Caring for the learning and welfare of the individual student in a safe and inclusive environment

Background

The Support Unit at Hurstville PS caters for students with a diagnosis of Mild or Moderate Intellectual Disability. There are four classes, two classes cater for students with a diagnosis of Mild Intellectual Disability (IM), and two classes for students with a diagnosis of Moderate Intellectual Disability (IO). Support classes provide intensive, individualised education programs within a regular school setting.

The I.M support classes consist of students from the age of 8 years or year 3 until year 6. The I.O support classes consist of students from kindergarten until year 6. Classes operate on a small group basis with 18 being the maximum in the I.M classes and 10 being the maximum in the I.O classes.

There is one Special Education Teacher and one School Learning Assistant for each of the classes. The Support Unit is supervised by the Assistant Principal Support, Deputy Principals and the School Principal.

In Class Programs

Students in the Support Unit classes access the same curriculum as all students in N.S.W.  Content and lessons are modified to individual student learning needs.

Students access learning in English, Mathematics, Science and Technology, H.S.I.E (Human Society and Its Environment), Creative and Practical Arts and P.D/ H/ P.E (Personal Development, Health and Physical Education).

Within these Key Learning Areas learning includes practical living skills such as cooking and food preparation, community access such as shopping and excursions and social skills.

IEP’s and Review process

Each student in the Support Unit has an Individual Education Program (IEP). The class teacher will assess each student’s current educational needs. Parents are asked to meet with the class teacher to discuss priority areas and the class teacher will devise an educational program to meet students’ individual needs.

Student progress is reported to the parents at the end of Term2 and 4. Teachers are available to discuss progress at any time by parent request.

Student’s reviews are held once a year. Parents, Principal, School Counsellor, Class Teacher and the Special Education Consultant come together to review the students progress and appropriateness of  the students current education setting.

Integration Program

The Support Unit at Hurstville PS is set in an inclusive environment. Students participate in whole school activities which include assemblies, swimming and athletics carnivals, Friday sport, and Presentation Days.  In addition students have the opportunity to access S.R.C. (Student Representative Council), PSSA sports competition, dance and gym groups, choir, school camps and grade excursions.

Individual Integration Programs are designed around individual student strengths to access the regular curriculum within their grade group.

Behaviour Management

Students in the Support Unit participate in the whole school Merit Award System to support positive learning and behaviour.

The Support Unit also has specific class Behaviour Management Programs focusing on rewarding positive behaviour. These programs contain clear consequence for students who choose to break class and school rules.

Individual students may require Individual Behaviour Programs which are designed with the assistance of the parents. Support from Departmental personnel may also be sought.

Taxi Transport

Many students in the Support Unit use Taxi Transport to come to and from school. Private drivers are contracted to the Department of education and Training for this service. Parents must apply for this service to the Special Transport Department (the school will assist in this process).

Playground

The students in the Support Unit play in the playground with mainstream children. The playground has general areas set for upper and lower primary ages however students are allowed to move freely around the playground.

The quiet area is a fenced area with picnic tables and artificial grass. This area is for all students in the school. It is a quiet safe place for students to go to during recess and lunch. Children are integrated into the main playground as their play skills and sense of boundaries develops.