POLICY AND IMPLEMENTATION STRATEGIES

FOR THE EDUCATION OF CDU PRIMARY

SCHOOL GIFTED AND TALENTED
STUDENTS
2015

CDU PRIMARY SCHOOL

R-7

GIFTED AND TALENTED STUDENTS

IMPLEMENTATION STRATEGIES
PAPER
CONTENT
Intro
Aim
Stakeholders
-Principals
-Principals legal requirements
- Teachers
- Teachers legal requirements
- Disability Coordinator
- Disability Coordinator legal requirements
-Parents
-Parents legal requirements
-Education Support Worker
-Education Support Worker legal requirements
Ethical Obligations
Strategies
Resources
Conclusion

Introduction
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Our school as many others is rich in diversity consisting of students

with many additional learning needs. These range from students who
are gifted and talented, learning and physical disabilities and students
from differing linguistic and cultural backgrounds. To successfully
ensure inclusion within the school community it is essential that
collaboration between families, teachers, support workers, the principle
and the student is ongoing and respectful (Centre for Studies on
Inclusive Education, 2013).
We here at CDU Primary believe Every child has the fundamental right
to education, and must be given the opportunity to achieve and
maintain an acceptable level of learning(UNESCIO. 1994. The
Salamanca Statement and Framework For Action on special needs
education) and align our thinking with the 2008 Melbourne Declaration
on Education Goals for young Australians that we strive for students to
attain the highest levels of achievement and contribution while
providing quality learning experience to develop their maximum
potential as a learner and global citizen. (Hyde, Carpenter &
Conway,2010).
Parents of gifted and talented children face many obstacles both
challenging and rewarding, when it comes to supporting their children
at home and at school.
Providing a good start in the early years, ensures children who are
gifted and talented and with additional learning needs, develop the
skills and attitudes that will carry them through their schooling years
and well into their adult life. Research indicates, that because of the
importance of providing gifted children with appropriate support and
stimulation from an early age, it follows that they need to be identified
as early as possible if they are to reach their developmental potential
(Womens and Childrens Health Network, n.d.).
That is why CDU Primary school has implemented an inclusive
environmental whole school approach where the learning and emotional

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needs of our students are met. Research has proven this as a decisive
means in readjusting and promoting positive attitudes to inclusivity with
Regular schools with this inclusive orientation are the most effective
means of combating discriminatory attitudes, creating welcoming
communities, building an inclusive society and achieving education for
all(UNESCIO. 1994.The Salamanca Statement and Framework For
Action on special needs education)

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Aim
The aim of this document is: Creating greater access in our school: how
we are supporting our most able learners, including those who are
considered to be twice exceptional. This will be done by defining what
is meant by gifted and talented, introduce background information to
policy and legislation that governs our school, highlight important
aspects of Educational Frameworks and the Australian Curriculum and
offer information, strategies and resources on supporting our most able
learners
What is meant by Gifted and Talented including Twice- Exceptional?
All children are unique and display different strengths, talents and
dispositions. Some children may demonstrate advanced skills and
abilities in one or more areas, these children may be referred to as
gifted or talented. The following definitions of gifted and talented
students has been adopted from Gagnes (2003) Differentiated Model of
Giftedness and Talent (DMGT) as cited in Department of Education and
Training [DET],(2004).
Gifted Students: are those whose potential is distinctly above
average in one or more of the following domains of human ability:
intellectual, creative, social and physical.
Talented Students: are those whose skills are distinctly above
average in one or more areas of human performance.
Characteristics associated with gifted and talented children become
apparent at an early age. You may see some or many of the following
attributes in children identified as gifted and talented.
Intellectual traits
Exceptional reasoning ability
Intellectual curiosity
Rapid learning rate
Facility for abstraction
Complex thought processes
Vivid imagination
Early moral concern

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Personality traits
Insightful
Need to understand
Need for mental stimulation
Perfectionism
Need for precision/logic
Excellent sense of humour
Sensitivity/empathy

Passion for learning

Powers of concentration
Analytical thinking
Divergent thinking/creativity
Keen sense of justice
Capacity for reflection

Intensity
Perseverance
Acute self-awareness
Nonconformity
Questioning rules/authority
Tendency to introversion

Gagnes differentiation model

Within Gagnes differentiation model of giftedness and talent below it
shows that it is the schools and communities responsibility to seek out
and find the students who are gifted but not as yet talented and assist
them in developing their abilities into achievements as well as
recognizing and further assisting those talented students who are
already performing at high levels.

