Learning Support

In all regular primary and high schools there are students with learning difficulties who need assistance in accessing the curriculum. Learning difficulties refers to barriers which limit student access to, participation in and outcomes from the curriculum. These barriers are created because of problems in one or more of the areas of literacy (spoken and written language), numeracy and learning how to learn. Students with a learning difficulty may experience only short term problems or they may have persistent, long term difficulties.

Some students have a learning disability. This is a neurological disorder which indicates that the student will have persistent long term problems and may need a higher level of support. These students have average to above average cognitive ability, but may have difficulty accessing and/or processing information for a variety of reasons.

All students with learning difficulties/disabilities need to work in a supportive, positive and inclusive environment, where teachers and support personnel work together to provide strategies to assist the student to successfully access the curriculum.

Learning Support Teachers assist the class teacher to build support for these students into the class environment as well as ensuring it is embedded within their classroom units of work. This may be through small group work, modified presentation of classroom information, in class support and a variety of other appropriate strategies tailored to each individual. The role of the Learning Support Teacher also includes the management of the processes used by schools to identify, recommend and make provision for student with learning difficulties/disabilities. This means management of the Appraisement process in primary school, and management and implementation of the Adjustment process in secondary school.

The Adjustment process involves:

• the identification of students with learning difficulties and learning disabilities
• the recommendation of an adjustment type which determines the level of modifications required, as well as possible strategies, resources and adjustments that could be used to ensure success in the classroom environment
• collaboration between the Learning Support Teacher and the Class Teacher to develop a Support Plan which incorporates modifications into the class program to assist students with learning difficulties to access the curriculum
• ongoing review of student achievement and Support Plan

The Learning Support Teacher may be involved with a range of activities that facilitate the management of support for students with learning difficulties in the school, including:

• consultation with parents
• professional development and allocation of teacher aides and volunteer tutors
• professional development for school staff and the wider community regarding strategies for use with students with learning difficulties
• collaborating and networking with a range of additional professionals that can offer assistance and current knowledge of practices (e.g. Speech Language Pathologist, Senior Learning Support Teachers, Guidance Officers)
• continual review of student Support Plans and classroom success
• participation as a member of the Student Support Services meetings

Accessing Services

Once a student is suspected as having a learning difficulty (by either the teacher or parents), the child’s teacher will complete a referral form (indicating problem areas), and ensure that contact with parents has been made. The referral form is then passed onto the Student Support Services Team, where a case manager is appointed (usually the class teacher) and an appropriate action plan is formed. This is then fed back to the class teacher and parents. If you have any concerns about your child, please contact your child’s teacher.