Every student, Every SchoolLearning Support Team at Epping Boys High School

It is everyone’s responsibility to • Make reasonable adjustments that meet

students needs• Provide quality learning experiences

irrespective of a students ability.

PUBLIC SCHOOLS NSW WWW.SCHOOLS.NSW.EDU.AU

Learning and Support

The Commonwealth Disability Standards for Education 2005 covers the following five areas:

– enrolment, parent choice– access and participation– curriculum development, accreditation and delivery– student support services– elimination of harassment and victimisation

Disability Standards for Education

Disability Standards for Education

The Standards require schools to treat students with disabilities on the same basis as students without disability.

The Standards include obligations for making reasonable adjustments to the student’s learning program and /or learning environment.

Students with disability and their parents must be consulted on the personalised adjustments that will be provided.

Schools and teachers must be able to:

recognise each student’s abilities, strengths and needs

respect each student’s individual difference

respond to each student’s learning and support needs

Disability Standards for Education

PUBLIC SCHOOLS NSW WWW.SCHOOLS.NSW.EDU.AU

• Every student with a disability has a right to a high quality education

• Every classroom teacher should have the skills and support to teach every student

• Improved opportunities for professional learning

• Specialist teachers in every school• Make it easier for school to make

adjustments

Every Student Every School

PUBLIC SCHOOLS NSW WWW.SCHOOLS.NSW.EDU.AU

Learning and Support

Learning and Support at Epping is made up of two main components:• Autism Unit • Learning and Support

The Autism Unit

Discrete, specialised classes within the mainstream setting with the long term aim of integration. A regional resource available to students across the region.

Learning and Support

A responsibility of the whole school and every teacher. Includes understanding the needs of students and making appropriate adjustments. Accessing specialist teachers such as LAST, ESL, and support personnel such as the SLSO, (School Learning & Support Officer) or teachers aides.

LAST – role statement• Provide direct timely specialist assistance to students in

regular classes with additional learning and support needs and their teachers.

• The role will reflect the• Needs of individual students• School priorities and programs

• Work using a collaborative and consultative approach to • actively involve parents and students and • support classroom teachers

LAST – role statement

plan

evaluate

implement model

monitor

collaborative

Direct support

Professional advice

mentoring

consultativeAssist teacher prof…

learning

Learning Support Team• A Learning Support team is functioning with a range of staff

representatives who will liaise with the various faculties.

Faculty LS Team liaison

English Ralph

Maths Seddique

Science Maria

History Sue

Social Science Louise

PDHPE Simon

IT/CAPA Pete

Industrial Arts/ Languages Ian

Learning Support Lesley

Accessing Learning Support at Epping

Teacher

Faculty

Learning Support Team

Region

Level 1 - TeacherIf you notice a student in your classroom that you think requires support:• Make a note in your diary about the issues affecting the

student• Record any adjustments that you make to assist the student

(e.g. moving to the front of the room, providing simplified worksheets)• Send an email to the Year Advisor and School Counsellor to

see if they have any additional information• Refer to the student profiles on STAN.

Level 1: Teacher

In many cases after you make the required adjustments for the student you will see that the student can achieve the course outcomes. It may be a more basic level than other students, but hopefully you will be able to gradually remove the scaffolding and extra support as time progresses.

What if the problem continues?

Level 2 - Faculty

If the student continues to struggle:• Refer the student to your Head Teacher. • Hold a “Wrap Around”. As a faculty discuss ways to help

this student and come up with a set of strategies to put in place.• Continue to record adjustments that you make.• Send an email to the Learning and Support Team• Consider having a meeting with the student’s parents.

Level 2: Faculty

After you have implemented the faculty-suggested strategies you should see some improvement in the student’s performance.

What if the problem continues?

Level 3 – Learning Support TeamIf the student is still not coping with the level of work:• Make a formal referral to the Learning Support Team

using the form on the Student Well Being tab of the intranet.• A case manager will be appointed.• The teacher will be asked to attend a meeting regarding

the particular student• The Learning Support Team will develop strategies and

initiatives to be used.• Parents will be consulted.

Level 3: Learning Support Team

What if the problem continues?

Level 4 – Regional Support

If the problem continues assistance will be sought from:• The Regional Assistant Principals of Learning and Support• Regional consultants• External agencies• Schools for Specific Purposes, (SSP)

Level 4: Regional Support

Relevant documents

The Commonwealth Disability Standards for Education 2005http://foi.deewr.gov.au/documents/disability-standards-education-2005

Every Student Every School websitehttp://www.dec.nsw.gov.au/every-student-every-school

Thank you for listening