❓ A parliamentary question regarding the future of language development programs in Western Australian schools, specifically concerning the Caralee Language Development Centre and other similar centres, focusing on program availability for different year levels and support for mainstream teachers.
AnsweredQoN 4948Legislative Council
QuestionView source ↗
(1) Will the Caralee Language Development Centre continue to provide special programs to children from K-3?
(2) If yes to (1), how long will this continue?
(3) What are the names and locations of the other four language centres in the metropolitan area, and will the programs offered at these centres be reduced from K-3 to K-1?
(4) If yes to (3), when will this occur?
(5) Is it intended that mainstream classroom teachers will be given assistance to deliver special language programs in mainstream classes, and that there will be a reduction of special language classes available to students with special needs?
(2) If yes to (1), how long will this continue?
(3) What are the names and locations of the other four language centres in the metropolitan area, and will the programs offered at these centres be reduced from K-3 to K-1?
(4) If yes to (3), when will this occur?
(5) Is it intended that mainstream classroom teachers will be given assistance to deliver special language programs in mainstream classes, and that there will be a reduction of special language classes available to students with special needs?
AnswerView source ↗
Answered
19 June 2007
Responded by
Minister for Local Government representing the Minister for Education and Training
Response time
12 days
2. Any adjustments will be decided through District management processes and after consideration of local need and changes to enrolment numbers. 3. The four other LDCs are as follows: West Coast LDC; North East Metropolitan LDC; South East Metropolitan LDC; and Peel Language Development School. LDCs operate under a range of models depending on the District's determination of local need and content. Clearly LDCs have an early intervention focus. Some LDCs currently cater for students K-3. One of the LDCs has not had year 3 students for several years. This has been a District decision in response to local need. This change has allowed for the enrolment of more students in the K and PP years where research demonstrates early intensive intervention is most successful. 4.Again, any adjustments to the LDC cohort will be decided through District management processes and after consideration of local need and changes to enrolment numbers. 5.No. Intensive and specialised language programs will remain the focus of LDCs. Every public school across the State has access to outreach visiting teacher support through the Statewide Speech and Language Service. The focus of service is to improve speech and language outcomes for students through strengthening school and teacher capacity to plan and cater for student needs. There will not be a reduction in overall numbers of students accessing special language programs through the LDCs.
3. The four other LDCs are as follows: West Coast LDC; North East Metropolitan LDC; South East Metropolitan LDC; and Peel Language Development School. LDCs operate under a range of models depending on the District's determination of local need and content. Clearly LDCs have an early intervention focus. Some LDCs currently cater for students K-3. One of the LDCs has not had year 3 students for several years. This has been a District decision in response to local need. This change has allowed for the enrolment of more students in the K and PP years where research demonstrates early intensive intervention is most successful. 4.Again, any adjustments to the LDC cohort will be decided through District management processes and after consideration of local need and changes to enrolment numbers. 5.No. Intensive and specialised language programs will remain the focus of LDCs. Every public school across the State has access to outreach visiting teacher support through the Statewide Speech and Language Service. The focus of service is to improve speech and language outcomes for students through strengthening school and teacher capacity to plan and cater for student needs. There will not be a reduction in overall numbers of students accessing special language programs through the LDCs.
West Coast LDC; North East Metropolitan LDC; South East Metropolitan LDC; and Peel Language Development School. LDCs operate under a range of models depending on the District's determination of local need and content. Clearly LDCs have an early intervention focus. Some LDCs currently cater for students K-3. One of the LDCs has not had year 3 students for several years. This has been a District decision in response to local need. This change has allowed for the enrolment of more students in the K and PP years where research demonstrates early intensive intervention is most successful. 4.Again, any adjustments to the LDC cohort will be decided through District management processes and after consideration of local need and changes to enrolment numbers. 5.No. Intensive and specialised language programs will remain the focus of LDCs. Every public school across the State has access to outreach visiting teacher support through the Statewide Speech and Language Service. The focus of service is to improve speech and language outcomes for students through strengthening school and teacher capacity to plan and cater for student needs. There will not be a reduction in overall numbers of students accessing special language programs through the LDCs.
North East Metropolitan LDC; South East Metropolitan LDC; and Peel Language Development School. LDCs operate under a range of models depending on the District's determination of local need and content. Clearly LDCs have an early intervention focus. Some LDCs currently cater for students K-3. One of the LDCs has not had year 3 students for several years. This has been a District decision in response to local need. This change has allowed for the enrolment of more students in the K and PP years where research demonstrates early intensive intervention is most successful. 4.Again, any adjustments to the LDC cohort will be decided through District management processes and after consideration of local need and changes to enrolment numbers. 5.No. Intensive and specialised language programs will remain the focus of LDCs. Every public school across the State has access to outreach visiting teacher support through the Statewide Speech and Language Service. The focus of service is to improve speech and language outcomes for students through strengthening school and teacher capacity to plan and cater for student needs. There will not be a reduction in overall numbers of students accessing special language programs through the LDCs.
