Inclusive Education

If families have concerns about their child’s development, progress, social interactions or behaviour there are a number of avenues that can be explored:

• Behaviour: Psychologist, Child Development Unit (requires GP referral), Behavioural therapists, GP (CAMHS), Autism SA
• Speech: Speech Pathologist
• Sensory: Occupational Therapist
• Reading: Optometrist, Behaviour Optometrist
• Hearing: GP, Adelaide Hearing Services

Teachers use a range of methods to collect data and information on your child’s progress. These include, but not limited to:

• NAPLAN
• PAT M/R/AGAT/Spelling
• PhOrmes (spelling) data
• Heggerty
• Year 1 Phonics screening test
• Year 2 Oral reading fluency
• LEAP levels
• Lexile data
• Observations
• Wellbeing surveys (classrom based)

Sometimes the teacher might identify that a student requires further support in one or more areas. Teachers will make a time to have a conversation with caregivers and discuss the possibility of seeking additional advice from the Student Review Team (SRT) process. Through this process specialists from Student Support Services join staff for a meeting each term to discuss students identified as making minimal progress with Tier 1 and 2 support, to seek alternative adjustments that could support the student further. During this process the Student Support Services may:

• Review existing infrmation
• Observe the child in the class r elsewhere in the school
• Cnduct formal assessments and recommendations
• Discuss yur child’s learning and behavioural challenges
• Talk abut this with the school staff and family
• Hld staff training and development sessions
• Cach and mentor school staff
• Help develp strategies
• Cordinate other services

One Plans

Under the Disability Standards for Education, all children and students with a disability are entitled to a personalised learning approach. This approach involves consultation, identification of needs, the provision of reasonable adjustments and regular monitoring and review, and should be negotiated, documented and agreed.

Any student allocated a Category 1-9 IESP level, Aboriginal, in care, or accessing a Special Options setting must have a documented One Plan.

The One Plan records:

• background information on the child or student
• the child or student’s strengths, interests, motivations and aspirations
• services provided by agencies
• the child or student’s learning priorities aligned with the curriculum
• aims, goals and adjustments planned to support the child or student
• endorsement and agreed actions

Non Education Department Service Providers

Students with additional needs who are accessing NDIS provider sessions are asked to make contact with the school before booking sessions with therapists on site during school hours. The availability of spaces at Prospect Primary is very limited and as such they often fill up quickly prior to the term/semester ahead.

To facilitate these sessions and adhere to Department procedures, students who are accessing services on site must have clear line of sight by a legal guardian during the entirety of their session. Therefore, the legal guardian must be able to attend the session provided.

When arranging for these sessions please note the following;

Your NDIS provider will need to provide us with;

• Working With Children’s Check,
• RRHAN-EC training,
• Insurance certificate
• Signed agreement between the provider and the Department for Education (upon first visit)

In addition to this we need to ensure that the attending legal guardian provides;

• Working with children’s check
• RRHAN-EC training certificate
• And has attended a Volunteer Induction session

English as an Additional Language or Dialect (EALD)