Special Needs

Teachers and support staff in the Academy are committed to providing realistic and exciting learning opportunities that both attract and retain students with learning, health, physical, mental and developmental disabilities.

To make this possible the Academy is developing a number of strategies to support our students with disabilities. They include:

• Inclusive teaching strategies and learning opportunities.
  

  Students will be included in all regular classroom and extra-curricula activities. Teaching and learning will be free of bias and the diversity of individual needs will be understood and respected.

• Individualised learning.

  Students’ individual learning needs will be identified and learning opportunities tailored to meet those needs.

• Learning support.

  Students who require support will be provided with it, whether it is in the form of specialised staff members, equipment and facilities or access to enrichment or bridging programs. The same levels of support available to students in our associated high and district high schools will flow into the Academy. Students will have a 'support teacher’ who takes a special interest in their welfare as well as having access to professional support services including psychologists, social workers and health nurses.

• Professional learning.

  Teachers and support staff in the Academy will have access to both general and specialised professional learning to help them fully cater for students with disabilities. All staff in the Academy will participate in learning activities that increase their ability to cater for students with disabilities and special needs.

• Partnerships with high schools, district high schools as well as UTAS and the Tasmanian Polytechnic.

  The Academy will be part of a continuum of learning for students with disabilities. This will involve the early planning for transition both into and out of the Academy. This transition could involve frequent visits and orientation, access to UTAS support, and transition and pathway planning as well as transition planning discussions with parents and carers.

• Parent support.

  We recognise the key role parents will play in developing a successful learning program. We also recognise that during Years 11 and 12 students will both want and need to become as independent as possible, so that the transition to university or further education/training takes place smoothly. We will work closely with parents and students to help facilitate this important change in students’ lives.

If you are a student with a disability and you are considering university as a possible pathway please contact us and we will arrange an interview with our support staff and pathway planners.