Module 5.2 Role of Student Support Groups in a Language Support Program

Planning for the introduction and maintenance of a Language Support Program within a school will need to draw on the experience and knowledge of a range of people within and outside the school. Module 5.2 provides school leaders, coordinators and parents with general information about Student Support Groups that may apply to students with language difficulties.

• Resources
• Glossary
• Timing

 

• Student Support Groups
• Membership
• Responsibilities
• Consultants
• Operation, monitoring and evaluation

 

Resources

• Resource 5.12 Role/Responsibilities of the Student Support Group Page 7 of Student Support Group Guidelines

 

Other reference material

• Teaching and Learning Resource at the Victorian Curriculum and Assessment Authority website includes descriptions and examples of concept maps, issues maps and lotus diagrams.
  (http://vels.vcaa.vic.edu.au/support/teaching.html)
• T chart template (Word - 29Kb)
• Student Support Group – Evaluation (Word - 61Kb)

 

Glossary

language difficulties – Difficulties in acquiring or using language. May be expressive or receptive. These difficulties may involve one, some or all of the phonologic, morphologic, semantic, syntactic or pragmatic components of the linguistic system.

language disorder – Extreme language difficulties not accounted for by other factors such as ESL, hearing loss, intellectual disability or social and emotional factors. Diagnosis is made by a multidisciplinary team that includes a speech pathologist and a psychologist. Is also referred to as language disability, language impairment or specific language impairment.

Language Support Program Team (LSPT)– Team responsible for implementation of a school-based Language Support Program. A description of the role of the Language Support Program Team is included in Module 5.1

 

Timing

60 minutes