Education Support Education Support
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he Mary Rice Centre is named in honour of Mary, Edmund and Mary Rice’s daughter. We know that their daughter was born in 1789. Little is known about Mary except that she was described as having a disability. It’s clear that she was a powerful catalyst in changing Edmund’s Mrs Susan Prior life direction and sense of Coordinator of Education Support purpose. It could be interpreted that in this social and spiritual context he grew compassion and groundedness because of Mary’s presence in his everyday life. The Mary Rice Centre is about bringing disability into the light. It is a place, but it is really more about an approach. It is part of Trinity’s objective to address not only some of the consequences of marginalization related to disability but some of the causes, by working with staff in developing an inclusive culture (inclusive curriculum, inclusive policies, inclusive teaching practices and inclusive activities.) Over the last five years our aim has been to build an inclusive approach to delivering curriculum throughout the school. This means support is dynamic and flexible so that it meets students and teachers changing needs wherever they are. Inclusion is not about making everyone the same; it’s about welcoming everyone with their differences. Similarly, equity is not about everyone getting the same but getting people what they need. This support can translate in a variety of ways in order to improve outcomes for all boys. Currently we have qualified education assistants who support teachers in classrooms throughout the school. We have trained volunteers who work individually with some students on school to work skills in particular. In 2004 we would like to thank Mrs Sue Walker, Mrs Patsy Colan and Mrs Loretta Tobin for the generous contribution of their time and talents to support our Trinity boys. We have a coordinator who directs and liaises with staff to target
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these support needs in the mainstream. We also support the senior enterprise program which is an innovative, alternative learning pathway with a universally designed curriculum for Trinity boys, which means it caters for learner diversity. Including boys with disabilities means there is more support available for everyone. As an inclusive school community Trinity provides for the diversity of its students in the mainstream environment wherever possible. There is no “special education” group. For any boy diagnosed with a disability, Trinity staff work as a team and arrange case management. This is an individualized approach or an individualized education plan to ensure each boy has the opportunity to reach his potential. People’s attitudes are often the biggest obstacle contributing to marginalization. Disability is a normal part of society. So the Mary Rice Centre is about social justice for all students. It’s sometimes difficult to explain to people that our education support program is usually working at its most effective when the Centre is empty! That’s because the support is happening throughout the school where it is most needed and attitudes can be most challenged when people have to share the same space. The Mary Rice Centre is a school community facility and has hosted a range of functions for various learning areas and interest groups. It is a homeroom, a classroom, and a meeting place. The Centre also supports education of the wider community. This year we have been involved in the reference group process with the Curriculum Council in developing curriculum and guides for its implementation. Notre Dame University asked our staff to assist in the lecture component of the education assistants’ course. Mary Rice was born during the “age of enlightenment” at the end of the 18th century. Two centuries later we now see the reality and mystery of Mary’s role in contributing to Edmund’s and our own enlightenment. Sue Prior Coordinator Education Support
