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Speech Pathology Australia: Speech Pathology in Schools Project 21
9. A constant process of monitoring and
evaluation to reflect on and continue to
ensure that inclusive education is being
upheld.
A best practice approach to supporting students
with speech, language and communication needs
is through a whole school collaborative approach
which is multi-tiered. This approach is defined as
cohesive, collective and collaborative action in and
by a school community that has been strategically
constructed to improve student learning,
behaviour and well-being, and the conditions that
support these.
Key features:
• Professionals work together with parents,
sharing knowledge and skills to effectively
support all students with an integrated
approach.
• Professionals know about speech, language
and communication, learning, curriculum and
the interaction between all of these elements,
with an appreciation of the wider social
context for students and their families.
• Professionals work together to create an
environment that facilitates communication
and learning and is adaptable to the needs of
students in that environment.
• A range of specialist, well evidenced
interventions (tiered interventions) to be
planned and delivered by experienced
professionals.
• Explicit monitoring by teachers of student
learning so that they can be making regular
judgements about student movement
between the whole school approach tiers.
Response to intervention (RTI) is an example
of this approach that has substantial empirical
evidence. This model provides evidence-based
classroom instruction for all children and by using
a dynamic and ongoing monitoring approach,
the RTI model supports the identification of
students who are not responding to this “tier”.
These students will need increasingly personalised
and intensive instruction, while measuring and
monitoring progress in order to make decisions
about the need for further intervention.
The focus for a response to intervention approach
is enhancing the performance of all students,
including those with communication needs in the
school.
References
Ainscow, M. (2004). Developing inclusive education systems: what are the levers for change? J ournal
of Educational Change, 6(2), 109–124. doi:10.1007/s10833-005-1298-4
Australian Government. (2005). Disability Standards for Education 2005. Plus Guidance Notes. Barton,
ACT: Australian Government Publishing Service. Retrieved from October 2017, from
Ballard, K. (1999). International voices: An introduction. In K. Ballard (Ed.). Inclusive education:
International voices on disability and justice. London: Falmer Press.
Carrington, C., & Elkins, J. (2002). Bridging the gap between inclusive policy and inclusive culture in
secondary schools. Support for Learning, 17(2), 51-57. doi:10.1111/1467-9604.00236
Ministerial Council on Education, Employment, Training and Youth Affairs. (2008). Melbourne
declaration on educational goals for young Australians. Canberra: Author. Retrieved October 2017,
from
UN Committee on the Rights of Persons with Disabilities (CRPD). (2016). General comment No. 4
(2016), Article 24: Right to inclusive education, 2 September 2016, CRPD/C/GC/4. Retrieved October
2017, from
United Nations Educational, Scientific and Cultural Organisation (UNESCO). (2017). A guide for
ensuring inclusion and equity in education . Paris: Author. Retrieved October 2017, from