Learning Diversity 

LEARNING DIVERSITY @ ST. FIDELIS 

All students, regardless of race, age or gender, by virtue of their dignity as human persons, have a right to an education that is suited to their particular needs and adapted to their ability. (Pope Paul VI 1965)

Learning Diversity encompasses all learners across cultural, academic, social, emotional and physical attributes. At St. Fidelis, we seek to meet the needs of all learners so that every student experiences success. Furthermore, inclusivity lies at the heart of our curriculum. We strive to create learning environments that accommodate diverse learning styles and cater to the unique needs of every child. Our teachers use the necessary tools and strategies to support students from all walks of life, fostering an inclusive classroom community where every voice is valued.

In Melbourne Archdiocese Catholic Schools, ‘Learning diversity’ refers to the infinite variety of life experiences and attributes that learners bring with them to school. (ALLWAYS - A GUIDE TO SUPPORTING ALL LEARNERS IN ALL WAYS ALWAYS)

What makes learners diverse?

Students' age, gender, religion, socioeconomic background, cultural background, physical and emotional attributes, and cognitive abilities can influence how students learn. The characteristics of learners can affect their ability to participate in education. Students may need educational adjustments to address the following:

• Sensory needs,
• Speech and language needs, 
• Physical restrictions,
• Psychological conditions,
• Injuries or medical conditions, 
• Behavioural conditions, 
• English as an additional language, 
• Gifted and Talented,
• Social and Emotional Needs.

How does the school support learners? 

St. Fidelis believes partnering with families is the foundation for developing respectful, collaborative relationships and a supportive school community.  Within this context, all learners are known and understood and provided opportunities to engage in enriching learning experiences. We are committed to achieving the highest standards for each learner in our care.  

Educational programs are designed to maximise participation and engagement in learning. The provision of reasonable adjustments optimises student growth in learning. These adjustments support learners to improve academic performance and skills, reducing stress and other factors that may negatively affect learning. Teaching strategies are responsive and equitable and promote the ongoing participation of students in education.   

Inclusive learning experiences are designed to eliminate discrimination, actively engage all students in learning, and focus on growth and progress for all. To ensure all learners are catered to, teachers utilise high-impact, evidence-based pedagogical practices to ensure students receive the appropriate level of support, instruction, and adjustments to be successful.

We are committed to supporting all learners at all times. This does not mean that every learner gets the same support but receives the support they require to optimise growth, success, access and participation.  

Catholic schools implement multi-tiered systems of support (MTSS) to ensure the needs of all students are identified and met across the domains of health and wellbeing, behaviour and learning. Schools consult with families and establish processes that support the students informed by data and evidence-based instructional practices. 

The first tier of support – universal quality instruction for all – involves screening and academic and pro-social support for all students. 

The second tier – targeted support – focuses on specific cohorts of students who need more explicit and targeted support. It involves completing targeted assessments and providing additional evidence-based support.

The final tier – intensive support – involves more specialised assessments and individualised targeted adjustments. 

When students require targeted or intensive support, these adjustments and support are documented on a student’s Personalised Learning Plan (PLP) or Student Learning Plan (SLP) and discussed at a Program Support Group (PSG). 

These programs support meetings, and the adjustments on students' Personalised Plans are used as evidence for the National Consistent Collection of Data (NCCD) in August.  The NCCD is an annual collection of information from all Australian schools on the number of students with disability and the adjustments they receive.  

Further information on NCCD will be in next week’s newsletter.