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For this to happen, the school needs to identify positive personal and
environmental
Catalysts
and harness
them to
assist the
talent

development process. Equally, however,

a school must work to lessen or remove negative personal and
environmental catalysts
which may be hampering the gifted students progress towards talent.
GERRIC, September 2006
(Gifted Education K-12 Position Paper, 2010)

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Stakeholders: Principal
The characteristics of the Principals role
To lead teaching and learning
Demonstrates instructional leadership
Manages consistence whole school approach to curriculum and
pedagogy

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 Creates a positive inclusive and enabling environment

Developing self and others
Promotes self-reflective practices
High expectations for self and others
Fosters respect and professional working relationships
Inspires and challenges performance
Leading improvement, innovation and change
Shapes vision and strategic direction
Promotes shared leadership
Exercises political savvy
Takes risks to drive new ways of thinking
Engages with current research in next practice
Demonstrates resilience
Leading the management of the school
Implements organisational plans and priorities
Connects resources with whole site improvement
Reviews, refines and utilises policies and procedures
Engaging and working with the community
Promotes and embraces inclusion
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 Engages student and community voice

Builds relationships and creates partnerships
Engages others through effective communication
(DECE.sa.gov.au, 2015)
As part of the principals role in the professional development of the
schools teachers and support staff professional development it is wish
that all staff complete the attached Gifted Education Professional
Development Package. As part of the Australian Governments
commitment to Gifted Education this resource has been developed to
enhance all education staff as a group workshop or independently. It
contains the following 6 modules:
Module One. Understanding Giftedness
Module Two. The Identification of Gifted Students
Module Three. Social and Emotional Development of Gifted
Students
Module Four. Underachievement in Gifted Students
Module Five. Curriculum Differentiation for Gifted Students
Module Six.
Students

Developing Programmes and Provisions for Gifted

(See Resources for direct individual links)

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Stakeholders: Principals
(Legal requirements)
In line with the Disability Standards for Education 2005 the principal
assumes responsibility for the implementation and enforcement of
the following guidelines and standards:
Within the standards tabled below each standard includes a
statement of the rights, or entitlements of the student with

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disabilities in relation to education and goes on to describe the legal

obligation and responsibilities of the principal which is available in
further
detail
fromhttp://education.gov.au/disability-standardseducation or via the resources page.

Preliminary: Who must comply (part 1)

1.5: (b)
These Standards apply to education providers, subject to section
12 of the Act, and have effect as if they were limited application
provisions under that section.
Schools in the public sector
Enrolment: Meaning of important terms (part 2)
2.2: (1), (2), (3)
Enrollment or admission is the same for disabled and abled
personal alike and are treated on the same basis.
Participation: Making reasonable adjustments (part 3)
3.3 (a), (b), (c) Adjustments
An adjustment or standard is a measure or action taken by an
education provider has the effect of assisting a student with a
disability in regards to enrollment, course/curriculum or in
relation to facilities.
3.4: (1), (2), (3)

Reasonable adjustments

The Standards generally require providers to make reasonable

adjustments where necessary. There is no requirement to make
unreasonable adjustments and is not unlawful for an education
provider to fail to comply with a requirement of these

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Standards if, and to the extent that, compliance would impose

unjustifiable hardship on the provider (section 10.2)
3.5: (a), (b), (c) Consulting the student
Before the education provider makes an adjustment for the
student, the education provider must consult the student, or an
associate of the student, about reasonable adjustment,
enrolment, participation and curriculum standards.
3.6: (a), (b) Deciding on an adjustment to be made
In deciding whether to make a particular reasonable
adjustment for a student, the education provider must assess
disruption and benefit including future timing of changes
3.7: (1), (2) Adjustments to be provided in reasonable
time
The education provider must take reasonable steps to ensure
that any adjustment required to be made is made within a
reasonable time.

