Student Diversity

The Student Diversity Department supports students in a variety of ways to help them reach their potential. In collaboration with outside agencies and parents, Student Diversity staff support teachers in the development of inclusive and flexible approaches within their classrooms, determining student goals and development of individual learning plans. Students who find it more difficult to access some areas of the curriculum without added prompting and support are also supported within the mainstream classroom by Educational Support Officers. The department also is responsible for the implementation of additional programs outside the mainstream classroom which support and enrich student learning.

Identification methods will vary upon the students under consideration and the program being provided. A range of possible identification methods include a combination of;

  • Teacher Observation
  • Developmental Checklists
  • Whole School Screening
  • Achievement Tests
  • School Assessments
  • Outside Assessments
  • Examples of Student Work
  • National Benchmark testing



Students exhibit a wide range of behaviours, abilities, interests and personal characteristics. Therefore the definition of Students with Diverse Needs is a broad one and encompasses a wide range of differences and abilities in learning.

It is a commitment of the school to implement programmes in cooperation with parents that are specifically designed to meet the educational needs of the students with learning differences and difficulties.

The following principles underpin the policy and provide a foundation upon which King’s will develop learning programmes for all of its students.

  • To realise their potential, all students need to participate in programmes which are designed to meet their individual learning needs
  • Students come from a range of socio-economic and cultural backgrounds. Therefore a comprehensive range of identification tools is required to ensure accurate and relevant assessment of student’s individual learning ability and potential
  • Students have a wide range of personalities, abilities, interests, learning styles and levels of motivation. Therefore, a variety of flexible approaches to programming should be available if all such students are to fulfil their learning potential
  • Teachers have the responsibility to implement strategies which recognise student’s learning abilities and endeavour to meet their needs within educational programmes
  • King’s has the responsibility to ensure that all teachers have access to appropriate professional development opportunities in differentiating the curriculum and the education of all students
  • King’s has the responsibility to ensure that policy implementation is monitored effectively
  • King’s has the responsibility to ensure that teachers have the skills and appropriate resources to assist in achieving the overall aim of the policy
  • It is the responsibility of the school community to identify its students with diverse needs.

King's Baptist Grammar School | 3 Keithcot Farm Drive, Wynn Vale SA 5127 | P.O. Box 64 Modbury North SA 5092 | Ph. (08) 8289 0222 | ABN 85 693 637 001