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Diverse Learning Needs

At St Michael's, the individual learning needs of each student are recognised and supported through the differentiation of tasks and activities. Our aim is for all students to achieve success at their level of ability.


We have two centres at St Michaels that provide specialised instruction to students with identified specific needs.

  • The Good Samaritan Centre provides quality learning opportunities in both English and Mathematics specifically designed to cater to the individual’s learning needs.
  • The Benedictine Centre provides quality learning opportunities for those students in the younger grades who have a diagnosis of Autism Spectrum Disorder.


Reading Recovery is an early intervention program, for up to 20 weeks, for Year 1 students who are experiencing difficulties in learning to read and write after one year of instruction. Participating students have individual daily half-hour lessons with a trained Reading Recovery teacher. It is supplementary to the ongoing activities of the classroom and it brings these children to a level where they can be full participants in Year 1 learning. Parents will be kept informed of children's progress throughout the program.

When daily, intensive programming is not achieved, such as through prolonged or intermittent absence of the child, the quality of the teaching and the outcomes of the program are seriously affected. Therefore the commitment and support of parents is very important in ensuring the children’s regular attendance.


All Aboriginal and Torres Strait Islander students at St Michael’s have a Personalised Learning Plan (PLP) that is tailored to the student and is regularly reviewed and updated each semester. PLPs are an active process. Read more here.


Gifted education is a shared responsibility between the school, home and parish. The school follows Gagné’s model and he defines giftedness as the possession of natural abilities at levels significantly beyond what might be expected for one’s age; that is, giftedness is outstanding potential that may or may not yet be evident in outstanding performance. Gagné defines talent as the achievement or performance of one or more systematically developed skills at a level significantly beyond what might be expected for one’s age.

Teachers may devise specific Individual Plans for students who have been formally assessed as gifted. This may include:

  • Differentiation within the classroom
  • Opportunities for growth outside the classroom
  • Inclusion in the diocesan program, SPLICED
  • A variety of grouping strategies
  • Acceleration by subject or grade
  • Modified reporting procedures

For more information, view our CEDoW Diverse Learning Needs Policy