What would I have in a story or a narrative?
Jaden. – STUDENT: A plot?
Plot – beautiful.
STUDENT: Characters. – Characters.
TEACHER, VOICEOVER: I currently teach a Year 6/7 class.
Prior to that, I worked for about 7.5 years in
a special needs class in a mainstream school.
So I've had a reasonable amount of experience with special needs students.
This one's pretty self-explanatory. Brittany, what's this picture of?
Lightning. TEACHER: Lightning. Good girl.
Is it a sunny day if it's lightning? – No.
TEACHER, VOICEOVER: My core responsibility
to special needs students within my class
is to ensure that they have equitable access to a curriculum,
and that they can participate as fully as possible.
When I first started at Vale Park, which was at the beginning of 2010,
we were given a staff handbook,
which just, basically, went through all of the policies and procedures
that occur with regard to child protection.
Most of the issues around child protection are common sense,
and all teachers would be aware of them –
all staff that work in school.
With regard to special needs students, you need to be very mindful
that they are, perhaps, a little bit more vulnerable.
I have one student, Brittany,
who has physical and intellectual disabilities.
She works in a mainstream setting,
using an individualised program and an EP.
Which one do you think you'd like to do some writing about?
TEACHER VOICEOVER: An NEP is a Negotiated Education Plan,
and it's a required document for any student
that has been verified with special needs,
whether that be an intellectual disability,
a physical disability,
or a student that's high in intellectual potential.
Okay, now you can tell me what they're doing – "it can" or "they are".
BRITTANY: It can run.
TEACHER, VOICEOVER: The NEP document
allows them to access the curriculum,
just the same as any other student would –
with significant modifications that suit their learning needs.
So when developing an EP for a student,
this is the type of form – summary form –
that I would probably begin with.
It includes things like the student's strengths, motivations, interests,
any current needs and concerns,
and any barriers that are impeding their learning.
There's also an area for parent comments
and – where relevant – student input.
Social, emotional and behavioural concerns are also outlined,
and then the agreed actions that need to be taken in the classroom.
So after I've compiled the summary document,
which is a working document with notes,
I would then go about constructing the actual NEP,
which reports any other data that's relevant to the student.
Any information from parent meetings or discussions with other colleagues
goes in here to formulate the official NEP,
which presents the whole picture of the child's learning program.
Now, where were we up to
with reviewing the student's transition to Year 7 NEP?
Yeah, well, we'll just have a look at what we've got from her Year 6.
TEACHER, VOICEOVER: The NEP document
is actually reviewed quite frequently,
at least annually, but often twice a year.
So in terms of her learning goals now and for next year,
where are they up to?
TEACHER, VOICEOVER: I'd certainly be speaking with the principal
to determine where we go from here,
and what needs to occur for students that are transitioning
into either high school or the next year level.
In terms of physical education,
what accommodations are we needing to make for Brittany now?
Okay, during the PE lessons, she's actually supported by her SSO,
so I've incorporated that into her time that she has allocated to her,
which means that she can work on an individualised program,
focusing mostly on those motor skills.
TEACHER: VOICEOVER: It is a big team effort across the school.
I communicate with all other teachers
who take that student for different subjects.
It's just to make sure that everybody's working towards a common goal.
Hi, Debbie, how are you going? – Good, thank you.
Um, we're just--
What I'll get you to do with Brittany
is we've just been doing some descriptive writing.
TEACHER, VOICEOVER: I work with SSOs, which our Students Support Officers.
Debbie is the SSO that works mostly one to one with her.
Hello, Britt. How are you?
In structuring a classroom environment for Brittany,
we've ensured that her placement is near the door
so that she's got quick access to be able to get in and out.
She usually needs a lot of space around her,
particularly if she is using the wheelchair or crutches.
Her location is very close to the computers.
It's also close to concrete materials and resources
that she may need for hands-on type learning situations.
SCHOOL BELL RINGS
TEACHER: OK, Room 4, it is recess time,
so if you'd like to just tidy your tables, close your books...
TEACHER, VOICEOVER: The students in our current class setting
have been with Brittany since she was a Reception as well...
So you need the fork.
TEACHER, VOICEOVER: ..and they are well aware of her needs
and are very accommodating and considerate
of the fact that she needs extra room, extra time.
DEBBIE: Okay, where do you think you might play today?
TEACHER, VOICEOVER: Seeing her participate
in things like sports day and camps
and things that they, perhaps, are not aware
that she can actually accomplish
has been a really wonderful experience
because, certainly, it provides them with a great foundation
in accepting people with differences.
(CHILDREN BANTER PLAYFULLY)