The Learning Project Primary

The Learning Project Primary is a new initiative that makes learning more accessible through an Inclusive Integration model to support and assist children with ASD, ADHD, severe anxiety, school refusal and challenging behaviour including Oppositional Defiant Disorder.

The Australian schooling system has made significant efforts to accommodate all children. In fact 86% of children with
a disability will attend mainstream school. However a limit in resources, such as funding, policy and politics continue to inhibit the hard work of educators and school leadership.

The state of play is such that our top students are declining, the gap between the best performing and worst performing students is increasing and those most impacted are students with a disability (ACER, 2016).
In Australian schools, students with a disability make up more than 18% of all school students. Of those who have a disability approximately only 5% receive funded support and 1/4 of students with a disability don’t finish school beyond year 10 (ACER, 2016).

We Still Have A Long Way To Go In Teaching & Learning

Evidence based methods are being adopted very slowly, which continues to impact Australian school settings. Student engagement and performance continues to decline annually (OECD, 2016).

Current statistics show that:

  • 16% of Australian school children have a learning difficulty
  • 10% of Australian children have dyslexia and up to 15% of children suffering dyscalculia
  • Up to 28% of school children experiencing school refusal at some point in their schooling
  • 1 in 4 children suffering anxiety based disorder in Australia

Moreover teachers are not being taught the compelling research supporting fundamental instructional strategies, including

  • Pairing graphics with words
  • Linking abstract concepts with concrete representations
  • Posing probing questions
  • Alternating solved and unsolved problems
  • Distributing practice and assessing to boost retention.

In 60% of teacher education text books there is no mention of the above proven instructional methods (NTCQ, 2016).

The Learning Project Can Change This

A revolutionary learning initiative beginning in February 2018, TLP Primary is a program delivered by a highly trained multidisciplinary team that will support children with a model of inclusion.The program is proactive in identifying and remedying the barriers learners can encounter. Often assumptions are made that inclusion and integration means students need to be in mainstream classrooms at all times. When inclusion is interpreted this way students may be unable to access adjustments that adequately address their needs.

TLP Primary seeks to work inclusively with your child’s school to ensure they reach their full potential.

It is imperative to remember that children with learning difficulties, social/emotional problems or other behavioural disorders may all share some core characteristics. However, no one child will have the same pattern of strengths and challenges. In addition, families differ in their goals and resources, strengths and needs.
Research suggests that there are substantial short and long term benefits from early, intensive, family-based treatment programs, whatever their theoretical basis, so long as these are appropriately adapted to the child’s pattern of strengths and weaknesses and take into account the family circumstances (Webster, Webster, & Feiler, 2002).
This is what we aim to achieve and provide to families through TLP Primary by combining various therapies, professional streams and most importantly collaboration between the students, the families and schools.

How The Program Works

The program, is one day a week, based in a school setting, that comprises a team of teachers, psychologists, speech pathologists and occupational therapists. In addition, families will also be expected to participate in parenting sessions that will run concurrently and compliment the TLP Primary Program. Collaboration with the school and teachers will be ongoing to help generalise the skills gained in the program.

The structure is as follows:

Initial interviews consisting of:

  • Initial educational psychology assessment
  • Parent & teacher case conference & goal setting
  • Developing a specific & targeted Individual Learning Plan
  • Working collaboratively with your child’s teacher
  • Working to empower and support families

Each session children will participate in the following:

  • Physical education and social skills
  • Supported learning directed by individual learning plans
  • Psychology sessions
  • Social Skills

The program will deliver evidence-based practices. All therapists:

  • Are passionate about helping children learn, develop and promote independence and resilience
  • Have a strong emphasis on building relationships with children, families and schools
  • Will monitor our impact on children’s learning, mental health and emotional regulation
  • Will adapt and adjust our approaches according to each child’s individual needs
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