Special Needs at Glenelg (updated 7-5-08)

At Glenelg School we are committed to supporting all students to reach their full potential.  This process is most effective when families and teachers work in partnership.  Early intervention in learning problems is the key and there are many ways this happens at Glenelg.

As well as ongoing classroom based assessments all students from year one to year seven are formally tested twice a year with a standardised spelling assessment.  If these students fall below their age average this is followed up with a standardised reading assessment.  From this data we are able to determine, in consultation with teachers, students at risk and continuously monitor the students in and out of support programs.

All Education Department schools have received additional funding to extensively screen all six year-old students to determine their literacy levels.  This is an ongoing process at Glenelg School and gives us the data to determine who should be in an intensive literacy program called Writing, Reading Assistance Program (WRAP).  This program includes individual tuition by a SSO (School Services Officer) of up to 20 weeks duration for three 30-minute sessions per week.  Parents are informed if this is recommended for their child and are invited to an information session before WRAP commences.  The aim of this program is to support students to achieve age appropriate reading levels.

Some of our primary students with identified learning needs in reading are involved in Rainbow Reading. This is a New Zealand based program developed on the teachings of the Educationalist Marie Clay. It focuses on accuracy, strategies, fluency, vocabulary extension and comprehension. It is also particularly successful for ESL (English as a Second Language) students.

Glenelg School currently allocates 1 ½ hrs of SSO support per week to every class. With an extra 1 hour of SSO or Teacher support targeting numeracy given to classes with students who achieved Band 1 or 2 on the National LaN  (Literacy and Numeracy) test.

Any students who require additional support in their learning are accommodated in their classes and may be provided extra support by SSOs.  For a small number who have significant needs negotiation would occur with parents and, if it was warranted, we would conduct some assessments in school to ascertain their areas of difficulty.  If the result indicated further help was needed we would, with parent permission, refer them for a comprehensive Learning Assessment or Social and Emotional Assessment with the Departments Educational Psychologist (Guidance Officer).  These children if verified as having a learning disability would then have teacher time allocated with Leanne Thomas (Special Needs Teachers).

Any concerns about student support should first be raised with classroom teachers.

Ashley Christie-Ling (Deputy Principal)

Leanne Thomas (Special Needs Teacher)

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