Lalor East Primary School supports all students to learn and thrive at school. If a student has a disability or additional needs, there are a number of supports and programs we can access to help them experience success at school.
Student Support Groups + Individual Education Plans
Student Support Group (SSG) meetings focus around the creation and monitoring of progress of a student’s Individual Education Plan (IEP). The IEP outlines the goals the student is currently working on, how these skills will be taught, and how progress and achievement will be measured. IEPs are updated each term and are accessible to students and families via Compass.
SSG meetings involve the student, teacher, parents/carers and any other relevant professionals (such as occupational therapists, psychologists, and speech therapists) coming together to discuss and review these goals. These meetings are held each term to monitor progress, share important updates and plan next steps to support the students’ learning and wellbeing.
Visiting Teacher Service
The Visiting Teacher Service (VTS) consists of specialist teachers with expertise in specific disabilities and experience in supporting students who require tailored educational adjustments. They work collaboratively with our school to provide strategies that support student engagement and participation. Students can be referred to this service when additional specialist support is required.
Visiting teachers provide support across the following areas:
- physical disability
- health impairment
- deaf or hard of hearing
- vision impairment
NDIS On-Site Therapy
At Lalor East, we recognise that attending allied health appointments outside of school and work hours can be challenging for many families. To support this, we offer NDIS therapists the opportunity to provide therapy sessions to students onsite during school hours (where possible).
This approach strengthens collaboration between school staff and therapists, allowing for a shared understanding of each student’s goals and needs.
Families and therapists wishing to undertake therapy on-site at school will need to submit a written application and obtain approval prior to commencing sessions.
Disability Inclusion Profile
Students who require additional supports at school can apply for a Disability Inclusion Profile. This process involves input from families, school staff and relevant professionals to develop a comprehensive understanding of how the student learns and what supports will best enable their success at school.
The student’s needs are considered across six domains:
- Learning and Applying Knowledge
- General Task and Demands
- Communication
- Self-Care
- Interpersonal Interactions
- Mobility
These areas are discussed in detail during the Disability Inclusion Profile meeting. During this meeting, an independent facilitator determines the level of adjustments required, ranging from no adjustments through to extensive supports. This information is then used to guide funding allocation and ensure schools are appropriately resourced to meet the students’ needs effectively.