“Inclusive education ensures that schools are supportive and engaging places for all
students, teachers, and caregivers. Inclusion is about building communities that value,
celebrate and respond to diversity underpinned by respectful relationships between
learners, teachers, and caregivers. It is supported by collaborative relationships with
communities and governments and shapes the society in which we live and the type of
Inclusion involves a process of systematic reform, embodying changes and modifications in content, teaching methods, approaches, and strategies in education to identify and reduce barriers to learning. Inclusion aims to provide all students with equitable learning experiences and environments that best correspond to their requirements and preferences (United Nations Convention on the Rights of Persons with Disabilities, CRPD, 2008 ).
At St Bernard's we cater for students who have a diverse range of personal characteristics and experiences. These characteristics and experiences may be attributable to physical, religious, cultural, personal health or wellbeing, intellectual, psychological, socio-economic or life experiences including:
Students with disability
Students with gifts and talents
Students who are Aboriginal and/or Torres Strait Islander
Students with English as an additional language or dialect
Students in out-of-home-care
Students of refugee background
The Student Support Team at St Bernard's works in collaborative partnership with class teachers, school officers, students, parents, BCE support staff, external providers and agencies to enhance the educational outcomes for all students to ensure that students can access and fully participate in learning, alongside their similar-aged peers, supported by reasonable adjustments and teaching strategies tailored to meet their individual needs. Inclusion is embedded in all aspects of school life, and is supported by culture, policies and everyday practices.
The Student Support Team consist of; Support Teacher-Inclusive Education, Guidance Counsellor, School- based Speech Pathologist, Learning Enhancement Teacher, EALD Teacher and Primary Learning Leader.
St Bernard's staff are committed to building respectful partnerships between students, families, and educators to engage in collaborative planning and decision making. Staff work collaboratively to support students to participate in education on the same basis as other students. Through consultation with teachers, school support staff, parents, students, external providers and specialists, staff at St Bernard's work collaboratively to pursue a common goal. This is achieved through; Parent teacher meetings, Meetings of concern, Student support meetings, School-based Speech Pathology and teacher collaboration, Visiting-teacher and EO:IE support, Student support team meetings, ST:IE and teacher monitoring and review meetings.
Personalised student support and intervention is a process that supports a wide range of students with additional learning and support needs. This includes those students in need of learning, social and emotional and behaviour support, those who have educational support needs arising from disability and those learning English as an additional language or some combination of these.
Within a continuum of support, there is increased, focused and personalised teaching and intervention responses at each successive level including increasing levels of adjustments, monitoring of student learning and behaviour and greater collaboration between teaching and support staff. In collaboration with teachers the support team consult regarding areas of concern and target intervention depending on the area of need and impact. Students are identified through monitoring tools, data, school referral process and assessed need.
ACARA (2012) identifies that “the ability to communicate enables learning across the curriculum, the school
day and life
School-based speech pathology support at St Bernard's is evidence informed and contributes to the progress and engagement, learning and wellbeing of students with speech and language needs. This occurs through partnerships and collaboration with all stakeholders.
Speech pathologists at St Bernard's work in collaboration with teachers to support them in catering for the diversity of students with speech and language needs in their classrooms.
Positive Engagement for Learning references teaching resources from the Bounce Back program that can be used to teach:
Teachers are encouraged to use Bounce Back as
a resource to aide in the teaching of this Curriculum, Behaviour and Learning content.
The purpose of circle time is to provide a time and space in which children can learn the skills they need to thrive in life including:
The Enrolment Application and Support Procedure (EASP) reflects the ongoing commitment of Brisbane Catholic Education (BCE) towards inclusive practices in schools and is guided by the principles of justice as reflected in Church, education, and legal areas.
The consultation process seeks to reveal and clarify:
The EASP is to be applied for: Initial enrolment consideration: When application for enrolment is made on behalf of a student for whom it is considered likely that educational adjustments will be required to enable the student to participate in the curriculum and use facilities on the same
The Support Teacher – Inclusive Education receives the application and contacts the family to begin stage one. At each stage the ST:IE consults with the Principal and relevant members of the Student Support Team e.g. GC, SB: SP. The EASP document is created and shared with the family.
Stage 1 – Parent Meeting
Stage 2 – Data Gathering
Stage 3 – Enrolment Support Meeting
Stage 4 – Reflection, Consultation and Decision Making
Stage 5 – Action Planning