by a computer voice. Texts from the Internet, encyclopaedia or the students' own writing can be read back for further investigation.

The use of calculators and personal electronic spellcheckers are also encouraged.

Word Processing

Some students purchase laptop computers which they use in class and for homework. Students with a dysgraphic or significant dyslexic difficulty are able to borrow a word processor for short-term loan from the Learning Support Centre. (Appendix 8)

General Learning Support Programs

1. This centre supports secondary students (Years 7-12) who have been

formally assessed as being developmentally delayed, intellectually disabled or impaired in a significant way that impedes access to the regular curriculum. Planning and projected outcomes are documented in an individualised Learning Support Plan. (See Appendix 1 Special Education Learning Support Plan)

2. This centre also caters for the needs of students with a specific learning

disability eg: Dyslexia

Depending upon the severity of the condition, students may be offered small group sessions through a structured, multi sensory literacy program.

3. Year 7 students struggling with literacy, for whatever reason, are offered inclusion in the Literacy Focus Class. This class operates as an alternative to studying a language and aims to develop skills in:

Reading comprehension

Language comprehension

Language expression

Written expression

Punctuation

Spelling

Grammar

Study skills

4. After collaboration with the student, parent and subject teacher, students may be offered subject specific support. This may occur individually or in small groups in the Learning Support Centre or within the classroom. (Appendix 7)

5. Touch Type Read & Spell Computer Program

This extra curricular typing program is run out of school hours and teaches typing whilst reinforcing spelling.

Specific Senior Education Programs

1. Community Studies

This SACE accredited subject allows for flexibility and self-directed study. It is an ideal subject for those students who wish to direct their interests and individualize their learning and has appeal for students with a broad spectrum of abilities. Students plan their unit of work, involve themselves in the community, prepare an individual project, devise an evaluative task, gain community feedback, research further or future options and maintain a journal.

2. Vocational Education Training (VET)

Students are able to access a diverse range of industry and community linked courses that are accredited with SACE units as well as nationally recognized qualifications that link to further training or higher education programs. Many of the programs require some work place learning. These programs are not normally delivered at school.

3 Workplace Learning Program

The Workplace Learning Program is available to students who have been formally assessed as being developmentally delayed, intellectually disabled or impaired in a significant way. It develops skills of independence and begins the process of preparation for work. Students attend Adelaide TAFE for one day per week over two terms. Students from 15 years of age that meet the program criteria can apply to attend.

4. Community-based Services

There are many employment services available to support, train and assist students with special needs into the work force or to further training. In consultation with parents and the student a pathway will be planned and implemented that is based upon the individual’s needs and interests and leads to appropriate post school options.

Close communication is maintained between Heads of Departments, subject teachers and the Learning Support staff to ensure that a cohesive and relevant program is developed for each student.

9. GIFTED AND TALENTED

Gifted and Talented Opportunities at St. Johns Middle School

Group activities that provide challenge and encourage team cooperation, critical thinking and leadership skills are crucial for the development and self-esteem of all students, but particularly our brighter students. Puberty changes the focus for many students, and relationships with peers becomes far more important to students in the middle and senior school context.

St. Johns encourages its students to be challenged in a range of extra-curricular offerings such as the school production, musical ensembles, sporting activities (eg. Fencing, Chess etc.), Debating, Future Problem-Solving and Tournament of Minds. Greater involvement in these activities develops skills and abilities in physical coordination, time management, problem solving, negotiation and working in a team situation to achieve common goals. Successful participation builds inter-personal skills that generally lead to an enhancement of self-concept, peer acceptance and greater empathy for others.

Specialization within subject areas also provides greater challenges for students moving from primary school into the middle school environment. They are exposed to a greater range of teachers with specialist expertise within specific subject areas. Students in year 7, particularly gifted ones, benefit from having specialist facilities and teachers for science, language, art and technology.

Classroom Support

Gifted and talented students are provided with classroom support through the increased development of differentiated curriculum programs specifically aimed to encourage higher order thinking skills. Individual contracts can be negotiated to ensure that our gifted and talented students are extended.

