education outcomes for students with disability and all students. NCCD funding that St Clare’s College receives is based on the level of adjustment (Supplementary, Substantial, and Extensive) identified through the collection process. In addition to informing funding, the data collected strengthens understanding of schools’ legislative obligations and the Disability Standards for Education 2005 in relation to students who are receiving adjustments because of their disability. Collected data helps to focus attention on the individual adjustments required to support students with a disability to participate in learning on the same basis as other students, and enabling St Clare’s College to better reflect on the needs of these students and to support them more effectively. The collection of data also helps to facilitate a more collaborative and coordinated approach to supporting students who are receiving adjustments because of their disability. Improvements in documentation are also more achievable. Communication between schools, parents/carers and the broader community about the needs of students who are receiving adjustments because of their disability become stronger in the process. Most importantly, collection of data helps to ensure that better support for students who are receiving adjustments becomes routine day to day school practice. The introduction of the NCCD has involved many changes to existing as well as the creation of new student learning plans and the levels of adjustments students receive in regards to their academic and wellbeing needs permitting appropriate and reasonable adjustments to be made to address identified disabilities under the Disability Discrimination Act 1992. Historically Inclusive Education was somewhat a standalone faculty, however; with this change has triggered a much more collaborative approach
across the College, working more closely with all faculties to ensure better outcomes are gained for all students. The Inclusive Education Faculty works closely with teachers, parents and allied health professionals to ensure student learning plans are well informed and developed. The faculty is also committed to ensuring a differentiated curriculum is delivered and accessible to those students who benefit from it.
The WISDOM Program Driven by an identified need for a more targeted approach towards literacy and numeracy, the Inclusive Education Faculty were instrumental in the introduction of the WISDOM program in Years 7 to 10 this year. Data was collected from a range of standardised tests such as PAT, NAPLAN and Accelerated Reader to identify students who would benefit from being placed in targeted literacy and numeracy classes. Classes identify and focus on specific skills unique to each student who through guided assistance gain a better understanding and growth in these areas of learning.
Pathways to Work and Learning (PWL):
Work and Learning” is a new senior subject offered here at St Clare’s College this year. The course acts as a foundation for participants needing preparation before attempting further vocational learning and aims to enable students to: •
develop language, literacy and numeracy skills required for the workplace
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make informed career choices by exposing them to a range of workplaces
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make informed decisions and develop an action plan for work, learning and life.
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to acquire workplace digital technology skills.
Pathways to Work and Learning provides a platform for students to improve their literacy, numeracy and digital technology skills as well as develop life skills in career planning in their senior studies. The Inclusive Education team had an active presence during this years “Try a Day” allowing an opportunity to meet and connect with all possible students for 2020. Belinda Maher Inclusive Education Coordinator
Introduced by the Inclusive Education Faculty, “Pathways to
“Perhaps you were born for a time such as this” Esther 4:14
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