Inclusive education
Clapham Primary School is committed to providing a safe, supportive, welcoming, and culturally inclusive learning environment for all students, taking into account the following key factors:
– Students bring diverse strengths and needs to the classroom.
– Teachers need a flexible repertoire of practices to meet varying needs.
– Teachers contribute their experience, expertise, and professionalism to enhance student learning.
– Teachers make a meaningful difference in students’ lives.
– A non-deficit approach is vital, acknowledging and valuing the diverse socio-cultural, linguistic, and ethnic backgrounds of students.
– The school has established procedures to support all students effectively.
– Families play a crucial role in supporting learning and behaviour plans for their children.
At Clapham Primary, the Student Review Team (SRT)—comprising the Deputy Principal, Assistant Principal: Learning Support, a teacher representative from each team, and the Student Support Officer—collaborates to ensure the provision, review, and continuous improvement of tailored programs that meet individual student needs. Students identified by the SRT access targeted support through a variety of programs.
This targeted support may occur within the regular classroom or in a withdrawal setting through programs such as MiniLit or MultiLit.
Please click on the tabs below for more information.
English and Additional Languages/Dialects (EALD)
Australia is a culturally diverse nation and the key to the success of Australian multiculturalism is inclusiveness. The South Australian Education Department provides an English as a Second Language program to schools when there is a gap between the students language level required for success at each year level of schooling.
The EALD program in schools supports intensive English language sessions for students with a language other than English. It aims to maximize student participation in all areas of the curriculum as well as building their knowledge, skills and understanding of their world.
At Clapham Primary, the Assistant Principal works flexibly and collaboratively within the school to maximize student learning and wellbeing.
Therefore support is provided:
- in the student’s classroom
- in small group settings
This improves student’s participation, confidence, English language skills and provides better outcomes for them in the future.
Learning Enrichment
Classroom teachers cater to the individual needs of gifted students within the class teaching and learning program.
At times, identified groups of students across the school may be extended in co-curricular activities to enrich their learning experiences. There are many extra-curricular opportunities for all students to pursue their areas of expertise and passions.
The Three Tiers of Support:
Tier 1 – Whole-Class Instruction This is the high-quality teaching that all students receive in their classrooms. It involves clear goals, high expectations for everyone, and teaching strategies that help all students understand and master new skills. Teachers regularly check how students are progressing and make adjustments when needed.
Tier 2 – Small Group Intervention For students who may need a bit more help, we offer small group sessions in addition to the regular class lessons. These groups focus on specific areas where students need extra practice, and teachers or School Services Officers (SSOs) work with these students, in the classroom, to help them meet their learning goals.
Tier 3 – Intensive Individual Support Some students might need more personalised help. In this case, we offer one-on-one support that is more frequent and specifically tailored to their individual needs. We may also work with specialists, like speech pathologists and psychologists, to develop specific plans to support these students. We are committed to supporting your child’s learning and overall wellbeing.
For matters related to intervention and student inclusion, the Deputy Principal is available to provide guidance and support. Our Assistant Principal is responsible for overseeing student wellbeing, ensuring that their emotional and social needs are met. Additionally, I am always available to assist with any queries or concerns. Please do not hesitate to reach out to any of us if you require assistance or have any questions.
Special Options
Children with a disability or special needs must be given the same opportunities for education as other children. At Clapham Primary we are fortunate to have two Special Options Classes, catering for students with special needs from across the Southern Adelaide Region and adjacent regions, in addition to our mainstream classes.
Our Special Options Classes provide an educational option for students with a disability who require significantly modified curriculum support. All students of the Special Options Class may have an intellectual disability and may also have additional disabilities/impairments of a physical, sensory and/or communicative nature. These classes have a smaller number of students than mainstream classes, R-2 with 8 students and Years 3-6 with 12 students.
Students in our Special Options Classes access all specialist subjects and are included in school events such as Sports Day and Assemblies. Students in these classes also integrate with mainstream classes whenever possible, being involved in the School Production, Growth & Development sessions, and excursions or incursions, etc.
Placement in a Special Options Class is determined using a state-wide process based on eligibility criteria and is dependent on available vacancies. The Department for Education psychologist is the only professional authorised to make recommendations regarding placement in a Special Options Class. Parents/Caregivers are also involved in the approval process.
Transport assistance will be available to families who meet National Disability Insurance Scheme (NDIS) criteria.
Students with Disabilities/Learning Difficulties
The Department for Education’s Inclusive Education Support Program (IESP) is a functional needs-based funding model for South Australian government preschool and school students with disability. The program’s name and eligibility criteria reflect its inclusive approach and principles.
According to the International Classification of Functioning, Disability and Health (ICF) developed by the World Health Organisation (WHO) ‘functional needs’ refers to the supports/skill development that a person needs to enable them to participate in activities on the same basis as their peers.
Funding is allocated to children and students in mainstream preschools and schools based on the documented adjustments that are described by teachers in their personalised learning, known as a One Child One Plan (OCOP), to address their functional needs, rather than their disability diagnosis or label.