3.8: (1), (2), (3) Relation to premises standards

Adjustment are needed to meet premises standards meaning
disability standards, formulated by the Attorney-General under
section 31 of the Act, that deal, in whole or in part, with the
access to or the use of any premises.

Standards for enrolment (Part 4)

4.2: (1), (2), (3), (4)
The effect of the following standards is to give prospective
students with disabilities the right to enrol in an educational
institution on the same basis as prospective students without
disabilities, including the right to reasonable adjustments that
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are necessary to ensure that they are able to so enrol on the

same basis as prospective students without disabilities.
4.3: (a), (b), (c) Measures for compliance with standards
The implementation of enrollment and its accompanying
procedures that are accessible for and to students with
disabilities or associates and are in various formats to aid in
ease of completion by informed choices
Standards for participation (Part 5)
5.2: (1), (2), (3), (4) Participation standards
The education provider must take reasonable steps to ensure
that the student is able to participate in the courses or
programs provided by the educational institution, and use the
facilities and services provided by it, on the same basis as a
student without a disability, and without experiencing
discrimination.
5.3: (a), (b), (c), (d), (e), (f) Measures for compliance with
standards
The education provider is charged with ensuring course
activities are flexible, program requirements review and
negotiated and support given to assist student to reach
intended learning outcomes be it activity substitutes and
design of extracurricular activities to include the student
Student support services (Part 7)
7.2: (1), (2), (3), (4), (5), (6), (7), (8) Standards for support
services
The standards also give students with disabilities rights in
relation to specialized services needed for them to participate
in the educational activities for which they are enrolled. These
services include specialist expertise, personal educational
support or support for personal and medical care, without

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which some students with disabilities would not be able to

access education and training.
7.3: (a), (b), (c), (d) Measures
standards

for

compliance

with

Elimination of harassment and victimization (part 8)

8.2: (a), (b), (c), (d) Application
8.3: (1), (2) Standards for eliminating harassment and
victimisation
8.4: Harassment and victimisation provisions of the Act
continue to apply
8.5: (a), (b), (c), (d), (e), (f) Measures for compliance with
standards
The effect of the following standards is to require
strategies and programs to support the right of students with
disabilities to education or training in an environment that is
free from discrimination caused by harassment or victimisation
on the basis of their disability.
The standards also support the right of students who have
associates with disabilities to an educational environment free
from discrimination, harassment or victimisation in relation to
those disabilities

(Disability Standards for Education, 2005)

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Stakeholders: Teachers
The characteristics of the Teachers role
Enagage professionally with colleagues, parent/carers and
the community
Understand strategies for working effectively, sensitively and
confidentially with parent/carers.
Meet code of ethics and conduct established by regulatory
authorities, systems and schools.
Assess, provide feedback and report on student learning
Provide timely, effective and appropriate feedback to students
about their achievement relative to their learning goals.
Understand and participate in assessment moderation activities
to support consistent and comparable judgements of student
learning.
Create and maintain supportive and safe learning
environments
Establish and implement inclusive and positive interactions to
engage and support all students in classroom activities.
Manage challenging behavior by establishing and negotiating
clear expectations with students and address discipline issues
promptly, fairly and respectfully.
Plan for and implement effective teaching and learning
Set explicit, challenging and achievable learning goals for all
students.
Use effective verbal and non-verbal communication strategies to
support student understanding, participation, engagement and
achievement.

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Know students and how they learn

Use teaching strategies based on knowledge of students
physical, social and intellectual development and characteristics
to improve student learning.

Design teaching strategies that are responsive to the learning

strengths and needs of students from diverse linguistic, cultural,
religious and socioeconomic backgrounds.

