Early Intervention

Hume Public School Early Intervention Unit provides specialist support for children prior to school entry who have a confirmed disability. Early Intervention staff work together with families, other early childhood educators, therapists, health professionals, other agencies and schools to support each child’s development and meaningful participation in all aspects of their life. There is a strong focus on supporting each child’s inclusion in early childhood education and on supporting successful transitions.

Educational Program

The Early Years Learning Framework (EYLF) provides the basis for early intervention curriculum in accordance with the Disability Standards for Education (2005). Belonging, Being and Becoming: The EYLF for Australia describes the principles, practices and outcomes that support and enhance children’s early learning.

Play based activities and experiences are planned in all 5 learning outcomes including-

• children have a strong sense of identity
• children are connected with and contribute to their world
• children have a strong sense of wellbeing
• children are confident and involved learners
• children are effective communicators

Personalised Learning and Support Plan (PLaSP)

PLaSPs are developed for every student in Early Intervention. These are developed in consultation with parents, carers and other specialists involved with the student. They include:

• Student profiles with a focus on strength and interests
• Accommodations and adjustments made for inclusion and support.
• Long term and short term goals, linked to the EYLF, in the areas of cognition, communication, social, self help and fine motor
• Teaching and learning strategies
• Evaluation of goals with future directions
• Student data

Support

Early Intervention is a collaborative approach where the early intervention teacher works with the child's regular childcare centre or preschool to support the child and the staff at that centre. Our early intervention support class and resource session operate onsite.

We provide families with support to navigate the different processes and applications involved with transitioning children to school. These include:

• Individual Family Service Plan meeting to collaborate with families and external agencies to develop individual learning goals. These goals are shared with all services to support continuity of learning.
• A school options meeting to  discuss the process and applications for the different settings that are available and appropriate for each individual child.
• A review meeting to discuss children’s progress and the application priorities for the access request.
• Parent-Teacher meeting
• Transition to school process involves teachers supporting children and families with successfully transitioning to the new school for Kindergarten. This process involves collaborative transition planning, including visits to the new setting, sharing of Personalised Learning and Support Plans (PLaSP), strategies and resources and transition reports.

Model of Operation

Early Intervention sessions provide individualised learning programs in a class of five to eight children. Children usually attend for 2 hour sessions, one day a week, or Wednesdays for 5 hours.

Support class sessions- children enrolled in the sessional program will attend one of either:

• Monday, Tuesday, Thursday: 9:00am – 11.30am
• Wednesday: 9:00am - 2:00pm

Eligibility and Access

Children aged from three years old to school entry who meet the department criteria for disability and have a current Disability Confirmation Sheet are eligible to apply for early intervention support class or resource support.

Access to an early intervention support class or to resource support is through the access request and the placement panel process. Parents and carers should contact their local public school or their local delivery support team to facilitate these processes.

Have a question for our Early Intervention teacher?

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