Some gifted students also have specific learning difficulties. Provision is given for them to address these needs in a manner that best suits their abilities.

Tournament of Minds

Students participate in creative problem solving as an extra-curricular activity and the school enters teams each year in the state competitions that are held at Flinders University. Students have six weeks to work on a long-term problem in term three and spend one session a week for two terms preparing to meet the Tournament Challenge by undergoing training and practice in team cooperation, spontaneous problem-solving and presentation skills.

Future Problem Solving

Students have the opportunity to participate in the Future Problem Solving Program within curriculum units in year 7 or as an extra-curricular activity in other year levels. This international program has been devised to challenge the leaders of tomorrow and aims to equip students with strategies and processes for working through problems in a logical way until a preferred solution is reached.

Interested students study environmental, technological and social challenges of the future such as Sports Medicine, E-commerce, Nanotechnology and DNA Identification and develop skills in research, creative thinking, problem solving, time management and working in a competitive team. Successful teams are invited to participate in National Finals and Australian teams have traditionally done very well in the International Finals held annually in the USA.

Mentors

When required mentors are assigned to gifted and talented students to provide them with additional assistance and understanding.

Virtual School Group

Students who require extension activities can be involved in on-line extension courses in specific subject areas.

10. CURRICULUM AND ASSESSMENT

Core curriculum

Students with a disability or learning difficulty are included in the mainstream classes for the majority of the school day and for many, full inclusion is appropriate. The subject teachers accommodate students and aim to meet their needs. In some cases in-class support from the Head of Learning Support or the Learning Support School Assistant is given. ((Appendix 7) Where appropriate, and in consultation with parents, modified curriculum, modified assignments and/or modified assessment may be applied. (Appendix 6)

English Support classes Years 7-10

Smaller English classes are offered to students to enable a closely monitored English curriculum that focuses on improving literacy skills. The curriculum may be modified in complexity of tasks. Alternative modifications may include extra time to complete work, more emphasis in the structure of class work and assignments, reduced word length and any other supportive modifications that the teacher sees fit.

Due to the reduced class size students are more often able to gain direct feedback and have opportunities to consult and collaborate with the teacher and peers.

The English Support class leads to the subject English Communications at Year 11.

Mathematics Support Classes Years 7-10

Smaller Mathematics classes are offered to students to enable a closely monitored Math curriculum that focuses on improving numeracy skills. The curriculum is modified in complexity of tasks. Alternative modifications may include extra time to complete work, more emphasis in the structure of class work and assignments, reduced number of mathematics problems and any other supportive modifications that the teacher sees fit.

Due to the reduced class size students are more often able to gain direct feedback and have opportunities to consult and collaborate with the teacher and peers.

The Mathematics Support class leads to the subject Mathematics Applications at Year 11.

Elective subjects

Students have equal opportunities to select elective subjects based upon personal interests. When necessary, and if at risk under OH&S standards, the Learning Support School Assistant will provide support and supervision. (Appendix 7) Where appropriate, and in consultation with parents, modified curriculum, modified assignments and/or modified assessment may be applied. (Appendix 6)

Study Line

In special circumstance, and in consultation with parents and the Director of Curriculum, students are able to select a study line in place of an elective subject. An example of a special circumstance would be a student who is struggling to keep up with class work and homework tasks and consequently requires a significant amount of extra time. Students will be supervised in the Learning Support Centre to do school work that supports the current student’s curriculum. Depending upon availability, the student may receive assistance from the Head of Learning Support or Learning Support School Assistant.

Acceleration

A number of gifted and talented students have been subject accelerated or skipped a year level to cater for their individual needs. Each case is judged on its merits.

Philosophy

This course was developed for all Year 7 students as part of their core curriculum, and has been extended into other year levels as the school has grown. It is now available at SACE Stage 2. Its focus on thinking skills is very valuable and attractive to many gifted and talented students.

