- Families can get support for their children before they start school through Child and Family Learning Centres and Launching into Learning program.
- We have a range of professional services available to access.
- Find out how learning plans and adjustments to teaching can support a child’s learning.
We are working to make sure that every student can participate and achieve no matter their background, ability or language. We provide resources and supports so that every student is included and gets the help they need to improve their learning outcomes.
Child and Family Learning Centres and Launching into Learning
We encourage families to contact their local school and connect with the Child and Family Learning Centre and Launching into Learning programs, before their child starts school.
Child and Family Learning Centres and schools can help families with a range of services for their children.
Every school has a support teacher to help families access services.
- Social workers
- English as Additional Language (EAL) teachers – for students supported by the EAL service
- Support teacher – for students with disability
- School psychologists
- Speech and language pathologists
- School health nurses
- Assessment and diagnosis of autism spectrum disorder – Tasmanian Autism Diagnostic Service (TADS)
- Other consultants for physical access, and other needs
Quality differentiated teaching practice
Every child has the right to quality learning opportunities. Information and resources from the Australian Curriculum are adjusted to help learners succeed at their level and pace. This is called Quality Differentiated Teaching Practice. Teachers differentiate by making adjustments to content, teaching style and environment. Differentiation helps all learners to achieve.
Our Good Teaching, Differentiated Classroom Practice for All (PDF, 4MB) provides more information about quality teaching practice.
Teachers make adjustments to learning opportunities at four different levels:
- quality differentiated teaching practice
Adjustments are described on the Nationally Consistent Collection of Data website.
Teachers work with students, families, and specialist staff to write and review a student’s Learning Plan. Teachers use Learning Plans to personalise learning and note adjustments made for a student.
To find out more about Learning Plans, refer to the Learning Plan Procedure (PDF, 596KB).
Teachers work with families, students and specialist staff to consider a student’s strengths, goals, and needs to personalise their learning. This is called Inclusive Practice.
We have developed six videos on YouTube to explain Inclusive Practice.
English as an Additional Language (EAL)
The EAL Program aspires to improve educational opportunities and outcomes for newly arrived students by providing resources that develop English language competence and facilitate access, participation and engagement in mainstream educational activities.
Further information in relation to English as an Additional Language, is available at English as an Additional Language.
Find out more about personalised learning and how we support students with different needs and disability on our Supporting Student Need page.