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Stakeholders: Teachers
(Legal requirements)
In line with the Disability Standards for Education 2005 the Teacher
assumes responsibility for the implementation and enforcement of the
following guidelines and standards:
Standards for curriculum development, accreditation and
delivery (part 6)
6.2: (1), (2), (3), (4) Standards for curriculum development and
accreditation and delivery
The education provider must take reasonable steps to ensure
that the course or program is designed in such a way that the
student is, or any student with a disability is, able to participate
in the learning experiences (including the assessment and
certification requirements) of the course or program, and any
relevant supplementary course or program, on the same basis
as a student without a disability, and without experiencing
discrimination.
6.3: (a), (b), (c), (d), (e), (f) Measures for compliance with
standards
Measures that the education provider may implement to enable
the student to participate in the learning experiences (including
the assessment and certification requirements) of the course or
program, and any relevant supplementary course or program,
on the same basis as a student without a disability.
(Disability Standards for Education, 2005)
Curriculum Adjustment / Support

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UNESO (1994) states that all schools should accommodate all

children regardless of their conditions. This poses a range of
challenges to a teacher pedagogy, as there would be a range of
disabilities or learning difficulties in the classroom. Teachers
need to find a way to include and educate all children.
Depending on the specific needs of students, support services
may be required to commence a more inclusive classroom. The
curriculum will need to be adjusted for childrens needs. ACARA
states that an adjustment is a measure or action taken to
assist a student with disability to participate in education and
training on the same basis as other students.
Childrens needs should be assessed individually for each
student, their abilities and interests should be taken into
account and the curriculum should be adapted around these
needs and interests to provide the students with opportunities
to learn.

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Stakeholders: Disability Coordinator

The Characteristics of the Disability Coordinators role
Inform ongoing assessment of students with a disability:
Keep ILP, EAP and NEPs up to date and accessible
Continue to promote equity and excellence
Coordination of educational authorities:
Organise outside assistance eg. Speech therapists,
psychologists
Refer students and parents to independent services

Promoting inclusive education:

Create a school philosophy that supports inclusion
Ensure a whole school approach to inclusive education
Provide professional development of inclusion to teachers and
support staff
Provide accessible resources for teachers and support staff
Consistent communication with parents/carers

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Classroom Responsibilities:
Co-teach in classrooms to share in planning, teaching and
assessment
Ensure open communication with parents
Provide learning support

Stakeholders: Disability Coordinator

(Legal requirements)
Disability coordinator:
The Salamanca Statement and Framework for Action on Special
Needs Education (1994) states the following that are applicable for
the Disability Coordinator in schools:
New Thinking In Special Needs Education
10. Countries that have few or no special schools would, in general,
be well advised to concentrate their efforts on the development of
inclusive schools and specialized services needed to enable them to
serve the vast majority of children and youth especially provision of
teacher training in special needs education of teacher training in
special needs education and the establishment of suitably staffed and
equipped resource centres to which schools could turn for support.
Experience, especially in developing countries, indicates that the high
cost of special schools means, in practice, that only a small minority
of students, usually an urban elite, benefit from them. The vast
majority of students with special needs, especially in rural areas, are
as a consequence provided with no services whatsoever. Indeed, in
many developing countries, it is estimated that fewer than 1 percent
of children with special educational needs are included in existing
provision. Experience, more over, suggests that inclusive schools,
serving all of the children in a community, a re most successful in

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eliciting community support and in finding imaginative and innovative

ways of using the limited resources that are available.
Guidelines for action at the national level
24. Coordination between educational authorities and those
responsible for health, employment and social services should be
strengthened at all levels to bring about convergence and
complementarity. Planning and coordination should also take account
of the actual and potential role that semi-public agencies and nongovernmental organisations can play. A particular effort needs to be
made to elicit community support in meeting special educational
needs.
Curriculum flexibility
31. In order to follow the progress of each child, assessment
procedures should be reviewed. Formative evaluation should be
incorporated into the regular educational process in order to keep
pupils and teachers informed of the learning mastery attained as well
as to identify difficulties and assist pupils to overcome them.
32. For children with special educational needs a continuum of
support should be provided, ranging from minimal help in regular
classrooms to additional learning support programs within the school
and extending, where necessary, to the provision of assistance from
specialist teachers and external support staff.