11. PROFESSIONAL DEVELOPMENT

A number of valuable workshops and conferences provided by AISSA are available to teachers and Learning Support staff throughout the year. Topics range from inclusive teaching and cooperative learning strategies and methodologies to literacy and numeracy to disability awareness.

The Key Teacher Days, for Special Education teachers, run by AISSA are particularly useful as the topics covered are usually varied, current and enhancing of awareness of disability issues and trends. These days are also worthwhile as they provide many opportunities for networking.

SPELD also provide a number of conferences and workshops that focus on Specific Learning disabilities.

The Autism Association, Down Syndrome Society and Cora Barclay Centre offer workshops for teachers to develop knowledge and awareness of disabilities and effective teaching strategies.

Professional development is also provided at staff meetings by the Head of Learning Support.

Conferences are advertised within the school on the staff notice board and via e-mail.

Staff professional development in gifted and talented education is ongoing. Staff are receptive and readily identify and understand the needs of gifted and talented students. Increasingly, in their programs, they provide a differentiated curriculum to cater for those students who need greater challenges.

12. RESOURCES

The Learning Support Centre stocks a range of resources that are used to support students in the mainstream or in withdrawal situations. Teachers are encouraged to borrow these resources.

General

Resources include:

• modified subject related texts in Science, Mathematics, Australian Studies, Food Tech

• lower reading age texts

• high interest lower reading age books/novels

• photocopiable spelling, grammar, punctuation books containing worksheets

• photocopiable modified mathematics books containing worksheets

• photocopiable modified science books containing worksheets

• life and independence skills work sheets

• study skills work sheets

• frameworks and proformas that assist with structure in writing genres

• a range of CD games that assist with learning and improving literacy and mathematics

• A resource of audio discs of English subject novels are being developed to allow auditory support in reading.

Disability specific texts are also available for borrowing.

Technology

Networked assistive technology that supports students with disabilities is available from particular computer rooms.

• Read and Write, PGO1

• Inspiration, PGO2

• Touch Type Read and Spell, PGO1

Two Commonwealth funded Special Education laptops are available specifically for loan to students with special needs. When available these may be borrowed for use as a special provision in exams.

A small number of Alphasmart word processors are available for loan by students with a Specific Learning Disability. (Appendix 8)

A small number of spell checkers are used by students in the Learning Support Centre and are available for use as a special provision in exams.

A resource of ‘Disc men’ is being developed to allow auditory support for the reading of English subject novels.

A resource of tape recorders is being developed to allow auditory support for the reading of English subject novels

13. BUDGET

The Learning Support Department is willing to collaborate with and financially support other departments in the purchasing of relevant resources that will cater for the needs of, and support the inclusion of, students with special needs across the curriculum.

Budget planning is based upon:

• the needs of the current and new student cohort entering the school

• awareness of gaps in the school’s resources to adequately cater for students with disabilities

• keeping abreast with current resources, information and technology

• collaboration with Department Heads about the needs of the school

The Learning Support department is committed to:

• building up a range of tape and CD books that reflect the English department’s class novel selection

• providing a number of Disc men and tape recorders for borrowing

• providing a number of word processors for student borrowing

The Gifted and Talented budget is committed to:

• funding team entries for competitive Future Problem Solving and Tournament of Minds

• providing resources for extension programs

• providing testing materials for identification and confirmation of abilities of G&T students

• providing teacher resources for classroom usage

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YEARS 7-12

SECONDARY CAMPUS

LEARNING SUPPORT HANDBOOK

APPENDIXES

Appendix 1 Student Support Plan

Appendix 2 Transition Procedures for students with a disability

Appendix 3 Access card

Appendix 4 Request for assessment

Appendix 5 Permission for assessment

Appendix 6 Modified Curriculum Information

Appendix 7 Request for Assistance for a student/s with a Learning Difficulty

Appendix 8 Loan Agreement for word processor

Appendix 1

STUDENT NAME:

Recent assessments (medical, psychological, speech etc)

|Date |Conducted by |Type |Copy of Report available |

| | | |Yes/No |Location |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

History of student’s previous support

|Year/Date | |Year/Date | |

|Agency/School | |Agency/School | |

|Contact Name/Phone | |Contact Name/Phone | |

|Support offered |Support offered |

| | |

|Year/Date | |Year/Date | |

|Agency/School | |Agency/School | |

|Contact Name/Phone | |Contact Name/Phone | |

|Support offered |Support offered |

| | |

| | Yes ( No ( |

|Is this student on regular medication? | |

As the parent/guardian of..................................... (student’s name), I authorise ................................ (name of Principal/Principal’s delegate) to access information, that may be of benefit to the education of my child, from the relevant persons/organisations.