South East Metropolitan LDC; and Peel Language Development School. LDCs operate under a range of models depending on the District's determination of local need and content. Clearly LDCs have an early intervention focus. Some LDCs currently cater for students K-3. One of the LDCs has not had year 3 students for several years. This has been a District decision in response to local need. This change has allowed for the enrolment of more students in the K and PP years where research demonstrates early intensive intervention is most successful. 4.Again, any adjustments to the LDC cohort will be decided through District management processes and after consideration of local need and changes to enrolment numbers. 5.No. Intensive and specialised language programs will remain the focus of LDCs. Every public school across the State has access to outreach visiting teacher support through the Statewide Speech and Language Service. The focus of service is to improve speech and language outcomes for students through strengthening school and teacher capacity to plan and cater for student needs. There will not be a reduction in overall numbers of students accessing special language programs through the LDCs.
Peel Language Development School. LDCs operate under a range of models depending on the District's determination of local need and content. Clearly LDCs have an early intervention focus. Some LDCs currently cater for students K-3. One of the LDCs has not had year 3 students for several years. This has been a District decision in response to local need. This change has allowed for the enrolment of more students in the K and PP years where research demonstrates early intensive intervention is most successful. 4.Again, any adjustments to the LDC cohort will be decided through District management processes and after consideration of local need and changes to enrolment numbers. 5.No. Intensive and specialised language programs will remain the focus of LDCs. Every public school across the State has access to outreach visiting teacher support through the Statewide Speech and Language Service. The focus of service is to improve speech and language outcomes for students through strengthening school and teacher capacity to plan and cater for student needs. There will not be a reduction in overall numbers of students accessing special language programs through the LDCs.
LDCs operate under a range of models depending on the District's determination of local need and content. Clearly LDCs have an early intervention focus. Some LDCs currently cater for students K-3. One of the LDCs has not had year 3 students for several years. This has been a District decision in response to local need. This change has allowed for the enrolment of more students in the K and PP years where research demonstrates early intensive intervention is most successful. 4.Again, any adjustments to the LDC cohort will be decided through District management processes and after consideration of local need and changes to enrolment numbers. 5.No. Intensive and specialised language programs will remain the focus of LDCs. Every public school across the State has access to outreach visiting teacher support through the Statewide Speech and Language Service. The focus of service is to improve speech and language outcomes for students through strengthening school and teacher capacity to plan and cater for student needs. There will not be a reduction in overall numbers of students accessing special language programs through the LDCs.
4.Again, any adjustments to the LDC cohort will be decided through District management processes and after consideration of local need and changes to enrolment numbers. 5.No. Intensive and specialised language programs will remain the focus of LDCs. Every public school across the State has access to outreach visiting teacher support through the Statewide Speech and Language Service. The focus of service is to improve speech and language outcomes for students through strengthening school and teacher capacity to plan and cater for student needs. There will not be a reduction in overall numbers of students accessing special language programs through the LDCs.
5.No. Intensive and specialised language programs will remain the focus of LDCs. Every public school across the State has access to outreach visiting teacher support through the Statewide Speech and Language Service. The focus of service is to improve speech and language outcomes for students through strengthening school and teacher capacity to plan and cater for student needs. There will not be a reduction in overall numbers of students accessing special language programs through the LDCs.
Every public school across the State has access to outreach visiting teacher support through the Statewide Speech and Language Service. The focus of service is to improve speech and language outcomes for students through strengthening school and teacher capacity to plan and cater for student needs. There will not be a reduction in overall numbers of students accessing special language programs through the LDCs.
There will not be a reduction in overall numbers of students accessing special language programs through the LDCs.
3. The four other LDCs are as follows: West Coast LDC; North East Metropolitan LDC; South East Metropolitan LDC; and Peel Language Development School. LDCs operate under a range of models depending on the District's determination of local need and content. Clearly LDCs have an early intervention focus. Some LDCs currently cater for students K-3. One of the LDCs has not had year 3 students for several years. This has been a District decision in response to local need. This change has allowed for the enrolment of more students in the K and PP years where research demonstrates early intensive intervention is most successful. 4.Again, any adjustments to the LDC cohort will be decided through District management processes and after consideration of local need and changes to enrolment numbers. 5.No. Intensive and specialised language programs will remain the focus of LDCs. Every public school across the State has access to outreach visiting teacher support through the Statewide Speech and Language Service. The focus of service is to improve speech and language outcomes for students through strengthening school and teacher capacity to plan and cater for student needs. There will not be a reduction in overall numbers of students accessing special language programs through the LDCs.
