Individual Needs

At Hunter Valley Grammar School we aim to educate the whole child. There are four fundamental beliefs applied by Hunter Valley Grammar school in the education of students with Special Needs:
  • that all children can learn and be taught
  • that all children have abilities and potential
  • that effective educational planning requires an active partnership between school, parents and students
  • that the school community is enhanced by the inclusion of students with disabilities, impairments and special needs
Gifted & Talented
Hunter Valley Grammar School has a responsibility to develop each student to their full potential in the context of the needs of the whole school community. The school fosters the pursuit of personal and academic excellence in a climate that allows each student to achieve their goal.  At Hunter Valley Grammar School we aim:
  • To better cater for gifted and talented students who are not sufficiently challenged by the regular core curriculum.
  • To motivate Gifted and Talented students to work to the best of their ability
  • To provide work experiences that sufficiently challenges the intellectual or other capabilities of the gifted and talented student.
Opportunities for students to achieve their full potential are provided as a matter of daily routine and in specifically programmed and modified curriculums.
 
A "Whole-School" approach has been developed at Hunter Valley Grammar School. This includes co-operation with gifted education networks, professional development of staff and the development of a school environment in which the school assist students in achieving their potential.

At Hunter Valley Grammar school students come to realise their gifts and talents and not hide them. Gifted and talented students have the right to be educated to their full potential. An education system that achieves this goal brings benefits to the whole society.
 
Learning Difficulties
At Hunter Valley Grammar School students are supported and encouraged to access their least restrictive learning environment. Students with physical, developmental and sensory disabilities/difficulties are placed in mainstream age-appropriate classes. To assist this integration, support is provided within class by special education staff and at times in withdrawal situations for programs with Specialist professionals. At all times integrated students are following programs that aim to promote independence within a safe and positive educational environment.

Physical Disabilities
Special Education services are also provided for students with physical disabilities so that he or she may receive quality education in the least restrictive learning environment within the context of available resources to the school.

This may take the form of all or some of the following:
  • Special Needs Teacher or Teachers Aide entering the classroom to adapt the learning environment or assist with practical activities.
  • Enlargement of print/text.
  • Audio and/or visual resources.
  • Monitoring of building and toileting access.
Special Exam Provisions
Special provisions are made available for students where appropriate. These may take the form of:
  • Reader and/or Writer
  • Medical Provisions
  • Computer Provisions
  • Extra-Time
For formal examinations (School Certificate & Higher School Certificate) guidelines for the application for Special Provisions set down by the Board of Studies (NSW) will be followed.