Literacy, Numeracy and Pedagogy
CAMP Communication Multi-modal Approach.
This approach involves: CREATING AN OPPORTUNITY, ADDING A VISUAL, MODELLING and PAUSING TO PROMPT. Staff create intentional opportunities in structured group sessions and throughout the day for the students to communicate. Goals are developed by working collaboratively with Speech Therapists and parents. High technology and low technology Augmentative and Alternative Communication (AAC) is used to cater for the speech and communication needs of each individual student. An enthusiastic CAMPers group evolved in 2019 due to mainstream students wanting to converse successfully with ESC students who have complex communication needs. This band of mainstream and ESC students train to use PODD Books, Devices and Key Word Sign (KWS) to help and mentor students in our South Ballajura Community. On staff, we have dedicated Communication Partners working hard to ensure Communication Accessibility is achieved for all.
Key Word Sign (KWS) & Word of the Week (WOW)
Key Word Sign is an unaided form of Augmentative and Alternative Communication (AAC). The use of gesture, facial expressions, body language and manual sign are all incorporated to support the speech and language needs of the students. The Key Word Sign program incorporates the following aspects of signing: natural gestures, finger spelling, numbers and core vocabulary (high frequency words/ phrases). Our students are taught functional Auslan signs including verbs, adjectives, the alphabet, feelings and signs related to everyday living. In small groups, children engage in hands-on learning experiences, and practise their Key Word Signing in a supportive environment. ‘Word of the Week’ is also incorporated into the Key Word Sign program to provide students with a multi-modal approach to language and concept development. Early Childhood students focus on developing their knowledge of core words (one word per week) by participating in a multi-modal approach to increasing their vocabulary.
Diana Rigg Literacy Program
Diana Rigg (DR) is a researched, evidence- based literacy program aimed at developing spelling, oral and written skills in a systematic way. Students are pre-tested before starting the program to ensure maximum literacy outcomes are achieved.
As ‘concepts’ are the building blocks of facts, statements or paragraphs, ‘concept development’ is an important part of teaching and learning. We effectively teach engaging, interactive ‘instructional tactics’ such as ‘Think, Pair, Share’, ‘Place Mat’ and ‘Plus, Minus, Interesting’ tailored to our student needs. These strategies support students to grasp ‘concepts’ in the classroom/group setting.
Contemporary Applied Behaviour Analysis (ABA)
Our school consistently applies an evidence based contemporary ABA approach, involving a set of observable principles and key strategies. With over 90% of our staff trained in ABA, we identify the function of behaviour in order to provide a range of school-wide academic and social programs to support student skill development and behaviour modification focusing on positive reinforcement.
The TEACCH approach is an evidence based academic program supporting our contemporary ABA for students requiring visual supports and interventions.
TEACCH is a 'whole life' approach aimed at supporting children, adolescents, and adults with autism through the provision of visual information, structure, and predictability (Cumine, Leach, & Stevenson, 2000).
Explicit Direct Instruction (EDI)
EDI is an exemplary teaching method for combining structure and flexibility for effective engaging group learning whilst ensuring individual accountability. We differentiate and adapt lesson delivery techniques, using visual cues and scaffolding. 'Warm Ups', activating prior knowledge and checking for understanding enables students with limited or non-verbal communication to be included. Progress and attainment of all students learning is recognised and celebrated.
Money skills development is one of the major focus areas for our teaching and learning at SBESC. The specific money skills learned during class times are transferred into authentic settings when students go shopping and generalise those skills at specific Community Access venues.