1.6 Strategies to support full participation of students with disability
'Alex regularly consulted with the Special Needs Unit for advice and support and provided a range of activities that enabled all students to participate according to their ability. Alex adapted much of his work in light of the needs of a number of our students and assessment them in light of their literacy and numeracy levels' (Gleeson Report).
My time at Gleeson presented me with a year 9 group that had 5 NEP students. To cope with this I worked in conjunction with the Special Needs Unit to ensure my assessment tasks could be modified to an achievable but challenging level. These students were spread throughout the class room and each had a number of friends supporting them throughout the lessons as well. Even my general tasks to be conducted in class were designed to allow for full participation from the entire class. This was made easier when I had the support of an SSO that I utilised to work with some of the NEP students on specific tasks both in class and during their scheduled support time.
My time at Gleeson presented me with a year 9 group that had 5 NEP students. To cope with this I worked in conjunction with the Special Needs Unit to ensure my assessment tasks could be modified to an achievable but challenging level. These students were spread throughout the class room and each had a number of friends supporting them throughout the lessons as well. Even my general tasks to be conducted in class were designed to allow for full participation from the entire class. This was made easier when I had the support of an SSO that I utilised to work with some of the NEP students on specific tasks both in class and during their scheduled support time.