Learning Support teachers design and implement a wide range of programs that recognise the different learning needs of boys across all year levels at Scotch College Junior School. This includes consolidation and enrichment. There is also a school psychologist who is vital in supporting with individual diagnostic assessments and counselling. In addition, we have another counsellor available to help nurture the emotional and social needs of all boys. Most formal assessment activities are coordinated through this department. All referrals for any type of support are channelled through the Director of Learning Support.
· Identify and cater for boys' individual learning needs
· Nurture and encourage the development of boys' social and emotional skills
· Support teachers in the planning of programs to meet individual needs in the classroom
· Support parents
Many additional activities and programs are coordinated through Learning Support in our endeavour to meet individual learning needs. This includes daily reading (in Junior Primary), Literary Circles in Year 6, competitions, tests, challenges and quests.
The Games Club operates during lunchtimes. Only teacher nominated boys have the opportunity, if they wish, to spend some of their playing time working with construction toys, computers and board games. This club was set up to provide an alternative playing environment for those boys, who are determined by staff, to need some structure and assistance with socialising during their play time.
Several specialists also visit the school on a regular basis and they are an integral component of the Learning Support team. These specialists include visiting teachers for vision or hearing impaired students, occupational therapists, speech pathologists, physiotherapists, ABA therapists, paediatricians and psychologists. Each person plays a vital role in supporting the school’s efforts and philosophy in catering for the individual needs of all students and thus providing the ultimate education for the boys.
In addition, a specialised team of Integration Aides work with targeted students in a discreet manner at various year levels as needs arise.
Assessments are conducted throughout the year in the general classroom, however more formal assessments are coordinated through Learning Support. Unusual results are identified and are followed by discussions between Learning Support and class teachers. Parents are notified accordingly. If there is no obvious reason for a change in learning progress, a supplementary assessment may be administered prior to further meetings or referrals. Generally, routine assessment results are not distributed to parents but are readily available upon request to the Director of Learning Support. email@example.com