Inclusive Learning
At Wirreanda Secondary School we are committed to providing safe, supportive and inclusive learning environments that provide educational opportunities for all students.
The Inclusive Learning team at Wirreanda Secondary School consists of an assistant principal, leader, lead teachers and ancillary staff who are highly trained in disability and complex needs.
Inclusive Learning staff work collaboratively with families and guardians to plan, implement and review learning plans for identified students, building on each student’s strengths and interests.
Support is individualised and designed to meet the needs of each student. Lead teachers actively support classroom teachers in their use of differentiated strategies in teaching and assessment to accommodate the individual learning needs.
Additional support structures
To ensure comprehensive support for students with additional needs we work collaboratively with internal and external support structures including:
- Student Support Services (SSS) including Behaviour Support Educator and Inclusive Educator
- Onsite Speech Pathologist and Occupational Therapist
- Autism SA
- Third Party Providers.
Middle School
The Inclusive Learning team works with middle school students, providing 1 to 1 and group intervention, transition and curriculum support. Inclusive learning lead teachers work with house leaders, learning area leaders and teachers to identify and engage students in interventions to support their social/emotional learning and literacy and numeracy development.
Our team provides extensive support during the transition to secondary school by collaborating with parents or guardians and primary schools, creating personalised transition plans. Additional transition support is offered through our Transition Class for learners with extensive needs. Students learn in a highly specialised environment to prepare them for engagement in mainstream secondary schooling.
Senior School
The Inclusive Learning team works with senior school students and parents or guardians through the One Plan process to develop personalised pathway plans that support targeted course selection and post-school opportunities for employment and living. Lead teachers develop study skills and provide structured tutoring opportunities. Lead teachers work with leaders and class teachers to identify and implement curriculum adjustments and where required, the use of special provisions within SACE, or the implementation of Modified SACE. The ongoing tracking and monitoring of progress ensures responsive support to ensure successful SACE completion.