In granting this authority, I understand that it will remain current for the period of consideration of my child’s application for enrolment and for such period as, and if, my child is enrolled at this school.

Signed: ...................................................................................

Date: ...................................................................................

STUDENT NAME:

Information from parents.

Optional page for recording parental expectations for their child’s academic, social, spiritual and vocational goals including strengths and weaknesses.

STUDENT NAME:

| |

| |

|CURRICULUM DETAILS |

| |

|LITERACY AND NUMERACY |

| |

|It is the responsibility of all teachers to support the development of literacy and numeracy. This section states goals and useful strategies for |

|all curriculum areas. It need not include program details. |

| |

|goals: |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

|strategies: |

| |

| |

| |

| |

| |

| |

| |

| |

STUDENT NAME:

CURRICULUM DETAILS

KEY CURRICULUM AREAS

This section highlights goals and strategies specific to this student in each of the key curriculum areas. (eg modifications to programs, assessment, issues such as personal safety etc). It may not be necessary to address all areas.

|curriculum/subject areas staff responsible |priorities |

| | |

|english | |

|mathematics | |

|science | |

|technology | |

|health & physical education | |

|society & environment | |

|arts | |

|lote | |

| | |

|other | |

STUDENT NAME:

OTHER ISSUES

This section includes issues within the school, not directly related to curriculum, which affect the student in the school setting. (eg social skills, yard safety/supervision, behaviour management programs etc).

|area for action & staff responsible |plans / strategies |

| | |

| | |

| | |

| | |

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Learning Support Interview

Review Meeting re:

Date:

Present: Reason for Interview:

Attendance:

Action Follow up:

Appendix 2

Appendix 3

Appendix 3

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This is to certify that………………………………………………. needs the following considerations:-

May require negotiated “free” lessons for catch up Modified curriculum

Verbal clarifications of tasks Modified assignments

Written clarification of tasks Assignments broken into explicit tasks

Notes photocopied Clear documentation of homework

Written information enlarged Requires audio taped support where possible

Other forms of presentation to be negotiated Use of calculator in lessons e.g. for tables

Requires use of word processor where possible Use of calculator during tests

Use of word processor during tests Extra time during tests and examinations - 10 mins per hour

Seated near front of class Not to be penalised for spelling errors, encourage use of spell checker

Requires a scribe or reader for tests \ examinations Other

Signed……………………………………….

A photocopy of this access card will be kept in the student’s record file.

Appendix 4

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Request for Assessment for Learning Difficulties

Student’s name: _____________________________________ Date of Birth: _________________

Parent name/s: __________________________Phone: H_________W________M _____________

Postal Address: ____________________________________________________________________

Initial Concerns raised by: _________________________________________________________

Home Group Teacher: ____________________________________ Home Group: ___________

Date Parent’s Approval was given: ______________________________

Reason for Assessment:

(Please attach all communication/information from subject teachers)

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

Home Group Teacher: _____________________________ Date: ___________

Appendix 5

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Learning Centre Support

Permission Form for an assessment of student learning

I __________________________ give permission for my son/daughter

(parent’s name)

_________________ to be assessed by the Head of Learning Support to

(student’s name)

ascertain any strengths or weaknesses in his/her learning.

Signed: _____________________________

Date: _______________________________

NB The assessment is for school use only. Results will be shared with parents and teachers after assessment so that an appropriate course of action can take place to support the student.

