|
Teachers structure classes and lessons to provide children with a challenge at their own level. No longer can teachers teach a ‘class’ with the same expectations for all children. Assessment is based on ‘outcomes’ – educational expressions noted in individuals work that may or may not be entirely different to others in his/her peer group.
Sometimes children fall outside (either below or above) the scope of the class level and may be supported in a range of ways
eg.
1. Through the Disability and Impairment program
2. Through intervention by school based support staff
3. Acceleration and extension classes
4. Federal Government Tutoring System
5. By input from specialists such as:
Child Psychologist
Occupational Therapist
Speech Pathology
Physiotherapist
Access to these professionals is dependent on funds made available to the school and parents may be expected to assist with Medibank A.H.F. claims and an expectation to follow-up programs at home. Access is limited to the most needy cases. Special programs may be offered, such as Reading Recovery, one-to-one or small group intervention, etc.
The Victorian Education Department supports a program to support children with Disabilities and Impairments in Victorian Schools. To be eligible for funding individual children must meet criteria set out by the Department of Education. Parents need to be aware that applications must be supported by extensive medical reports along with other evidence. An application does not guarantee funding in Victoria because a student had previously been funded interstate. Applications take time to be assessed. Applications for funding close at the end of Term 3 each year. Every attempt is made to cater for the diverse differences that individuals and groups of students bring to our school. To help our students settle into our school we have a full-time Defence Schools Transition Aide. The role of the D.S.T.A. is to help create a sense of belonging for the whole family. The D.S.T.A. also develops strategies to help children with the complexities of their mobile lifestyle by introducing welcoming and farewelling rituals, helping to develop social groups and supporting families. Another important part of this role is to encourage and develop informal support networks and act as a conduit between home and school. |
