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Interventions: Intervention within an Inclusive Schooling framework

Debra Phillips

St Joseph's College, Hunters Hill, NSW Australia sjc@joeys.org

Abstract

This paper presents information about how students with Dyslexia receive interventions for reading difficulties in the regular classroom. Our school, St Joseph's College in Sydney is a Greater Public School (GPS) Catholic boys secondary boarding school with students from Year 7 to Year 12 (aged 12 years to 18 years approximately). It has an inclusive schooling philosophy and the interventions for students with Special Needs including Dyslexia are offered in the classroom. Withdrawal groups and special classes are not offered. The senior executive are keen to have structural and system changes to allow interventions within the classroom. The Support Education Centre of the college has staff who work alongside regular classroom teachers and subject co-ordinators to create learning situations for students with Dyslexia. The paper will present the strategies used by the Support Education staff, in collaboration with classroom teachers, subject co-ordinators to ensure students with Dyslexia are able to access the regular curriculum and to receive literacy development. The paper will also list strategies used with families to enable a partnership between home and school. The strategies collaboratively planned with classroom teachers include: team teaching; planning lessons; writing worksheets for specific activities; and assessing and writing class-based tests. The strategies collaboratively planned with subject co-ordinators include: class-based assessment tasks; excursion and field trip work booklets; worksheets and learning material for specific topics; across-the-form assessments and exams; and reviewing text books and print material for the library. The strategies with families include: regular review meetings; on-going diagnostic assessments of their child; holiday projects; and every-day reading suggestions.

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