In alignment with the Nationally Consistent Collection of Data (NCCD) requirements we are committed to better understanding and supporting our students with additional needs. We have embedded a whole school approach connecting all teachers and support staff to learning support, NCCD and it processes.
Our NCCD database identifies a student's area of need, for example:
Our database also identifies the level of adjustment required by the student to function within the class and school setting, there are 4 levels of adjustment:
Support provided within quality, differentiated teaching practices (QDTP)
Students are supported through active monitoring and adjustments that are not greater than those used to meet the needs of diverse learners. These adjustments are provided through usual school processes, without drawing on additional resources, and by meeting proficient-level Teaching Standards (AITSL).
Adjustments are made infrequently as occasional action, or frequently as low level action such as monitoring. These adjustments may include:
- explicit, minor adjustments, including targeted or differentiated teaching, assessments or activities
- specific and relevant teaching strategies to support targeted areas of communication
- active monitoring and supervision, meeting health, personal care and safety requirements through usual school processes
- enabling access to learning through usual school processes (e.g. through a differentiated approach to teaching and learning) and existing facilities (e.g. existing modifications to buildings and learning environments).
Supplementary adjustments
Students with disability are provided with adjustments that are supplementary to the strategies and resources already available for all students within the school.
Adjustments occur for particular activities at specific times throughout the week and may include:
- adapted and additional instruction in some or many learning areas or specific activities
- personalised and explicit instruction to support one or more areas of communication
- planned health, personal care and/or safety support, in addition to active monitoring and supervision
- adjustments to enable access to learning may include:
- support or close supervision to enable participation in activities or the playground.
- modifications or support to ensure full access to buildings and facilities.
Substantial Adjustments
Students with disability who have more substantial support needs are provided with essential adjustments and considerable adult assistance.
Adjustments to the usual educational program occur at most times on most days and may include:
- additional support or individualised instruction in a highly structured manner, including adjustments to most courses, curriculum areas, activities and assessments
- personalised and explicit instruction to support one or more areas of communication
- planned health, personal care and/or safety support or intervention, in addition to active monitoring and supervision
- adjustments to enable access to learning may include:
- specific planning for access to activities or facilities
- closely monitored playground supervision
- modification to school environments, such as buildings and facilities
- environmental adjustments to support participation in learning
- provision of specialist advice on a regular basis
- support from specialist staff.
Extensive Adjustments
Students with disability and very high support needs are provided with extensive targeted measures and sustained levels of intensive support. These adjustments are highly individualised, comprehensive and ongoing.
Adjustments to the regular educational program occur at all times and may include:
- intensive, individualised instruction or support in a highly structured or specialised manner for all courses and curricula, activities and assessments
- intensive, individualised instruction to support multiple areas of communication
- planned, highly specialised and/or intensive health, personal care and/or safety support or intervention
- enabling access to learning through:
- highly modified classroom and/or school environments
- extensive support from specialist staff.
Communication
Parents will be informed at the beginning of each year if their child requires adjustment and the area/s of support that adjustment is required for.
Students with extensive, substantial or supplementary adjustments with have an individual Personal Learning and Support Plan (PLASP), collaboratively developed with parents/carers. The PLASP will be reviewed and amended in Semester 2.
All students will be reviewed each term at the Learning Support Team meeting. Follow up or changes to student’s adjustments or area of support will be communicated with parents.
