Recruitment of students to our department: 

• Often individual students are referred to Learning Support from the contributing schools, because these students have ongoing specific needs. Literacy and Numeracy is obviously the focus.  
• Students can also be referred to Learning Support because initial testing results indicate gaps in their learning.  
• Throughout the year students might also be referred by individual teachers, Deans or by concerned parents.  

The individual progress of each student is monitored carefully and programmes are adjusted as learning occurs. Students are removed from the appropriate classroom and attend Learning Support as part of their regular timetable. If and when the learning goals are reached, the student returns to regular classes. 

The type of support given:

Each student who attends Learning Support, has access to a lesson where they work one-on-one with a teacher using "Direct Instruction" techniques. Students work through the allotted work at their own pace. They also have computer access and work with "Success Maker' and other interactive teaching programmes, such as "Maths Made Easy". Students make gains that are measurable because of the "one on one" tutoring in the areas of their greatest needs. 

Some students receive assistance in the regular classroom. Often these students have specific funding allocated to them, but at other times it might be that there are several students who need help and a Teacher Aide is allocated classroom time to assist the teacher with the lessons. 

High Needs Students

All these students have Individual Education Plans (IEPs) 

• Learning Support includes a number of life skills programmes outside the classroom. These widen the horizons and extend the learning of those students involved. Some students take swimming lessons and some go to RDA. As our clientele changes, programmes are developed and implemented to meet individual needs.
• Student learning in these cases is evaluated in various ways. It may be in terms of developing their physical skills and/or improving language and communication. Sometimes the gains made are in being able to socialise with others,
• This can often be a difficult area for some of our students and our aim is always to include them wherever possible in mainstream activities. These gains will be reflected in changes to their IEPs.
• The teacher aides make considerable contributions to programmes in our Department. Because they are working closely with the students they have an insight as to what is working well for any particular student.  
• They also develop particular expertise in various areas, eg, with implementing Success Maker. Because of careful record keeping, it is possible for them to see quickly when some new intervention is needed and department meetings (both formal and informal) keep all personnel informed.