Learning Adjustment

‘An inclusive School is one which acknowledges and demonstrates acceptance of diversity
within the school community.  It is measured by the degree to which each and every student
is catered for and achieves successfully.’
(Green 1999)

At St Catherine’s, we value diversity and celebrate difference. Through an inclusive learning and teaching program, we endeavour to engage every learner to ensure their successful participation and maximised achievement regardless of academic, cultural, physical, social/emotional or behavioural difference. The Gospel of Jesus Christ and the principles of social justice and equity for all underpin the practice of inclusion within our school.

The students at St Catherine’s deserve the best possible education; an education that allows children of all abilities to reach their potential. Our staff are committed to ensuring positive learning outcomes for all students. by responding to their individual strengths, needs and goals.

Through a personalised curriculum approach we are able to cater for all students, including those with disabilities and additional needs. Working in close partnership with families, these students are supported with a Personalised Learning Plan (PLP) and regular review and monitoring through Program Support Group Meetings (PSGs) each term.

Our Learning Adjustment Framework supports teachers to make the necessary adjustments to learning content and design, allowing students with disabilities and additional learning needs to engage with the curriculum and demonstrate their knowledge, skills and understanding.  Our teachers tailor their teaching in ways that provide rigorous, relevant and engaging learning and assessment opportunities for students with diverse education needs.

The information we gather annually as part of the National Consistent Collection Of Data (NCCD) enables our school to better understand the needs of students with disability and how they can be best supported at St Catherine’s.


Students requiring additional support are identified through a variety of ways such as diagnostic assessments, consultations and systematic observations by school staff, consultations with parents and/or as a result of assessment by a doctor or a professional e.g. speech pathologist. Information from the identification process is the basis for making decisions about the need for additional support for the student.


Students with special needs/learning difficulties are integrated in regular classrooms where they participate fully as members of the school community, taking part in a complete range of experiences. Strategies which are used to promote inclusivity in classrooms include: differentiating the curriculum, cooperative group work, heterogeneous/homogenous grouping and peer tutoring.

The responsibility for inclusion and its enactment is predominantly that of classroom teachers who create a safe yet challenging environment where students develop a sense of belonging. Class teachers are supported by the Learning Adjustment Leader, Curriculum Leaders, Level Leaders and other teachers within their team to facilitate students’ participation in meaningful and relevant activities. Withdrawal of students for work on an individualised or small group program occurs only when the need for such an approach is considered appropriate.