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Stakeholders: Parents
The Parents role:
Site/ school/ management:
Question Department and site policies and procedures,
Be honest and disclose relevant information on enrolment,
Effective communicators- information sharing,
Assist with school/ community extra curricular events,
Participate in School Governing matters,
Teachers/ support workers:
Build positive relationships with all stakeholders,
Keep all lines of communication open,
Be transparent in your and your childs learning needs,
Be available to discuss your childs learning and development,
Involve yourself in development of your childs learning,
Assist in in- class programs,

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 Ensure learning opportunities are inclusive and culturally

appropriate
Students and children:
Support and advocate for your child and the rights of children
Actively involve yourself in your child learning
Communicate- respectfully and openly
Learn from your child/ren

Children do best
at school when
their parents and
teachers work
together to
support them
(Parenting SA, n.d.)
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Stakeholders: Parents
(Legal requirements)
Parents are bound by an immediate duty of care to their children from birth,
this is identified in The child Protection Legislation (2010) which states:
Parents, caregivers and those with parental responsibility have a duty, at
law, to provide children in their care with the necessities of life, which
includes providing financial support, food, clothing, accommodation,
healthcare and access to education.
In regards to, Education the Department of Education and Childrens
Services, Attendance Policy (2009), outlines the legal responsibilities of
parents and caregivers in the education environment:
Parents/caregivers must enrol their child in an education program from 6
years (the age of compulsion). When they enrol their child in a preschool or
school they accept the responsibility to:
Provide information to the preschool or school that may assist planning
for the childs learning; for example, medical conditions, developmental
milestones and family issues

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 Enable their child to attend punctually and regularly on every day the
education program is offered and to comply with the education program
being offered
Provide an explanation to the preschool or school whenever their child is
absent. Apply for an exemption whenever their child is removed from the
school
Work with the preschool or school on intervention strategies to improve
attendance
Discuss with the principal/director any suspicions of neglect and/or
abuse that may require a mandatory notification.

Stakeholders: Education Support Worker

The characteristics of the Education Support Worker

To be positive and willing to help teachers

Be open and prepared to change ideas to suit students and
teachers needs
Easy to communicate with
To have correct and sufficient information available
Provide easy to read and direct plans
Complete research prior to meetings
Conduct several observations to have sufficient information
Have alternate ways to construct lessons

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 Always keep student records up to date

Have resources available to both parents and the school
Suggest ways to improve the classroom
Have classroom layout suggestions
Organise appropriate posters or cards for students and
teachers
Always meet regularly and be open to any questions
Parents should be included to meetings
Always have up to date information about the student
Always have up to date information about the diagnosis
Always have up to date information about progress the
student has/ is making both at home and school

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Stakeholders: Education Support Worker

(Legal requirements)
SSO: School Services Officers (SSOs) are accountable to the School
Administrative Officer for the provision of curriculum support to
teaching staff and students which contributes to the achievement of
improved educational outcomes for students. SSOs may also provide
supervised instruction under teacher direction to small groups of
students and individual students in specific curriculum areas.
Supervision, under teacher direction, of students with challenging
behaviors may also be required during lunch and other breaks as
negotiated with the principal. SSOs also perform accounting and
administrational duties such as maintaining files and information
related to the students at the site. They also organize and prepare
materials and resources for general and specific activities for the
classroom or individual children. SSOs contribute to the evaluation of

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programs in discussion with the teacher regarding changes and the

organization of special events, childrens work displays, researching
and collating information, costing equipment and materials and
making
recommendations
to
the
teacher
or
director.
(DECD.sa.gov.au, 2015)

The roles of education support workers have changed dramatically

over in the recent years. These support workers are now responsible
for providing collaborative support to regular class teachers in their
planning, teaching and evaluation of particular students. The class
teacher should lean on the support worker and try to include the
student in as many normal activities as possible rather than
withdrawing the student that was previously done. Education support
workers still have one on one time with this student although this is
minimized for the student to be in the classroom as much as possible.
Working in a classroom environment instead of one on one helps
improve participation and social skills. Education support workers are
not to control the classroom but be there for the teacher when they
have questions or need help. (Hyde, Carpenter & Conway, 2014, pg
361-362)

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Ethical Obligations
Familiarising ourselves with the origins of policy and legislation that
govern our education systems, is important for all stakeholders in
advocating for and understanding the rights of our children and child
minority groups in educational settings; ensuring all children reach their
full potential.
The rights of all children are embedded in international laws and
conventions. The United Nations Convention of the Rights of the Child
(1989), the Salamanca Declaration (UNESCO, 1994), the United Nations
Convention on the Rights of Persons with Disabilities (2008) and the
United Nations Declaration on the Rights of Indigenous Peoples (2009)
highlight the ethical, legal and human rights children have. These
conventions ensure children and young people have access to all levels
and forms of education of the state, without discrimination, and are the
backbone to internal education legislation and policy.

