Mission Statement

The Faculty of Exceptional Learners strives to implement the vision of Edmund Rice with a clear commitment to justice. Every student has the right to an appropriate education to enable him to feel worthwhile and attain success in learning.

All ‘Terrace’ staff are committed to realising the full potential of students. The Faculty of Exceptional Learners' staff provides additional support,with and beyond the curriculum for those students who have 'special educational needs'. We will strive to encompass the spiritual,emotional, intellectual and developmental aspects of the students in our care.

Exceptional Learners

The clientele of this College consists of a number of students with 'special educational needs' for whom provision of effective education programs and resources are required. These students include:

    * Students with learning difficulties/disabilities
    * Students with a hearing impairment
    * Students who have physical disabilities who are capable of accessing the buildings independently
    * Students with a vision impairment
    * Students with an intellectual impairment
    * Students  with social/emotional disorders
    * Students with Autistic Spectrum Disorder
    * Students who may be gifted and talented
    * Students who are from a non-English speaking background.

In some cases students have multiple 'special needs' through a combination of the above needs.

Learning Support Overview

The Staff of the Faculty of Exceptional Learners work in consultation with subject teachers. Students experiencing difficulty are identified and supported. Identification may be made in a variety of ways: formal and informal testing; teacher referral; and students elf-nomination. Learning Support teachers plan and implement short and long-term programs to assist the individual student in his learning. Students may be supported on an individual basis or in small groups. Learning styles, academic strengths, as well as areas of difficulty,are taken into account when educational programs are devised. Students,who are offered assistance through the Learning Support Programs, are expected to make a commitment to be punctual, polite and prepared. Parents are encouraged to be involved in the planning and monitoring process of their son’s learning program.

Year 10

The Year 10 Learning Enrichment subject is chosen as an elective and is scheduled seven times a fortnight. The electives are offered to those students who have been identified as in need of support. Skills are developed in reading, research and note taking, writing across all subject areas, assignment completion, oral presentations, Math, study skills and exam techniques. Students are encouraged to set realistic goals for themselves, devise a plan to assist them in achieving their goals, prioritise tasks and monitor their progress. The emphasis of the subject is to develop skills and independence.

Year 9

The Year 9 Learning Enrichment subject is chosen as an elective and is scheduled seven times a fortnight. The electives are offered to those students who have been identified as in need of support. Skills are developed in reading, research and note taking, writing across all subject areas, assignment completion, oral presentations, Math, study skills and exam techniques. Students are encouraged to set realistic goals for themselves, devise a plan to assist them in achieving their goals, prioritise tasks and monitor their progress. The emphasis of the subject is to develop skills and independence.

Year 8

The year 8 Learning Enrichment Subject, replaces the learning of a foreign language, Japanese and French, with learning support time.
 
The year 8 students are assessed in the areas of English, Mathematics,and Science.  The students are individually assessed using diagnostic testing to identify specific areas of need.

For example;  

Spelling Comprehension Accuracy Editing Mathematics.

As a result of this testing, students identified, as 'at risk' of experiencing difficulty in their learning, are offered a place in the Learning Enrichment Program. Using information from the assessment results, educational goals are planned and programmes are implemented to support the student.

 The Secondary Learning Enrichment teachers work in consultation with Subject teachers.  Students are assisted in such areas as:

English

•  Paragraphs
•  Spelling strategies
•  Topic sentences
•  Generic structure
•  Extra reading time
•  Editing of drafts
• Essay writing

Assignments

• Planning and assignment completion
•  Note taking

Study Skills

•  Study and research skills
•  Organisational strategies    
•  Exam techniques
•  Goal setting

Mathematics

Concepts taught in class are revised

• Mathematical terminology is covered
•  Students are given extra time for revision prior to exams

There are five sessions a fortnight.  Students may participate in the Learning Enrichment subject for one or two semesters.

Years 5, 6 & 7

Students coming into Year 5 are assessed in Maths, Reading Comprehension and Writing. On the basis of this assessment, together with other data collected, students with high learning needs participate in Learning Support sessions during timetabled Japanese lessons.

The primary focus in Learning Support for these students is on developing phonemic awareness and reading skills through:

• sight word recognition
• word attack skills, and
• a shared reading programme.

Parents are encouraged to assist their sons by reading aloud with the mat home and by helping them to learn to read and spell sight words.

Our goal is to have all students reading and spelling at an age appropriate level.

Learning Support staff also work in conjunction with classroom teachers, assisting small groups of students in Language and Maths.

Learning Assistance Program

During terms 2 and 3, the Learning Assistance Programme (LAP) is implemented in all Year 5, 6 and 7 classes. Parents work in a voluntary capacity as tutors, assisting students in a variety of ways, including:

• Planning and brainstorming writing activities;
• Proof-reading and editing written tasks;
• Practising spelling strategies;
• Reading aloud with students;
• Assisting with assignment work;
• Revising maths concepts.

Speed Therapy Services

Speech therapy services support students with special needs in communication. These needs may range from mild to severe and may be short or long term. Even a mild difficulty can have an effect on a student ’self-esteem, social skills and learning. At Terrace the speech pathologist works as part of the education team to determine educational needs and programs. Speech Therapy is a fee based service funded by the clients.

A speech therapy service provides support for students who have special needs in a range of areas including:

• Understanding oral / written language
• Producing oral / written language
• Use of oral language
• Speech sounds
• Stuttering
• voice
• Social interaction skills
• Drinking, eating, swallowing
• Alternative and augmentative communication systems
• Auditory processing disorders
• Phonological awareness

Support services may include:

• Consultation with family / teachers
• Student assessment
• Direct / group therapy
• Class / facilitator / home program
• Collaborative curriculum planning
• Teacher support – resources / strategies
• Training
• Individual education plans
• Ascertainment