Parents are the child’s first teachers and at Meridan we know that parents, children and teachers working and communicating together will create an environment that is conducive to learning.
Teachers welcome any background information which will assist them to understand your child better. Classroom teachers expect to cater for a range of ability levels and learning styles within each year level group. They spend time at the beginning of each year getting to know individual children and carefully consider the learners in their class group when designing class programs. They will modify or extend the classroom program regularly to suit the learning needs of individual children.
If you have any concerns about your child’s progress or learning needs, the classroom teacher is the first person to contact. They know your child best and will be able to help plan a course of action.
This may include referring your child to our Curriculum Access Team or outside agencies as required.
SUPPORT TEACHERS; LEARNING DIFFICULTIES – ANNE DALE AND KYM COWAN
At Meridan, as in all schools, there are students with learning difficulties who will need additional assistance to access the curriculum.
Some of these students are experiencing short term or persistent problems in literacy, numeracy and/or learning how to learn.
Some children may have persistent long term learning disabilities and require a greater level of on going support.
All students with learning difficulties need to work in a supportive and inclusive environment, where teachers and support personnel work together to provide strategies to assist them to access the curriculum.
Support teachers: learning difficulties (ST:LD) assist class teachers to build support for these students into the class environment and into their classroom units of work.
The role of the ST:LD includes the management of the processes used by schools to identify, recommend and make provision for students with learning difficulties and learning disabilities.
This process may involve:
Ø the identification of students with learning difficulties and learning disabilities,
Ø the recommendation of a program type which determines the level of modifications required to the strategies, resources and classroom environment, and
Ø collaboration between the ST:LD and the class teacher to develop a support plan which incorporates the modifications into the class program to assist students with learning difficulties to access the curriculum.
Ø Assisting the classroom teacher within the classroom or withdrawing individuals or small groups of children
Ø Training specialist teacher aides and volunteers to assist in the learning programs.
Ø Liaising with parents, classroom teachers, guidance officer and other advisory personnel.
We look forward to supporting children, classroom teachers and parents at Meridan.
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