Special Needs/Transition Education Philosophy
The first responsibility for the education of every student lies with the classroom teacher. Each curriculum area will develop program’s that are inclusive of all students learning needs. Most students are able to function and learn in the ordinary classroom environment with no added one to one support. Teachers can adapt and modify programmes to suit the needs of a wide range of ability groups. There are some students whose needs fit under the “Students with Disabilities Policy” are who require additional classroom support to develop essential skills and abilities. Not all students with learning difficulties can be catered in the Special Needs /Transition Education Program.
Our initial goal is to identify students in greatest need and set up appropriate Support programmes with assistance from the Disability Services at Yorke & Mid North Education Region. Students needing support will initially be identified during the year 7 to 8 Transition Program.
This will be done in consultation with families, the student councilor, Disability Services at Yorke & Mid North Education Region and other schools. Structures will be set up to match additional teacher support time with student learning needs.
Some types of structures/support used are:
- Small group withdrawal
- One to one support within the classroom
- Extra program’s, e.g. Aquatics, Sexuality
- Classroom support
Special Needs/Transition Education Coordinator:
The role of the Special Needs/Transition Education Coordinator is to:
- Coordinate additional support for students whose needs fit under the “Students with Disabilities Policy”.
- Manage the development and review of the Negotiated Education Plans.
- Coordinate Training and Development for Staff.
- Coordinate /liaise with Parents and other Agencies.
- In conjunction with Curriculum Coordinators, Manage Development of appropriate program’s to meet students individual needs.
- Liaise with the Student Counsellor in the enrolment of students.
The role of the classroom teacher is:
- Provide a curriculum which reflects individual students needs, as outlines in their Negotiated Education Plans.
- Participate in documenting, implementing and evaluating the Negotiated Education Plan.
School Support Officer:
The role of the SSO is to support the classroom teacher in promoting student learning:
- Working with small groups or individuals in the classroom.
- Withdrawing small groups or individuals for extra tuition.
- Working alongside the teacher in the classroom.
- Assisting the classroom teacher with student behaviour management.
- Assisting in the preparation of resources/programs for students.
Disability Services at Yorke & Mid North Education Region:
The role of the Disability Services is to support schools in addressing the needs of children who have been referred in accordance with the Students with Disability Policy. This can be done by:
Supporting schools with processes involved in locating special education provisions and services.
- Providing consultation with staff/parents.
- Providing or facilitating training and development with staff and/or parents.
- Assisting in the development and monitoring of the NEP process.
Pathways through JPSS for students on negiotiated education plans?
John Pirie Secondary School is a year 8 to 12 school with approximately 650 students. The following is a general pathway through JPSS, which allows flexibility for the individual needs of the student.
A strong emphasis is placed on relationship building, group work, social skill development and cooperative learning.
At year 8, students will be integrated into classes for all their subjects. The class will be made up of approximately 24 students and will have extra support in most curriculum areas. NEP students are withdrawn for Literacy and Maths.
Year 9 & 10
Year 9 & 10 Students can opt to join the Junior Special Class program or continue in mainstream classes. Those choosing mainstream options will receive SSO support commensurate with their support level. Students opting for the Junior Special Class (Maximum class size: 16 students) will have modified programs designed to meet their individual needs. They will also automatically be transitioned into the Senior Special Class at the completion of Year 9.
The students in the Special Class will be involved in Work Experience and will develop a Personal Portfolio. The Year 8, 9 and 10 courses are flexible and depend on the individuals needs. Courses may include:
- Extra personal development
- Swimming / Aquatics
- Integration with the Special School
- Rural Production
- Animal Husbandry
- Protective Behaviour
Students choosing this course will receive a Certificate of Completion when they have completed at least 16 units of the SACE pattern at Stage 1 level, including the four compulsory units – 2 English, 1 Mathematics and 1 Australian Studies. If needed, students will have the opportunity to complete this over three years.
Students choosing to complete 22 units and receive their SACE Certificate can further choose 3, 2unit subjects at Stage 2 level.
First year of SACE
At Stage 1, students will be grouped together in a small class of approximately 20 students. Where appropriate, students will do all courses of study as a class together. Each year courses will be developed according to students needs. An example of a possible course is as follows:
Language in the Community
Mathematics in the Community
Health, Recreation and the Community
Arts and the Community
Computing and the Community
Work and the Community
Maintenance, Restoration and the Community
The other 2 units will be replaced with a study line where students will use extra time and support to work on their course of study. Where students have a particular interest or aptitude e.g. Drama or Biology they may join other classes. Students in SACE will be involved in further Work Experience and will also be expected to develop their Personal portfolios.
A flexible course is developed depending on the student’s needs.
A more detailed outline of the SACE course is available in the SACE Prospectus.