The Support Unit at Hurstville PS caters for students with a diagnosis of Mild or Moderate Intellectual Disability. There are four classes: one class caters for students with a diagnosis of Mild Intellectual Disability (IM), two classes for students with a diagnosis of Moderate Intellectual Disability (IO), and one class for students with autism (Au). Support classes provide intensive, individualised education programs within a regular school setting.
The IM support class consist of students from the age of 8 years or Year 3 until Year 6. The IO support classes consist of students from Kindergarten to Year 6. The Au support class caters for students from Kindergarten to Year 6. The classes operate on a small group basis with 18 being the maximum in the IM class; 10 being the maximum in the IO classes; and 6 being the maximum in the Au class.
There is one Special Education Teacher and one School Learning Support Officer for each of the classes. The Support Unit is supervised by the Assistant Principal Support, Deputy Principals and the School Principal.
In Class Programs
Students in the Support Unit classes access the same curriculum as all students in NSW. Content and lessons are modified to individual student learning needs.
Students access learning in English, Mathematics, Science and Technology, History, Geography, Creative and Practical Arts and P.D/ H/ P.E (Personal Development, Health and Physical Education).
Within these Learning Areas, learning includes practical living skills such as cooking and food preparation, and community access such as shopping, excursions and social skills.
IEP's and Review Process
Each student in the Support Unit has an Individual Education Program (IEP). The class teacher will assess each student's current educational needs. Parents are asked to meet with the class teacher to discuss priority areas and the class teacher will devise an educational program to meet students' individual needs.
Student progress is reported to the parents at the end of Terms 2 and 4. Teachers are available to discuss progress at any time by parent request.
Student's reviews are held once a year. Parents, Principal, School Counsellor, Class Teacher and the Special Education Consultant come together to review the student's progress and appropriateness of the student's current education setting.
The Support Unit at Hurstville PS is set in an inclusive environment. As appropriate, students may participate in whole school activities which include assemblies, swimming and athletics carnivals, Friday sport, and Presentation Days. In addition, students have the opportunity to access SRC (Student Representative Council), PSSA sports competition, dance groups, choir, school camps and grade excursions.
Individual Integration Programs are designed around individual student strengths to access the regular curriculum within their grade group.
Students in the Support Unit participate in the whole school Merit Award System to support positive learning and behaviour.
The Support Unit also has specific class Behaviour Management Programs focusing on rewarding positive behaviour. These programs contain clear consequence for students who choose to break class and school rules.
Individual students may require Individual Behaviour Programs which are designed with the assistance of the parents. Support from Departmental personnel may also be sought.
Many students in the Support Unit use Taxi Transport to come to and from school. Private drivers are contracted to the Department of Education for this service. Parents must apply for this service to the Special Transport Department (the school will assist in this process).
Depending on their needs, the students in the Support Unit are able to play in the general playground with children from all classes. The playground has areas set for upper and lower primary ages; however, students are allowed to move freely around the playground.
As well, there is a special section of the playground which has recently been upgraded to provide an attractive, safe and engaging environment for students requiring a less hectic play environment. Children are integrated into the main playground as their play skills and sense of boundaries develops.