Abstract
Differences among children are generally related to the experiences they have had, the cultural background of their familiy, inherited characteristics, nutrition, their temperament and ability to learn, or the nature of their physical, sensory or intellectual impairment.
For children with special learning needs the rate of development may be influenced by the severity of the child's disability, learning or behaviour difficulties and access to, and interaction with, the environment, incorporating a wide range of abilities and disabilities. For the parents of caregivers of these children it can be a frustrating and confusing experience to find the most appropriate learning environment for their children.
It is imperative that parents, caregivers and schools work together as a collaborative team to support students with special learning needs. It promotes a shared responsibility where each member of the team has the expertise to contribute something of value that will enhance not only the academic development, but the development of the whole child as a valued member of the community.
Nowra North Primary School is a new school in a rapidly growing middle-class area, while Campbelltown North Primary School has been established for many years and serves a more economically deprived community. Both of these schools are situated close to "Special Schools" which over the past years have catered for the needs of children with special learning needs in a separate setting.
This paper will discuss the issues addressed by the whole-school communities of these schools in developing their "Policy of Inclusion", the strategies that have been implemented by classroom teachers, the essential resources needed to support such an initiative and the positive outcomes so far achieved.
 |
 |