Catering for difference essay

Areas of need such as communication, academic and social emotional often impact on each other, weaving a complex pattern that can affect the student, causing problems and hindering progress. The student, classmates, teachers and parents may all be affected by one students' situation. By recognising a student in difficulty, school personnel can take action and help alleviate problems and provide access to the best education possible.

Students can often present with more than one area of need. When a student is diagnosed by a specialist, such as a paediatrician, child psychiatrist or clinical psychologist, the education department has its own guidelines for accommodating such students and providing inclusive education.

Funding may be applied for and used as seen fit by the school. Students who may be eligible for funding include those with mild, moderate or severe intellectual disability, autism, physical impairment, hearing impairment, vision impairment, language disorder, mental health and not identified (e.g. Attention Deficit Disorder). Many of these students will need special support in academic, communication, social and emotional areas. Additionally, students with undiagnosed special needs can be assisted. For example, a senior student who is normally good academically may experience the death of a parent and naturally suffer grief and anxiety. A supporting statement from an authority, such as a General Practitioner, may request allowances be made for the student.

It is generally obvious when a student requires special help and the student, class teacher, parent, school counsellor or other professional may initiate a process whereby the problems can be addressed and a plan of support can be devised and implemented. A plan of support helps create a picture of where the student is currently and where he or she could potentially be and outlines a step by step program to help the student reach that state of potential.

It needs to be made clear what situation the student is in. Symptoms may be present such as poor academic progress, inappropriate behaviour in class, unstable emotions or social withdrawal. Staff, student, parents and specialists may be involved in identifying problem areas and hopefully their sources. Alternatively, adults may be aware the student is under some stress, for example an unwanted pregnancy, or trouble outside school. Other issues a student may be facing include domestic violence, drug abuse, the death of a loved one, severe illness, or possibly a condition such as ADD, a visual or hearing impairment or a learning disability. The latter cases may be as yet unidentified so the plan of support might include referring the student for testing by an appropriate specialist (e.g. Audiologist for suspected hearing loss).

The plan of support would then involve addressing identified symptoms and causes by establishing achievable goals. The student, who is often self referred, would take an active role in the intervention process and be included in discussions regarding needs and possible strategies. The student may formulate his or her own goals such as overcoming a drug problem, or being provided with opportunities for self expression, or improving academic progress.

Strategies to assist the student at school would be explored and decided upon, as well as ways and means of monitoring progress within a certain timeframe. Goals set might be short, medium and/or long term. Parties involved such as teachers or parents may need to educate themselves regarding the issues that the student is facing. For example, issues pertinent to a young person with an eating disorder. An expert in the area may be brought in to speak to staff and/or students, or a parent who has already been through a similar situation may share stories and insights to help generate awareness and understanding.

The Board of Studies has guidelines and requirements that may be relevant. For example, it may be appropriate to consider allowing the student to undertake the Life Skills Curriculum, or special consideration may need to be applied for.

The Greeks said learning is a relationship. Assisting the student via a quality relationship can be a fundamental part of effective support. One would look at what sort of relationships the student is maintaining (or not) and whether intervention is necessary. Is there a relationship that is part of the problem, such as a peer outside the school who is often in trouble with the police, or a parent who is not coping well or involved in an unhealthy relationship that affects the student? is there someone the student relates to particularly well who may assist in the efficacy of the process? How does the student relate to teachers and class mates and is it necessary to assist them in changing these relationships for the better?

A plan of support would look at people who can help the student achieve defined goals and deal with specific problems. District support may be required, such as a specialist behaviour teacher who may assist, for example, a child with Asbergers Syndrome. The student may be coping academically but needs help forming friendships or help transitioning to high school. Where other children have developed faster socially and emotionally, a child with Asbergers may have trouble in the playground and a support teacher can help out. A personalised social skills program may be devised and implemented, with suggestions of personal excursions and activities.

A counsellor may be consulted, or be already intrinsically involved in the case and can help draw attention to problem areas and make suggestions regarding strategies. For example, if a student is depressed and withdrawn, a "buddy" or selected class mate who will be open and regarded as a positive influence may be asked to befriend the student in need and look out for him/her. The counsellor may suggest other ways to include the student such as group work or extracurricular activities.

Community Health specialists may become involved. Mullumbimby has an adolescent drug and alcohol counsellor and the High School often refers students who need that kind of support. The community health centre is close by so students can visit during school hours or the support worker will visit students at the school. Counsellors from the centre and the school have monthly meetings to discuss case management and to look at options and resources and potential strategies. They stay in touch with class teachers and year advisors.

Mullumbimby High has an established welfare program so students are aware that they are able to ask for help. They know the process of putting their name down to see the school counsellor and a messenger will get them out of class to attend an appointment. Having these structures in place allows for points of reference when making a support plan and people can effectively work together to make positive changes.

Other personnel that might support a student in need, depending on the situation, include speech pathologists, remedial teachers, teachers aides, specialist teachers, mentors, youth workers, sexual abuse workers and parents. Also, some form of support for the staff may be required.

