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Inclusive support services

 
At Labrador, we provide support for all learners. Each class is supported and accessed by an Exceptional Learning Teacher to aide differentiation within the classroom environment.
 
Our Exceptional Learning Team consists of:
• Teacher Aides
• Exceptional Learning Teachers
• SEP Teachers
• Head of Special Education Services (HOSE)
 
We assist support provisions for student who have been identified with a vulnerability and/or who are verified with:
 
• Vision impairment (VI)
• Speech Language Impairment (SLI)
• Intellectual Disability (ID)
• Hearing Impairment (HI)
• Physical impairment (PI)
• Autistic spectrum disorder/condition (ASD/C)
• Mental Illness
 
As a school we embrace inclusive learning for students and work to ensure each individual student has access to learning objectives within classroom. This is accomplished through varying levels of support to reflect an individual’s learning need. Our support programs range from:
 
• Curriculum adjustments
• In class support
• Focused learning programs
• Intensive individualised programs
 
These programs reflect necessary learning skills to develop oral language/communication, fine and gross motor skills, social skills and life skills. Students can also receive support from Occupational Therapists, Speech Language Pathologists and Physiotherapists through Education Queensland. Students with vision impairment can also access Braille, Orientation and Mobility programs and technology programs such as Ballyland and Window Eyes.
 
Each student has a current Individual Support Plan (ISP) and/or Individual Curriculum Plan (ICP) that is developed by the Exceptional Learning Teacher in consultation with the Class Teacher and parents/caregivers.  It outlines the intended priority goals for the student, the curriculum outcomes, strategies and responsibilities.  It can reflect academic, social, personal, community, home and leisure goals depending upon the agreed strengths, concerns and priorities for the student.
 
Our whole school team will strive to achieve an environment that promotes inclusivity where our children feel safe and welcome to seek and receive support both academically and socially.