The Inclusive Education Faculty (IEF) at Kingsgrove High School is dedicated to supporting the needs of students on the Autism Spectrum.
Our teaching is focussed on the individual, with accommodations and adjustments made to support students to achieve their full potential and experience success in their learning at school.
The Inclusive Education Faculty has three classes for students with Autism Spectrum Disorder. These classes are capped at 7 students and staffed by one teacher who is supported by a School Learning Support Officer (SLSO). Our specialist staff have extensive experience working with students with ASD, and have a deep knowledge of the supports, requirements, and high-expectations necessary to promote student success at school.
Our core teaching philosophy is that all students are part of the Kingsgrove High School community, with all the rights, opportunities, and responsibilities as their mainstream peers. Our focus on inclusion forms the basis of our namesake Inclusive Education, also known as the Support Unit, in other Department of Education schools.
Our Teaching Spaces
Our classrooms are designed taking into consideration the needs of students with Autism Spectrum Disorder, along with any individual accommodations and/or adjustments for specific students that they may require. All classrooms are furnished with height adjustable desks, Interactive Whiteboards, and specialist walling to allow for visuals (such as timetables) to be easily displayed and readily changed as required. De-escalation spaces are also available for students.
The Inclusive Education Faculty at KHS also has a quiet break-out space away from the main playground for students who may find the whole school playground overwhelming. This area is open to students during each break, and before and after school. If students have friends in the school, they are welcome to meet in the break-out space, provided the area is consistently calm and quiet.
An Inclusive Education staff member is always on duty during recess and lunch. We also meet students each morning before school to check-in.
Student Learning
Students follow a pattern of study identical to that of their mainstream peers, meaning that they have access to all of the same subjects, content, and resources. Year 7 students, for example, follow a program of English, Mathematics, Science, Music, Technology, PDHPE, History, Geography, Visual Art, as well as compulsory Sport.
Learning for each student is differentiated to their needs and ability level for each subject. The increased staff-to-student ratio enables for the delivery of targeted instruction ensuring all students are completing work that is challenging, whilst also not overwhelming. This also enables for instruction and support in areas that are not necessarily covered by curriculum content such as organisation, resilience, and social skills.
While accessing regular learning programs, the Inclusive Education Faculty is furnished with a wealth of research and evidence based instructional tools, many of which are focussed on teaching functional literacy and numeracy, as well as social skills and social-emotional regulation. These resources allow for instruction to be more effectively tailored to student’s needs, providing information of current student abilities, as well as structured learning programs to improve outcomes.
Where possible and appropriate, students can be supported to access their learning alongside their mainstream peers in a mainstream classroom. Students may do this for one, several or all of their subjects. Students will still be supported by Inclusive Education staff during this integration.
Our students are actively encouraged to participate in whole school and community activities. Some activities that students can participate in include the video game club, library, or sports teams. Students are also provided support to access the same opportunities as their mainstream peers to participate in whole cohort or year activities including school camps, rewards excursions, and swimming, athletics, and cross-country carnivals.
Individual Education and Transition Plans
Each semester students, teachers, parents, carers, and other key stakeholders meet to discuss progress and goals at a personalised Individual Education Plan (IEP) or Individual Transition Plan (ITP) meeting. The purpose of an IEP or ITP is to determine a set of strategies to address the particular educational needs of the student. These meetings provide an opportunity to collaborate on individualised goals and other key factors related to student learning and wellbeing.
Placement – Joining Inclusive Education
Students are placed into the Inclusive Education Faculty at Kingsgrove High School by a Department of Education Placement Panel. The staff at Kingsgrove High School are not involved in the placement process.
To apply for placement in an Inclusive Education class, please contact your local public primary or high school and ask them to complete an Access Request form. Once completed, this form will be considered by the Placement Panel.
Further information is available from the NSW Department of Education website at Support Classes in Mainstream Schools