Inclusive Learning Environment

WHAT WE WILL DO: Provide intervention for SAER students

What Occurred in 2022:

Learning and Disabilities was the main referral domain for the SPS in 2022.

Learning and Disability was the primary referral reason in 65.3% of individual requests for service (17/26). 66% of students referred for learning (8/12) were formally assessed and had psychological reports written and provided to parents and school staff because of the referral.

42% (11/26) of students referred for learning and disability as the primary reason had a diagnosis facilitated by the referral (Specific Learning Disorder, ADHD, Autism Spectrum Disorder).

50% (12/26) consultation requests were regarding learning and disability. These consultations either aided families to engage with appropriate services to support their child or assisted with teachers through psychoeducation of disabilities and best practice for teaching and learning adjustments for students with learning and disability barriers.

SAER policy review support was a focus for system level support. The changes to the policy are to be delivered to staff in 2023 at the EPS SDD days on 30 and 31 January 2023.

Recommendations for 2023

• Professional Learning for staff on the Science of Learning and School Culture. SPS to support delivery of PL at SDD day Term 1, 2023.

• School Principal and SAER team to present to all staff on the SAER policy updates and processes for 2023

• Consideration of students with complex needs or formal diagnoses that are not IDA funded to be provided a SEN report to track and monitor their personal progress.

• Consideration for SP to be present at Kindergarten transition days, potential to present on Kindergarten readiness and anxiety?

• Tuesday, Wednesday and Thursday the preferred contact days for 2023.

• SPS and school to review EPS Behaviour Management Policy in 2023 to align with school Business Plan.