A student who is challenged academically may need help in organisational skills or help in a particular subject. Depending on the need, the teacher can become a mentor and be available for extra support. The role of parents and guardians can also be considered, with suggestions and strategies that may assist the child in getting tasks done, for example, and reinforce elements of the support plan.

The plan of support may look at helpful strategies the teacher can incorporate into the daily classroom situation. The student will often be required to do all the necessary academic work while being encouraged to meet internal challenges and cope with the circumstances. The student's strengths and passions can be considered and developed in order to promote self esteem, a common issue to be addressed.

If a student is presenting with behaviour problems, a diary or letter can be sighted and signed by each teacher with perhaps a comment to report on the current behaviour. If a student is undergoing emotional stress, time out can be given. This may take the form of a time out card to be signed by the class teacher so the student can legitimately leave and perhaps see the counsellor to express any pressing needs instead of playing truant. Or the teacher may allow the student to simply be present in the class without necessarily actively participating.

Communication between parties is essential and is done via regular meetings that may involve different participants depending on the situation such as teachers, school counsellor, year advisor, parents and student. A particular teacher may be aware of a specific problem area and bring it to the attention of other staff so that they may make adjustments where necessary. Many schools have weekly learning support team meetings where information is shared, problems are looked at and possible solutions considered. An Individual Education Program may be devised, making allowances in work. Extra time to complete tasks or sit exams may be given and course content may be modified.

Adjustments for academically challenged students may include reducing the amount of content, providing explicit teaching and modelling, repetition of key concepts, additional demonstration, simplified instruction, deeper levels of scaffolding, catering for preferred learning styles, visual supports, consideration of location in the classroom concepts, personalised reinforcement schedule, adjustments to presentation of materials and alternate formats for tasks and assessment.

An example of modifying teaching methods and content is Craig in year 11 who does the subject entertainment. He has a history of drug and alcohol use, truancy and poor academic progress. He finds tasks involving numeracy particularly challenging and can become upset and frustrated, then gives up easily and becomes defensive, defiant and either withdraws or runs from the classroom. Here all three areas of academic, emotional and communication become problematic. His teacher will make an effort to keep activities practical and carefully plans and communicates steps to ensure success and avoid raising Craig’s stress levels. Extra encouragement is given and requirements are given explicitly when mathematical abilities are involved such as measuring the space for placement of equipment or deducing electrical current amounts.

Technology can be used to help support people with communication needs, such as a student with hard to read handwriting, slow writing skills, or visual and hearing impairments. A student struggling with course content may be motivated to access relevant computer programs that present information differently.

The arts can provide a gateway to healing and dealing with major issues. When a student is seen to be interested in or talented in a particular creative area, this can be used as a form of support. For example at Shearwater, the Wearable Arts is a major performing arts event that students can volunteer to be involved in. They may take part in many different aspects of the production including creating their own garment, performing, being part of the production crew, choreography, music and promotional work. Student with special needs may be encouraged to participate in ways that will help address their needs. For example, the opportunity for artistic expression, the opportunity to actively participate in school culture when they may not be interested or are considerably challenged by other aspects of school work, and the opportunity to develop skills, relationships and self confidence.

Other aspects of school culture that can enhance the support plan include participation in winter, spring and autumn festivals, eurythmy, curative eurythmy, art and yoga.

Creative Arts Therapists, music, art and drama, may play a part in supporting a student with various needs. Music therapy, for example, is a flexible and accessible modality that can provide individualised assistance, especially when more traditional methods are ineffective. It can address emotional, social and communication issues and can help reinforce academic concepts and support music education.

Special needs manifest uniquely in each individual so support plans, referrals and adjustments reflect this.

REFERENCES

http://www.boardofstudies.nsw.edu.au/special_ed/exam-modifications.php

http://espace.library.uq.edu.au/eserv.php?pid=UQ:8438&dsID=Ashman_et_al__20.pdf

http://education.qld.gov.au/curriculum/learning/students/disabilities/

To date, in Queensland’s schools six levels of impairment have been recognised, Levels 1 through
6, the latter indicating the highest level of need.
Level 1 involves an initial consultation, an intervention with referral if needed, assessment, contact
with parents, follow up, and referral to another agency, if appropriate. Level 1 is also used as a
preliminary classification assigned to indicate that the student has been entered into the system and
is awaiting the ascertainment process.
Level 2 involves management activities only, that is, monitoring of student performance, a review of
performance, professional support of up to three hours per term but not necessarily personal contact
with the individual student.
Level 3 involves the enactment of a support program, consultation and goal setting (review of
teaching strategies, evaluation, resources, classroom management), the facilitation of appropriate in-
class assistance (e.g., peer tutoring), and professional support of up to three hours per month.
Level 4 involves the formation of a support program, shared implementation, cooperative planning,
direct assistance in program implementation, and professional support of up to three hours per
fortnight;
Level 5 also involves the formation of a support program, shared implementation and modification,
major input into program design and operation, a modified curriculum, and up to three hours of
support per week;
Level 6 involves the development of an alternative program, the preparation of individual education
plan (IEP), an alternative curriculum, and support in an integrated or segregated setting if this is
considered appropriate.

Teachers at Shearwater School and Mullumbimby High School

Counsellor at Mullumbimby High School