(E) Copyright: The NSW Department of Education, Sydney, 1987
Free for copying by non-profit educational institutions.

POLICY STATEMENT

THE EDUCATION OF STUDENTS WITH LEARNING DIFFICULTIES FROM PRE-SCHOOL TO YEAR TWELVE

Published by Student Support Services Directorate New South Wales Department of Education Sydney 1987 ISBN 0-7305-3930-X

Index

Foreword

Introduction

Principles Underlying Provision for Students With Learning Difficulties in Regular Schools in New South Wales

Guidelines for Schools

The Role of the Support Teacher (Learning Difficulties)

Selection of Support Teachers (Learning Difficulties)

The Work of the Support Teacher (Learning Difficulties) in the School

FOREWORD

It is the policy of the N.S.W. Government and the Department of Education to provide maximum opportunity to all students to acquire the skills and competencies necessary to participate in and contribute to society. It is important that students who have difficulties with learning are not disadvantaged because they do not acquire such skills easily.

All schools have a responsibility to identify and meet the educational needs of students with learning difficulties. It is important for schools to generate and maintain an understanding yet resourceful environment within the school and to develop the kinds of programs which will assist students to achieve all they are capable of.

This policy statement and its support documents will serve to inform, stimulate and encourage the school community to provide for students with learning difficulties.

(signed) R. B. Winder Director-General of Education

INTRODUCTION

In 1987 the Department of Education in its Statement of Corporate Purpose and Goals affirmed its commitment to ensuring that school education in N.S.W. is relevant to the needs and aspirations of students; responsive to community expectations; effective in the achievement of high quality educational programs and efficient use of available resources.

In pursuit of this purpose, corporate goals have been established. These goals involve the provision of curriculum and learning opportunities which recognise the needs of all students.

The following policy statement, the Education of Students with Learning Difficulties from Pre-School to Year Twelve, fits within the context of the corporate goals and establishes principles and guidelines for schools to develop programs and procedures to cater for students with learning difficulties.

It presents:

 
• a general policy on the education of students with learning difficulties in the classroom;
• a policy which is specifically concerned with the work of the Support Teacher (Learning Difficulties)# in both primary and secondary schools;
• a series of resource documents to assist the implementation of the two policy statements.

# The term Support Teacher (Learning Difficulties) refers to those teaching positions previously known as Remedial Teacher in secondary schools and Resource Teacher in primary schools.

PRINCIPLES UNDERLYING PROVISION FOR STUDENTS WITH LEARNING DIFFICULTIES IN REGULAR SCHOOLS IN NEW SOUTH WALES

 
• In any one school there will be students who experience difficulties with learning. These difficulties vary in cause, nature, intensity and duration.
• Students may experience difficulties with learning because of the ways in which they learn or the rates at which they learn. The difficulties may also result from social and cultural factors.
• It is essential that schools provide appropriate education for students with learning difficulties. This is the direct responsibility of each teacher and of the school as a whole.

GUIDELINES FOR SCHOOLS

In addressing the needs of students with learning difficulties schools should address the following issues:

Identification of Students

It is the responsibility of the Principal to establish within the school mechanisms for identifying as soon as possible, those students who experience difficulties with learning.

Identification may be initiated and/or facilitated by teaching and guidance personnel, by parents or by members of the medical and helping professions in the community.

Because it is recognised that learning difficulties may arise at any time throughout the student's school life, teachers should regard the identification of students with learning difficulties as a continuing process.

Assessment of Students

It is the responsibility of the Principal to establish within the school sound mechanisms for assessment.

There is a wide range of techniques and procedures for assessing students with learning difficulties. Although such techniques and procedures may vary according to the difficulties experienced, they should include skilled observation and/or application of appropriate test materials.

In the majority of cases, assessment may be conducted by class teachers independently or with the help of other school personnel. Particular cases may require assistance additional to that available within the school.

Identification and assessment procedures should lead to the provision of quality teaching programs for individual students.

Implementation and Program Planning

The development of plans for students with learning difficulties should be part of the school's overall policy development.

Such plans should:

• build on information gained from identification and assessment of each student's individual learning needs;
• acknowledge that students with learning difficulties, like all students, need to learn at a pace and in a style which is both appropriate and challenging for them;
• recognise that many learning difficulties experienced by individuals may be overcome by only slight modification to regular class programs while more complex problems will require comprehensive planning and provision;
• acknowledge the relationship between learning difficulties and other areas of stress or disability;
• provide for differences in the duration of programs, depending on the individual needs of the student;
• establish and continue to evaluate curriculum and programs.