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These are intrinsically embedded into the Code of Ethics for The Teaching
profession in South Australia, The Code of Ethics articulates three core
values, and these are:
INTEGRITY- We are honest and trustworthy in our relationships, upholding
the dignity and honour of our profession;
RESPECT- We act with courtesy and compassion and advocate for
learners, acknowledging and valuing learners diverse backgrounds,
abilities and behaviours. We foster critical thinking and action, valuing the
contributions of our educational communities, to influence positive
futures.
RESPONSIBILITY- We provide high quality teaching and care through
continuing our professional learning, working with our educational
partners in the best interests of learners and upholding our professional
standards (Teachers Registration Board of South Australia, n.d.)

Strategies
Principles strategies:
Grouping strategies where they can work individually or with other
gifted peers, year level acceleration and subject acceleration.
THINK OUT OF THE BOX. BE CREATIVE IN DESIGNING LEARNING
PROGRAMS AND EXPERIENCES.
Site development of an Identification toolkit for both parents and
educators,
Teachers strategies:

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 Curriculum differentiation through changes in pace, level and

complexity.
Grouping strategies where they can work individually or with other
gifted peers, year level acceleration and subject acceleration.
Develop a detailed Getting to know your child form, in which all
home practices and cultural practices are documented and identified
and included in school programs,
Introduce a detailed curriculum area diary that travels between
home and school documenting issues, questions and learning.
Set aside a regular meeting time to discuss children learning and
development,
To develop and implement a student program evaluation form.
Ensure follow up meetings with stakeholders are conducted to
discuss these and determine a further plan of action,
Develop and implement student interest surveys, self-reports, and
student interviews,
THINK OUT OF THE BOX. BE CREATIVE IN DESIGNING LEARNING
PROGRAMS AND EXPERIENCES.
Mentoring programs in which students engage with others with like
minds.
Disability Coordinators strategies:
Specialist programs that are beyond the classroom, these may
involve the wider community where students have access to
specialist expertise or facilities,
THINK OUT OF THE BOX. BE CREATIVE IN DESIGNING LEARNING
PROGRAMS AND EXPERIENCES.

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 Supplement the curriculum with additional activities, excursions and

specialist visitors (Department of Education and Early Childhood
Development, 2014).
Create communication books for teachers to document progress,
difficulties and possible concerns of each student,
Provide relevant information to both teachers/principal and parents
about identification process eg. What agencies will benefit the
childs diagnosis
Parents strategies:
Introduce a detailed curriculum area diary that travels between
home and school documenting issues, questions and learning.
Set aside a regular meeting time to discuss children learning and
development,
THINK OUT OF THE BOX. BE CREATIVE IN DESIGNING LEARNING
PROGRAMS AND EXPERIENCES.
Establish formal and informal support networks- family, friends,
other parents of Gifted and Talented children, childrens
development and health oragnisations.
Communicate regularly with your child about their learning and
development,
Share your childs interests and offer guidance when needed,
Participate in the development of Individualised learning plans,
Provide regular feedback to your child in regards to interests, learning
and development,
Engage in your childs interests and learning,

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 Extend on your childs learning by providing opportunities outside of

mainstream school settings,
Establish set routines for homework and other learning opportunities in
a quiet environment without distraction,
Love, nurture and support your child/ren.

