Salisbury State School’s whole school approach in catering for the learning needs of all students, aims to ensure every student receives the support needed to, belong to our school, engage purposefully in learning and experience academic success.
When planning to meet diverse learning needs, teachers at Salisbury State School, with the support of the Student Support Team:
- Establish what students know and can do
- Consider levels of readiness, interests and motivation
- Plan for differentiated teaching and learning
- Closely monitor the progress of individual student and continually adjust the teaching
- Implement early and sustained intervention for all students
- Use flexible grouping to cater for individual needs and enable differing levels of support
- Make reasonable adjustments for students with disabilities to access curriculum
Our students are supported by a variety of internal and external staff.
The Guidance Officer supports Salisbury State School on a part-time basis. Access to the Guidance Officer is through the Student Support Referral process. The GO can support students in a variety of ways, observation in the classroom, providing advice and strategies for the needs of the students, class teachers and parents, conduct assessments and can provide counselling and support to students with high social/emotional needs. The GO can liaise with outside agencies, parents and staff.
The Speech Language Pathologist supports Salisbury State School on a part-time basis. Access to the SLP is through the Student Support Referral Process. The SLP can support students in a variety of ways, whole class programs, small group intervention, individual therapy, assessments, goal and program setting and provide Teacher Aide programs for identified students.
Inclusion Teachers case-manage students with disability, learning support, G&T, behaviour or EALD students to ensure that the support provided is matched to their needs. They work closely with the classroom teacher, parents and carers, specialist staff, outside agencies, teacher aides and other stakeholders as required. Inclusion Teachers monitor progress of all referred students across the school who are receiving focused and intensive teaching.
Inclusion Teachers provide regular feedback about a students’ progress to classroom teachers and parents. Inclusion Teachers complete and maintain support provisions and Individual Curriculum Plans each semester prior to the opening of the reporting period.
Inclusion Teachers collaborate with classroom teachers to assist in the completion of Verification and Profile documents for students in their caseload. They contribute to the development of Personalised Learning Plans and other Support Provisions for all identified students.
Other external specialist staff may be available for eligible students.