Appendix 6

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Modified Curriculum Information

Student/s…………………………….. Home Group……

Teacher………………………………

To be completed by Subject Teacher

Concerns / Issues / Learning Needs

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Identify Learning Skills required for the tasks

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Completed in consultation with ( Head of Learning Support ( Head of Department

( Head of Library Services ( Head of House

Alternative Strategies / Program to include

( Work substantially within the mainstream

( Reduced amount of work set

( Extended time

( Conceptually easier work

( Alternative task (See below )

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Assessment Modification

• Will be referenced to the student’s own performance

Allowance for Specific Learning Difficulty / Disability

• Depth and degree of understanding – refer to Bloom’s Taxonomy

(Tick relevant )

( Knowledge ( Comprehension ( Application ( Synthesis (Evaluation

The symbol (m) must be used where ever a modified mark or grade is written down

Parental Communication

Initial Contact Date: Results * Modified

Grade and attitude Remain on Modified Date

Term 1 Term 3

Term 2 Term 4

Appendix 7

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Request for Assistance for student/s with a Learning Difficulty

Teacher’s name: _______________________________ Subject ________________________

Student’s name/s: ______________________HG ___________ Year Level _____________

Lesson Timetable _____________________________________________________

Concerns

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

What kind of support do you require?

Identify specifics of task or class work eg

Attach assignment/task sheet/criteria sheet

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

Appendix 8

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Conditions of Loan of Laptop Computers and Alpha Smart Keyboards at St John’s Grammar School

St John’s Grammar School is responsible for the general maintenance and condition of the equipment through normal use.

Students with Special Needs will have access to their computer / keyboard for the duration of the school semester only to allow equitable access of equipment to other students. Extended borrowing may be negotiated.

The computer made available for loan must be respected and cared for by the borrower.

This means that:

1. The computer must be turned off before moving.

2. The computer must only be typed on with clean fingers/hands.

3. No food or drinks to be near the computer.

4. The computer must be treated gently and carefully.

5. The computer must be plugged into a power source where possible.

6. The computer must be stored in its case when not in use.

7. Laptops are to remain at school at all times unless directly negotiated by parents with Ms Carter.

8. Computers are to be kept in a secure location when not in use.

9. Computers are to be used specifically for the purpose of school related tasks.

10. No down-loading of inappropriate files from the Internet or other sources.

11. No installation of non-school programs.

Teachers will endeavour to supervise the correct management of the equipment to the best of their ability.

If the computer is deliberately damaged in any way through misuse or neglect by the borrower, it is the responsibility of the parents to cover the cost of the repairs.

Student’s Signature Parent/Caregiver’s Signature

Ms Diana Carter

Head of Learning Support

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Transition procedure for students with special learning needs

Flow Chart

The following procedures are to be followed in the transition of students with a disability or learning difficulty into St John’s Grammar School, Secondary Campus.

Identification of student

during enrolment procedure

(

Identification of Needs

Parent/s interviewed by Senior Management with Head of Learning Support.

Student Support Plan and/or Access card completed. Options for support classes considered.

(

Offer of Placement

If the student’s needs can be met a placement may be offered

(

Record

Head of Learning Support to record details in Students with Special Needs database

(

Inform

Head of School, Head of Curriculum, Head of House, Home Group teacher and subject teachers of student’s requirements

(

Discussion

with appropriate staff concerning the student’s educational program

(

Access Card

Given to student and put in the student’s diary

(

Inform

Head of School, Head of House and Home group teacher of the placement in any special programs

Obtain written approval from parents

Identification of student

By Junior School Special Education Teachers

(

Identification of Needs

Head of Learning Support and Junior School teachers.

Student Support Plan and/or Access card completed. Options for support classes considered.

(

Record

Head of Learning Support to record details in Students with Special Needs database

(

Inform

Head of School, Head of Curriculum, Head of House, Home Group teacher and subject teachers of student’s requirements

(

Discussion

with appropriate staff concerning the student’s educational program

(

Access Card

Given to student and put in the student’s diary

(

Inform

Head of School, Head of House and Home group teacher of the placement in any special programs

Obtain written approval from parents

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