Educational Support Workers strategies:

Curriculum differentiation through changes in pace, level and
complexity,
Specialist programs that are beyond the classroom, these may
involve the wider community where students have access to
specialist expertise or facilities,
Set aside a regular meeting time to discuss children learning and
development,
Develop and implement student interest surveys, self-reports, and
student interviews,
THINK OUT OF THE BOX. BE CREATIVE IN DESIGNING LEARNING
PROGRAMS AND EXPERIENCES.
Supplement the curriculum with additional activities, excursions and
specialist visitors (Department of Education and Early Childhood
Development, 2014).
Mentoring programs in which students engage with others with like
minds.

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Resources
Principals:
Gifted Education Professional Development Package

Module One. Understanding Giftedness

Module Two. The Identification of Gifted Students

Module Three. Social and Emotional Development of Gifted

Students

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Module Four. Underachievement in Gifted Students

Module Five. Curriculum Differentiation for Gifted Students

Module Six. Developing Programmes and Provisions for Gifted

Students
This document and activities are to help Admin and teachers implement
the Disability Discrimination Act Standards for Education
Implementing the Disability Standards for Education
Disability Support Program: Five-step Process
Disability Standards for Education 2005

Teachers:
Disability Standards for Education 2005
http://www.comlaw.gov.au/Details/F2005L00767
UNESCO Framework
http://unesdoc.unesco.org/images/0009/000984/098427ev.pdf
ACARA
http://www.acara.edu.au/curriculum/student_diversity/student_diversity.html

Disability Coordinator:
Disability Support Program: Five-Step Process

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http://www.decd.sa.gov.au/speced/files/pages/dsp/DSP_5STEPS.pdf
Education Adjustment Plan Information Package
http://www.education.nt.gov.au/__data/assets/pdf_file/0017/9062/EducationA
djustmentPlansInformation.pdf
DECD Negotiated Education Plans
https://myintranet.learnlink.sa.edu.au/child-and-student-support/specialeducation/disability-support/negotiated-education-plans-nep

Parent and Family:

The Safe Schools Hub website has information on connecting with your
childs school
www.safeschoolshub.edu.au/for-parents/your-part/connecting-with-yourchild's-school
Children with special needs
www.safeschoolshub.edu.au/for-parents/what-to-do-about-/special-needs
The Positive Partnerships website includes information and resources
for parents of children with an autism spectrum disorder
www.positivepartnerships.com.au
The Raising Children Network website has information for parents of
children with a disability
www.raisingchildren.net.au/children_with_disabilities/children_with_disab
ility.html
The Family-School and Community Partnerships Bureau website has
information to support parental engagement and community
involvement in schools
www.familyschool.org.au
Gifted and Talented Childrens Association of South Australia
[Author name]|

http://gtcasa.asn.au/

Education Support Worker:

Association for Children with a Disability provides information for support
workers to help benefit families as well as provides supporting documents for
schools http://acd.org.au/
Department of Human Services provides information for Support Workers to
gain helpful information on disabilities and a guide to give to the parents
http://www.dhs.vic.gov.au/about-the-department/ourorganisation/organisational-structure/our-groups/office-for-disability
Supporting Disability Support Workers document has lots of helpful ideas and
hints towards helping students with a disability
http://www.ideaswa.net/upload/editor/files/downloads/SupportingDisabilitySu
pportWorkers-CoordinatorsManual.pdf

Conclusion
43% of the Australian population, according to the 2001 Census were
born overseas or have at least one parent that was born overseas. This
makes Australia one of the most culturally diverse countries in the world.
This diversity is reflected in our schools and communities along with
greater access to participation for students with Indigenous heritage,
students from different faith systems, and students with impairments,
disabilities or disadvantages influencing their development.
As a country, we have put in place international, national, and state
legislations that promote inclusion of all of our diverse citizens, while also
prohibiting any form of discrimination.

[Author name]|

As a result of our schools becoming more diverse in terms of students,

teachers are beginning to find that there is a greater pressure on meeting
these students needs. One area that is often not addressed in Australian
Literature is the racial and cultural composition of students with special
needs (Conway, 2014, pp.33)
Addressing the exact needs of gifted and talented children, students from
cultural and linguistic backgrounds and students with diverse learning
needs will always pose a challenge for educators, although after reading
this document we hope that you have been provided with useful
strategies and resources for all stakeholders in a school setting that will
be readily available for your information.

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