Students with disability

AASHS supports students using a Multi-Tiered System of Support (MTSS), aligned with the Nationally Consistent Collection of Data on School Students with a Disability (NCCD) for all learners. This means, all learners who require support, will receive the support they need.

All learners at AASHS will be welcomed and valued in every classroom and reasonable adjustments will be made within the planning, teaching and learning, and assessing of all unit plans to ensure every student can access learning within their same age cohort.

All learners at AASHS will move flexibly through our multi-tiered system of support model. This allows staff to meet the needs of individual learners, consult with families and students and provide reasonable adjustments for all learners to ensure access, engagement and participation in all learning activities.

This process is embedded across AASHS and incorporates all learners in all areas, including, curriculum, behaviour, wellbeing and disability specific supports.

Every learner will receive Quality Differentiated Teaching Practice (QDTP) in every class. This is embedded through Positive Education, our Instructional Model of Teaching and Learning and Professional Learning Teams.

As our staff and students work through the PLT cycle, students will be identified as requiring adjustments and this MTSS model will help guide our support processes.

As the intensity and frequency of support increases, the student’s level of adjustment increases. Levels of adjustment build on each other and are not stand alone levels of support.

As a student's level of adjustment increases, the people on that student support team also increases. Every person maintains their level of responsibility, therefore, for a student receiving an extensive level of adjustment, their classroom teacher's QDTP is still just as significant as other interventions.

Students will engage in targeted intervention based on their level of need, relative to the expected learning activities.

Students who require adjustments based on engagement, representation, action and expression and have a disability, will have an Individual Learning Plan (ILP). ILPs are written statements that describe personalised adjustments, goals, and strategies to meet a student's individual educational and social needs. Adjustments may occur in the areas of curriculum, communication, social, movement and health and personal care.

Any student who has an ILP will have been referred to Student Support Services prior to the creation of the ILP.

ILP's will be created by the SLC Inclusion in collaboration with the CREW Teacher and/or subject teacher if adjustments are specific to one faculty.

AASHS has an amazing team of Learning Support Assistants (LSAs) who support students with additional needs, across all areas of the school.

LSA time may be allocated to a specific class based on the needs of the students in that class, however, the LSA is not expected to support that specific student only. An LSA's time in a classroom may be utilised for a range of purposes, including, but not limited to:

• supporting break out groups
• 1:1 student support
• leading the group while classroom teacher focuses on break out group
• in class observations

Our SLC Inclusion is here to support staff, students and community members in engaging, accessing and participating in all areas of school life at AASHS. While we are all collectively responsible for the inclusion of every student within our school, the SLC Inclusion is able to offer support and guidance with how best to ensure full inclusivity.

Support from our SLC inclusion may look like:

• co-teaching
• modelled teaching
• observation and feedback cycles

While our SLC may work closely with specific students, these students are still case-managed by their CREW teachers, and SLC is an additional support.