NSW public schools are well prepared to support students with disability and additional learning and support needs and staff are ready to answer your questions.
Visit our Inclusive learning support hub for more information on:
- children starting school with additional needs
- support and adjustments available
- personalised learning and development.
An impactful in class learning support program is characterised by proactive, student centred assistance that enhances access to learning whist promoting and building student independence. All staff work collaboratively with teachers, aligning their efforts with lesson objectives, individual student needs and data informed evidence based practices. Scaffold learning, adapt resources and inclusive assessment practices are imperative, whilst fostering engagement, ensuring all students feel included and empowered.
Our Berinba approach and why?
At Berinba Public School, we use a multi-tiered system of support and Response to Intervention model. In-class teacher support for interventionists (all staff are seen as interventionist) which involves a collaborative approach where teachers and learning support staff work together to identify and address student needs, providing targeted support within the classroom setting.
Key Roles and Responsibilities:
Teachers:
· Identify Students: Teachers play a crucial role in identifying students who may need additional support, whether through academic struggles or behavioural issues.
· Monitor Progress: They regularly monitor student progress and communicate this information to interventionists.
· Collaborate: Teachers collaborate with interventionists to develop and implement intervention strategies.
· Provide Universal Instruction: Teachers provide high-quality, evidence-based instruction to all students, forming the foundation for the MTSS/RTI model.
Learning Support Teachers/ Team:
· Provide Targeted Support: the learning support teachers and team, such as special education teachers or intervention specialists, provide targeted, evidence-based interventions to address specific student needs.
· Work Within the Classroom: They work directly with students within the classroom setting, either in small groups or individually in collaboration and consultation with the teacher
· Monitor Progress: They monitor student progress during interventions and provide feedback to teachers.
· Collaborate: They collaborate with teachers to ensure that interventions are effective and aligned with classroom instruction.
Benefits of In-Class Teacher Support – our Why?
Increased Access to Support:
Students receive support within the familiar classroom setting, reducing the need for pull-out programs.
Improved Collaboration:
Collaboration between teachers and interventionists leads to more effective and coordinated support for students.
Data-Driven Decision Making:
Monitoring student progress allows for data-driven decision-making, ensuring that interventions are effective in collaboration with many staff and differing expertise
Increased Teacher Capacity:
Teachers are better equipped to support all students, including those with learning or behavioural needs.
Reduced Stigma:
Students are less likely to be stigmatized by receiving special education services.