A profile of incoming students is developed using a mix of informal and formal data to ascertain which students are at educational risk as well as those with a documented learning difficulty/disability. Our goal is to ensure that equitable outcomes occur and that these students are not disadvantaged due to their learning difficulties/disabilities.

Support provided by our Student Services Team

Student

• The Advocacy program focusses on Thriving Minds.
• Timetabled sessions in the tutor centre for support in literacy and/or numeracy in small group tuition.
• One-to-one tuition depending on need and availability of time.
• Ongoing pastoral care such as access to our Student Services Support Team, parent contact and mentoring.
• Learning and teaching adjustments where necessary.
• Regular monitoring of academic progress.
• Adjustment for student needs such as additional time in assessments and examinations.

Teaching and Student Services staff

• In class support. This does not target any one particular student or group of students but is designed to create a supportive environment in which students can learn successfully.
• Problem solving collegiate support.
• Communication regarding student progress, attendance, and welfare.
• Provision of practical learning strategies to assist students.
• Ongoing professional learning on request and through staff development days.
• Assistance with preparing an Individual Education Plan.

Parents

• Regular reporting on child’s progress.
• Parental support when needed, to better understand the gifted child’s needs.
• Communication regarding learning and attendance issues.

We also support our students through our Advocacy program, the school chaplain, nurse, and psychology services. We have dedicated Year Coordinators, managers of Students Services, Years 7 – 9 and Years 10 – 12 and a dedicated Associate Principal overseeing all of Student Services.

Further Support for our Twice Exceptional Students

We believe in strong parent school relationships. Parents of twice exceptional students become an important bridge between home and school.

We support students to use assistive technologies and confer with parents for clues on which tools might work best. We realise that a twice exceptional student should never feel that accommodations for the classroom are being made because of them as in actuality, all students can benefit from these strategies. Advanced cognitive abilities, poor social skills and sensitivities can leave 2E students feeling vulnerable. School and classroom environments must feel safe and foster respect for individuals and individual differences. At Perth Modern School we work with all our students in developing relationships, social emotional skills, motivation, goal setting and organisational skills. This helps support our students to feel free to be themselves, express their emotions, and handle their difficulties without fear of rejection or negative response.