Special Assistance Resource Teacher

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The establishment of the Special Assistance Program in Victorian Elementary School is the most significant development in remedial education in Australia. The Liberal Hamer government initiated a strategic plan designed to address the decline in literacy and numeracy standards. An entirely new component of the Custom Help Program is the provision of 1000 Special Help Resource Learners (SART) for delivery of services to children with learning needs. These designated teachers are also assigned school responsibilities in place to facilitate productive relationships between parents and students and teachers. This program involves training these key teachers as a SART and placing them in school. Their role is the early detection and remediation of children who are at risk of illiteracy and incalculable. The position is the focus of substantial change in the delivery of specialized educational services for children at risk of illiteracy and incalculability. The role includes all elements of service previously performed by an external consultant visiting the school. [1]

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The development and implementation of the Special Assistance Program at the Victorian Primary School during the period 1979 - 1982 is the most significant innovation in the provision of specialized educational services for children with learning difficulties and in handling literacy and arithmetic decline. standard.

Until the political direction to start the program is given, no policy in the Department of Education and Early Child Development (2) (formerly Victorian Department of Education ) directs the Principal to develop the program especially for students who are at risk of illiteracy and incalculable.

In July 1979, Assistant Minister of Education the Hon. Norman Lacy formed the Ministry Committee on the Special Assistance Program . The committee consists of people drawn from school staff, special education facilities, teacher training institutes and the administration of the Ministry of Education. The report of the committee is the basis on which the Special Assistance Program is established. [3] The main components recommended for this program are:

1. the appointment of a Special Resource Aid teacher (SART) in 877 Elementary Schools across Victoria (full-time at 575 schools with over 300 students, and half in 302 schools with between 150 and 300 pupils)
2. 20-day development of the Special In-Service Training Help Course "to be sent to a designated SART without formal training in Special Education at four teacher training colleges
3. reset existing dedicated educational support services to the 50 states of the Custom Help Support Center for each elementary school to access through its SART.

The process for forming the Special Assistance Program in the Victorian Primary School is described in a speech made by Mr. Lacy to SARTs at a seminar on December 15, 1980. [4]

Maps Special Assistance Resource Teacher

Teacher Resources Special Help

Drafts

The concept of a school-based source teacher identifying deficits in literacy and counting on each child and providing assistance and resources to classroom teachers to address the deficit through specialized programs has been supported by findings from many of the major inquiry committees. Reports like:

• Report of the British Inquiry Committee appointed by the Secretary of State for Education and Science (the Bullock Report, 1975)
• Australian Parliament's Representative Council's Report Select Specific Learning Dysfunction Committee (Cadman Report, 1976)
• Workers Party Report on Provisions for Children with Special Needs (ACT, 1977)
• Report of the United Nations Investigation Committee into the Education of Disabled Children and Youth (the Warnock Report, 1978)
• Report of Task Force 8 to the Victorian State Council for Special Education (1979)
• Report of the Victorian Ministerial Committee on Special Assistance Programs (1980)

The educational philosophy which is the foundation upon which the Special Assistance Program is built has its origins in these reports. The philosophy recognizes the great influence a child's learning environment has on behavior and learning. It also recognizes the right of children to have their learning needs met in general structural and social conditions. Emerging from this philosophical perspective comes the inevitable proposition that special assistance to illiterate and uncountable children (above and above the normal learning provision available to all children) is an essential part of the school's functioning and that resource allocation specially trained teachers to provide that assistance to children, their classroom teachers and their parents are an integral part of the team's approach to curriculum development, teaching and all other aspects of the school. This position is strongly supported by both the Australian School Commission Triennium Report 1976-78 and the Warnock Report, which goes a step further to assert that if ordinary schools want to improve in their efforts for children with special needs they will need special support from within their organization.

Function

The role and function of SART is specifically determined by the Government after extensive consultations with the Victorian Teachers Union (VTU) and the Victorian Primary Principals Association (VPPA). They:

1. To advise and assist classroom teachers regarding: - identification of children in need of special assistance, - diagnosis of learning problems experienced by such children, - appropriate program recipes from specific assistance that may be required to handle such problems, - implement such a program
2. To consult with and assist parents in relation to their role in the implementation of specified assistance programs specified for their children
3. To identify and recommend referrals for children who require psychological counseling, speech therapy or other specialist services
4. To ensure that children in need of special assistance continue to participate in appropriate programs throughout their elementary school life.

Appointment

The implementation of the first phase of the Special Assistance Program is only possible after further consultations and agreements signed by the Minister of Education Services Hon. Norman Lacy with VTU and VPPA.

As a result, from the beginning of the school year 1981 SART was set by their school and appointed to 575 primary schools with enrollment of over 300 students. They are assigned to set up a Special Assistance Program in their school. The Special Services Division of the Department of Education and the Primary Division monitored the progress of the implementation and produced a number of evaluative reports presented to the Minister.

From the start of the school year of 1982, schools with enrollments of between 150 and 300 pupils were appointed and designated as SART to perform their roles on a part-time basis. This resulted in the addition of 302 primary schools in Victoria with a school-based source teacher, bringing the total to 877 schools. It was not planned to establish SART at school with fewer than 150 students. In such schools it is planned that the Principal or designated staff member will access the services of the Special Aid Resources Center for children in these schools who need the service.

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In-Service Training Program for SART

The main component of the first phase is the education component in the position for SART designated by their school for a new role. A survey of the qualifications and experience of the 575 designated SARTs was undertaken to assess their training requirements. Responses indicate that 200 designated teachers have completed special education training courses. Of these 102 are also experienced in teaching special education. And 28 of the 375 designated teachers remaining experienced special education teachers.

Four teacher training colleges (Melbourne, Burwood, Bendigo and Warrnambool) were selected to provide training programs. The course planning committee is established and sets out a series of principles and outlines of course content for a special training course for 20 days, one day per week. Course content is handled by language teaching approach (especially reading), teaching mathematics, and identification of learning problems. The focus of the course is to enable the SART to design and implement a special assistance program at their own school. The invitation to enroll in the course was sent to all SARTs appointed by the Director of Teacher Education on 29 January 1981. They were told that attendance at the course was voluntary. The response received by the college made them overwhelmed. Very few SARTs do not enroll in the course and many teachers from schools of less than 300 students are voluntarily appointed by their Principals as SARTS and also seek enrollment in training courses. As a result, not all requests for in-service training courses in the Special Assistance Program can be met in the first year of availability. During 1981, 290 SART conducted training.

The response from the school to the in-service training course goes far beyond the expectations of the Department of Education and reflects the extent to which school's latent concerns and worries for illiterate and countless children are at risk. A survey of 160 teachers who have completed this course found that, despite initial concerns, there is much support from principals and teachers for the SART concept. However, most Sarts feel they need more training in positions or further training in special education before they feel competent to fulfill their roles. AREA shares concerns that teachers who perform SART tasks do not qualify in special education, but their proposals to the course committee are denied.

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References

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External links

Source of the article : Wikipedia