Learning Diversity

Vision for Engagement -our over arching expectations and engagement practices Part 6 of 6.

Targeting individual learning needs.

Student's academic, behavioural and wellbeing needs evolve over time, often fluctuating within a single day! Some students require ongoing support tailored to their developmental stage, while others need short term adjustments.

Research supports a Multi Tiered System of Support (MTSS) as a multi-level prevention framework for the organising of adjustments to address the diverse learning needs of students through a structured, data-driven approach (Schumann et al. 2020). Studies show that a MTSS, which includes tiered levels of intervention at increasing levels of intensity, helps schools provide targeted support based on students' academic and behavioural needs (de Bruin et al. 20230. The first tier involves high qulaity, evidence based instruction for all students, while the second tier offers more focused interventions for those who need additonal support. The third tier provides intensive, individualised interventions for students with significant learning challenges.

At St Bede's we strive to:

• Implement accessible learning. We plan instruction that is accessible to all, aligned with how students learn as outlined in The Vision for Instruction. It is important to us that we provide strong Tier 1 instruction in every classroom for every student. Progress monitoring and regular formative assessment ensures that interventions are made in a timely manner.

• Approach learning needs from a holistic viewpoint. We address individual needs and make adjustments to ensure every child is able to participate in learning.

• Maintain inclusive classroom environments. We plan culturally sensitive adjustments to pedagogy and assessment through Personalised Learning Plans, Behaviour Support Plans, Health Support Plans, Student Safely Plans and risk assessments.

Amanda Martin

Deputy Principal/Learning Diversity Leader