Parent Satisfaction Survey Results: Types of Support provided to students living with disability When families were asked what type of support their child received other than teacher aide support we found that: 33.6% of students received no support at all (including teacher aide support) 27.2% of students had a modified curriculum 24% of students were provided with small group support 22.4% received numeracy support 18.4% of students received Gross Motor skill support 17.6% of students received fine motor skill support 17.6% of students received life skills support 15.2% of students received only teacher aide support Note that many students received more than one type of support listed above. We also explored what support students with particular diagnosed disabilities were provided with and these breakdowns are provided below: 42% of students diagnosed with ASD did not receive any support at all and 23% received only teacher aide support. 19% of students with ASD were supported via modified teaching techniques and 16% had their curriculum modified. 45% of students with an anxiety disorder diagnosis received no support at all and 20% of students with an anxiety disorder received only teacher’s aide support. Other support provided to these students included fine motor skill support 15%), gross motor skills support (15%), life skills support (15%), modified curriculum (15%) and modified teaching support (15%). 45% of students with an ADHD diagnosis received no support at all, 27% of students only received TA support, 18% received literacy support and only 9% of students had modified curriculums or modified teaching techniques in place to support them. 20% of students with a diagnosis of Cerebral Palsy received no support at all, and no student with Cerebral Palsy received only TA support. 80% of students had modified teaching techniques used to support their learning with 40% reporting support being provided via gross motor skill support, literacy support, modified curriculum and small group time. No students with a diagnosis of Down Syndrome received no support at all and only 8% of students received only TA support. 62% of students had their curriculum modified and 62% of students participated in small group time as a form of support. 54% of students received fine motor skills support, 46% of students participated in life skills programs. 44% of students with a Dyslexia diagnosis received no support at all, 22% of students received only TA support and 22% received some literacy support. 25% of students with a General Learning Disorder diagnosis received no support at all, 25% of students received only TA support, 25% of students received life skills support whilst 12% received a modified curriculum, modified teaching numeracy, literacy support or small group time. 32% of students with a Sensory Processing Disorder diagnosis received no support at all, 27% of students received only TA support, 27% of students received gross and fine motor skill and literacy support. 32% had modified teaching techniques used and 23% had a modified curriculum. 23% of students received small group time. 20% of students categorized as “other” received no support at all, 13% received only TA support. 40% received modified teaching and 33% had a modified curriculum.33% were provided with literacy support, 30% received numeracy support and small group time. With a further 23% receiving Gross motor skill and life skills support. It is important that we recognise that schools provide students living with disability a range of supports and that support is not simply judged by the allocation of a Teacher’s Aide (TA). Numerous schools try to cater for as many students as possible by providing support in a wide variety of ways. However it should be noted that significant numbers of students living with disability continue to receive no additional support at school and this needs to be addressed. All students have the right to a quality education and students living with disability should receive reasonable adjustments when required and it appears that many students continue to miss out on any support because of school budget restrictions. It is concerning that some parents are using funding such as better start and helping children with autism funding to provide services at their school. This money should not be used to provide services that schools are responsible for and it is an indictment on the education system that parents feel that they have no choice but to use this early intervention money to help the school better support their child.
Posted on: Thu, 10 Jul 2014 08:29:22 +0000
Trending Topics
Recently Viewed Topics
© 2015