Inclusion at Harrison School
‘We are involved in a common learning venture, resulting in the highest achievement for all students.’
Harrison School offers an innovative model of schooling that reflects an inclusive learning community. Our model does not follow the conventional model of having the students with diverse needs segregated most of the time and then attend a mainstream class for integration. The aim of this model is that teachers implement classroom programs that cater for all students needs, following evidence-based practice and Quality Teaching Criteria (as per findings of Anthony Shaddock, Loretta Giorcell & Sue Smith 2007; Fultan, 2006; and Coulcombe &Tremblay 2005).
Inclusive Practices at Harrison School
At Harrison School we are involved in a common learning venture, resulting in the highest achievement for all students. We recognise that we are all unique individuals and value and celebrate these differences. We acknowledge that all students bring to our community individual learning styles, skills, strengths, experiences and aspirations. The school has a broad range of students with diverse needs which may include children with disabilities, who speak English as a second language and students who require learning extension. We endeavour to create environments and programs to support these needs so each student can achieve their full potential. Inclusion at Harrison is a whole school approach. Each student is a valued member of a mainstream class and has the opportunity to be involved in all school activities. Children are taught and expected to include, value and accept all children and support each other to do their best. Support can involve the children, families, classroom teachers, ‘Learning Support Assistants’ (LSAs), specialised practitioners and executive staff. With collaboration from all parties, an Individual Learning Plan (ILP) is created by setting personalised short and long term goals for the student and then implemented by the staff involved.