All children, but particularly children with learning difficulties need more than just their own individual programs. They need more time and space to practise new skills and to have conversations. Opportunities for this can be limited in a class of twenty and over.

The capacity of the teacher to have meaningful interactions with each child means that the curriculum can be designed around the child's interests. This is particularly important for children who have experienced failure and become reluctant to learn as is often the case for children with learning difficulties.

Individual learning styles can also be recognised and accommodated in classes of eight to twelve students. This, too, allows children to explore their strengths and to practise new skills in a safe and supportive environment.

As children mature beyond the early years, the differences in skill levels become increasingly apparent. This has a number of consequences for children with learning difficulties. The child's self-esteem is challenged and a sense of inadequacy may develop. This prevents children trying new things and they may even refuse to tackle some academic tasks.

Perhaps even more significant is the gap that develops between these children and their peers. This can be exacerbated by the presence of an inclusion aide or withdrawal from the classroom for specialist tuition. The children see themselves as different and are often not included in outside school social activities such as birthday parties.

Playtime can be very isolated for children as their learning difficulties extend beyond the academic to social skills. As they often cannot cope with increasingly complex games with rules they are excluded by their peers.

The small school population at Andale means that teacher support extends beyond the classroom to the playground. Teachers are readily available to guide children's play and to scaffold developing friendships. Additionally, Andale offers specific social skills training as part of the broad curriculum. During these sessions children participate in discussions and activities to encourage appropriate interactions, empathy with others and understanding of themselves.

The small school environment ensures that staff really know each child well, their strengths and talents as well as their foibles. This insight underpins an educational program that promotes growth and maturity for the whole child's physical, emotional, language, intellectual and social skills. This is tailored to each child as an individual as well as a member of the social group.

Marie Hammer - Dip. Teach (IECD); Grad. Dip. Ed. EC; B. Ed.; M. Ed
Course Co-ordinator
Faculty of Education
Monash University