Student Support

Shepherdson proudly supports all children in the community. Wherever possible within the classroom with quality differentiated teaching practice. But sometimes with extensive support from our Gandjarr Gurrpan Dalkunharaw special needs unit or our school counselor. Please refer to our Behaviours for Learning.

If you feel that a child in your class is in need of extra support, you are probably correct.

At any given time you can expect 30% of your class to have hearing issues, statistics have not been done on emotional/behaviour needs, but the demand is also high, and in mainstream school about 5% of students have high level special needs. Without a dedicated special needs school, to take these high needs students, at Shepherdson, they are included within our class. First check below (Under Student Plans) to see if they have already been identified and if so what quality differentiated classroom practice or other support is suggested in their Educational Adjustment Plan (EAP).

If you need more support for a child, email this student background form and this parent consent form to illustrating your concerns and what you have already tried in helping them access the curriculum.

When dealing with student support issues email , this will inform a confidential group including counselor, SN coordinator and APs. For the department to consider extra support for a student, the classroom teacher must have trialed a student support plan for 10 weeks.

The SDQ survey may help you decide if a student is in need of more social/emotional support. 2017 Semester one SDQ survey

And remember ALWAYS use your sound field system (REDCAT) to amplify your voice.

Special needs PD

Learning support

Behaviour support

Teacher Forms

Student Plans

  • Educational Adjustment Plans (EAP)
  • Behaviour Management Plans (BMP)
  • Risk Management Plans (RMP)
  • Health Care Plans (HCP)

Additional Needs Teacher Information

To include the whole of your class:

  • Have short active, goal focussed tasks.
  • Use non-verbal instructions whenever possible.
  • Always use visual prompts and timetables for daily routines, rules and targets.
  • Give short, clear simple instructions.
  • Highlight, point, and direct to focus information.
  • Give at least 20 seconds wait time (silence) between your question and their answer.
  • Break extended tasks into small chunks.
  • Give affirmation and specific feedback at every opportunity.
  • Give positive feedback and rule reminders when class rules are being followed.
  • Use distraction and diversion when there are signs of agitation or opposition.
  • Change tempo, use whole body activities, exercise and movement.
  • Give calm, unemotional time out when necessary. (Max 1 minute for every year of age)
  • Avoid ‘why did you …?’ questions
  • Clearly state the rule broken and give immediate consequence.
  • Never raise your voice or threaten.