Implementing personalised learning for students who require extensive adjustments

Durham Road School uses a multiplicity of approaches for collecting data on students. The school was able to integrate the Nationally Consistent Collection of Data on School Students with Disability into its existing processes. At Durham Road the leadership team works closely with classroom teachers by working with them on a daily basis to support the teaching and learning adjustments for all students.
Durham Road is a government school located in the Perth suburb of Bayswater. The school caters to students with intellectual disabilities, physical disabilities, sensory impairments (vision and hearing), challenging behaviours and/or autistic spectrum disorders.</p> <p>The school has 180 students, ranging from kindergarten to 18 years of age and includes five primary and six secondary classes (three post-compulsory and three lower secondary).

Durham Road School meets its requirements for the Nationally Consistent Collection of Data on School Students with Disability (NCCD) through a variety of methods. Both parents and educational assistants are integral in the partnership established to identify appropriate adjustments to support the teaching and learning of all students. A daily communication book for parents and recording every teaching session each day to monitor and review the effectiveness of the adjustments made for students are examples of standardised approaches in place. A specific format for students’ Individualised Education Plans (IEPs) has been mandated to enable IEPs to be measurable. This enables data to be aggregated and the effectiveness of all programs and adjustments to be monitored.

This video illustrates the provision of extensive adjustments. The footage includes practical examples of highly individualised educational adjustments and highlights the importance of collaborative practice and planning. It also illustrates how the school implements personalised learning and support by:

  • conducting/gathering assessments to identify the types of adjustments required to support students;
  • engaging with parents/carers and other key stakeholders in relation to the students’ needs;
  • selecting adjustments, interventions, appropriate teaching strategies and other supports that will be provided to address the students’ identified learning needs and build on their strengths; and
  • evaluating the impact of personalised support measures provided to students, including what this looks like in practice and how it is documented.

This Illustration reinforces how the model for the NCCD applies across all educational settings and contexts, and how the steps for completing the data collection are integrated into everything special schools do.