West Coast LDC; North East Metropolitan LDC; South East Metropolitan LDC; and Peel Language Development School. LDCs operate under a range of models depending on the District's determination of local need and content. Clearly LDCs have an early intervention focus. Some LDCs currently cater for students K-3. One of the LDCs has not had year 3 students for several years. This has been a District decision in response to local need. This change has allowed for the enrolment of more students in the K and PP years where research demonstrates early intensive intervention is most successful. 4.Again, any adjustments to the LDC cohort will be decided through District management processes and after consideration of local need and changes to enrolment numbers. 5.No. Intensive and specialised language programs will remain the focus of LDCs. Every public school across the State has access to outreach visiting teacher support through the Statewide Speech and Language Service. The focus of service is to improve speech and language outcomes for students through strengthening school and teacher capacity to plan and cater for student needs. There will not be a reduction in overall numbers of students accessing special language programs through the LDCs.
North East Metropolitan LDC; South East Metropolitan LDC; and Peel Language Development School. LDCs operate under a range of models depending on the District's determination of local need and content. Clearly LDCs have an early intervention focus. Some LDCs currently cater for students K-3. One of the LDCs has not had year 3 students for several years. This has been a District decision in response to local need. This change has allowed for the enrolment of more students in the K and PP years where research demonstrates early intensive intervention is most successful. 4.Again, any adjustments to the LDC cohort will be decided through District management processes and after consideration of local need and changes to enrolment numbers. 5.No. Intensive and specialised language programs will remain the focus of LDCs. Every public school across the State has access to outreach visiting teacher support through the Statewide Speech and Language Service. The focus of service is to improve speech and language outcomes for students through strengthening school and teacher capacity to plan and cater for student needs. There will not be a reduction in overall numbers of students accessing special language programs through the LDCs.
South East Metropolitan LDC; and Peel Language Development School. LDCs operate under a range of models depending on the District's determination of local need and content. Clearly LDCs have an early intervention focus. Some LDCs currently cater for students K-3. One of the LDCs has not had year 3 students for several years. This has been a District decision in response to local need. This change has allowed for the enrolment of more students in the K and PP years where research demonstrates early intensive intervention is most successful. 4.Again, any adjustments to the LDC cohort will be decided through District management processes and after consideration of local need and changes to enrolment numbers. 5.No. Intensive and specialised language programs will remain the focus of LDCs. Every public school across the State has access to outreach visiting teacher support through the Statewide Speech and Language Service. The focus of service is to improve speech and language outcomes for students through strengthening school and teacher capacity to plan and cater for student needs. There will not be a reduction in overall numbers of students accessing special language programs through the LDCs.
Peel Language Development School. LDCs operate under a range of models depending on the District's determination of local need and content. Clearly LDCs have an early intervention focus. Some LDCs currently cater for students K-3. One of the LDCs has not had year 3 students for several years. This has been a District decision in response to local need. This change has allowed for the enrolment of more students in the K and PP years where research demonstrates early intensive intervention is most successful. 4.Again, any adjustments to the LDC cohort will be decided through District management processes and after consideration of local need and changes to enrolment numbers. 5.No. Intensive and specialised language programs will remain the focus of LDCs. Every public school across the State has access to outreach visiting teacher support through the Statewide Speech and Language Service. The focus of service is to improve speech and language outcomes for students through strengthening school and teacher capacity to plan and cater for student needs. There will not be a reduction in overall numbers of students accessing special language programs through the LDCs.
LDCs operate under a range of models depending on the District's determination of local need and content. Clearly LDCs have an early intervention focus. Some LDCs currently cater for students K-3. One of the LDCs has not had year 3 students for several years. This has been a District decision in response to local need. This change has allowed for the enrolment of more students in the K and PP years where research demonstrates early intensive intervention is most successful. 4.Again, any adjustments to the LDC cohort will be decided through District management processes and after consideration of local need and changes to enrolment numbers. 5.No. Intensive and specialised language programs will remain the focus of LDCs. Every public school across the State has access to outreach visiting teacher support through the Statewide Speech and Language Service. The focus of service is to improve speech and language outcomes for students through strengthening school and teacher capacity to plan and cater for student needs. There will not be a reduction in overall numbers of students accessing special language programs through the LDCs.
4.Again, any adjustments to the LDC cohort will be decided through District management processes and after consideration of local need and changes to enrolment numbers. 5.No. Intensive and specialised language programs will remain the focus of LDCs. Every public school across the State has access to outreach visiting teacher support through the Statewide Speech and Language Service. The focus of service is to improve speech and language outcomes for students through strengthening school and teacher capacity to plan and cater for student needs. There will not be a reduction in overall numbers of students accessing special language programs through the LDCs.
5.No. Intensive and specialised language programs will remain the focus of LDCs. Every public school across the State has access to outreach visiting teacher support through the Statewide Speech and Language Service. The focus of service is to improve speech and language outcomes for students through strengthening school and teacher capacity to plan and cater for student needs. There will not be a reduction in overall numbers of students accessing special language programs through the LDCs.
Every public school across the State has access to outreach visiting teacher support through the Statewide Speech and Language Service. The focus of service is to improve speech and language outcomes for students through strengthening school and teacher capacity to plan and cater for student needs. There will not be a reduction in overall numbers of students accessing special language programs through the LDCs.
There will not be a reduction in overall numbers of students accessing special language programs through the LDCs.
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