The Additional Needs support at St Francis Xavier focuses on the individual needs of the student in a Christ centred, supportive environment.
The Additional Needs Teacher supports the Principal by working collaboratively with students, parents, teachers and practitioners when required, to formulate appropriate support for students by developing Personalised Plans. Each Personalised Plan identifies the area(s) of intervention support needed. Goals and strategies are developed in these plans to support the specific student in achieving his/her full potential in an inclusive learning environment. Personalised Plans are developed for students with a disability and students who require individualised intervention support. Adjustments for students with a disability and students who require individualised support are delivered through quality differentiated teaching practice. Throughout the year support, teams use evidence, including discussion to inform decisions about the adjustments needed for these students.
Determining which students are eligible to receive reasonable adjustments to access education because of disability, is consistent with definitions and obligations under the Disability Discrimination Act 1992 (DDA) and Disability Standards for Education 2005.
Aboriginal and Torres Strait Islander Students
Aboriginal and Torres Strait Islander Students have a Personalised Learning Plan. This plan is developed with the students, parents, Indigenous Liaison officer and Additional Needs Teacher. The plan may focus on learning outcomes and or cultural endeavours.
Enrolment Guidelines and Support for Students with Disabilities.
Parents and teachers contact the Additional Needs Teacher to discuss academic and social-emotional well-being concerns. The school Well-being Committee meets each week to discuss the referrals.
Speech Pathologists, Occupational Therapists and Psychologists work collaboratively with the Additional Needs Teacher and the Class Teachers to support students with intervention therapy.
Kindergarten and High School transition programs play an important role in supporting the students’ individual requirements by attending to the individual needs of the student along with reducing the anxiety that often surrounds this milestone event.
A Multi-Tiered Instructional Model
Tier 1- Universal Instruction/Intervention
Tier 2- Targeted Group Interventions
Tier 3- Intensive, Individual Intervention
Any student may receive services in any tier given their academic needs. Students are not placed permanently in a tier of instruction and will move between tiers as needed. A student with a disability or with other identified special considerations may be served at any tier during the process based on individual needs.