Monitoring and Evaluation

The school should maintain cumulative records of program details and students progress so that all teachers concerned with a particular student may be fully informed as that student progresses through primary and secondary school. Records should be complemented by consultation involving teachers, parents and other support personnel. Consultation should include the student, whenever appropriate.

Use of Resources

A range of resources, both human and material, is available to assist teachers with the design, implementation and evaluation of programs for students with learning difficulties.

Resource personnel available within the school may include the Principal and executive, the Support Teacher, other class teachers, the Counsellor and the Careers Adviser. External personnel may include consultants, specialist counsellors, itinerant teachers, the staff of Education/Guidance clinics and staff of various government departments.

Personnel such as consultants and counsellors can provide access to material resources for the assessment, diagnosis and instruction of students with learning difficulties. Principals may request school counsellors to arrange referrals beyond the school if school resources are insufficient for the needs of particular students.

Parents and Community

Where appropriate, parents and relevant community agencies should be involved in service delivery to students with learning difficulties. Assistance may come from individuals, institutions, agencies and organisations with expertise and facilities.

THE ROLE OF THE SUPPORT TEACHER (LEARNING DIFFICULTIES)

The Support Teacher (Learning Difficulties) assists schools to cater for those students in regular classes who are experiencing difficulties in basic areas of learning, regardless of the cause of such difficulties, including intellectually disabled students.

In carrying out this role the Support Teacher will:

• assist in the identification and assessment of students with learning difficulties;
• work with school executive, teachers and parents to plan and design appropriate programs for students with learning difficulties;
• work with regular class teacher predominantly in a team teaching role within classrooms on the implementation of programs for students with learning difficulties;
• assist school executive and class teachers monitor and evaluate programs for students with Iearning difficulties.

SELECTION OF SUPPORT TEACHERS (LEARNING DIFFICULTIES)

The demands of the Support Teacher (Learning Difficulties) role should be taken into account when selecting teachers for the position.

Selection of teachers from within the N.S.W. Department of Education Teaching Service should be influenced by the judgements of the Principal and District Inspector and should give consideration to the following factors:

• experience (minimum two years);
• effectiveness in present teaching role;
• knowledge and appreciation of the role expectations of the position;
• present qualifications in the area of learning difficulties and willingness to undertake further training;
• demonstrated ability to work co-operatively with all school personnel.

THE WORK OF THE SUPPORT TEACHER (LEARNING DIFFICULTIES) IN THE SCHOOL

It is the responsibility of the Principal to ensure that the work of the Support Teacher (Learning Difficulties) is an integral part of a WHOLE SCHOOL COMMITMENT to meeting the needs of students with learning difficulties.

1. The Principal must establish an organizational model, consistent with policy, within which the Support Teacher will operate.

   The Model should accommodate the need for:

   • the Support Teacher position to be occupied by the teacher appointed to it;
   • establishing effective procedures for identification and assessment of students;
   • appropriate in-school supervision and professional development of the Support Teacher;
   • delineation of responsibilities of staff concerned with the implementation of programs for students with learning difficulties;
   • ensuring that all teachers fully understand the Support Teacher's function and modes of operation;
   • flexible time-tabling to allow time for consultation, program development and the keeping of appropriate records;
   • opportunities for the Support Teacher to consult regularly with the Principal and executive;
   • communication with class teachers within and between schools;
   • opportunities for support teachers to consult with school counsellor, other support teachers and individuals with relevant professional expertise;
   • opportunities for communication with parents;
   • giving consideration to the time demands of travel and allocation of duties to support teachers who work in two or more schools;
   • the establishment of mechanisms for monitoring and evaluating programs and for their revision and/or modification.
2. The Support Teacher position must not be used to establish a separate class.
3. The Support Teacher position is not provided to enable relief for absent teachers or to provide academic extension programs for talented students.
4. The Support Teacher must not provide release from face to face teaching for staff members.
5. Support Teacher services must not be allocated permanently to one section of the school or to any particular subject area.

End of document.

Schools are required to develop their own LD policies. An example is the Mackellar Girls' High: Learning Difficulties Policy 1991. For other ideas see Discussion: Teaching Students With Learning Difficulties.

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Enquiries/Comments to: mteach.IT@alex.edfac.usyd.edu.au