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Image by Brian McGowan

An Inclusive School for differently abled children




Inclusive education at Bond means all students, including students with disabilities, are welcomed by our school and supported to reach their full potential. We aim to create a culture that celebrates diversity and builds on the strengths of each student.


We also nurture professional learning communities that empower teachers to create optimum learning outcomes for students with disabilities through the use of best practice approaches and current, evidence-based strategies.

In our school we are totally committed to improving the life chances and aspirations of all pupils.  With a focus on the pillars of building independence and resilience, we ensure pupils have access to a wider curriculum which provides numerous opportunities in sport, creativity, performing, world of work, volunteering and membership. 


An extensive enrichment program supports the development of our pupils into well rounded citizens.


Autism is a condition which impacts the way a student may experience and interact with their environment and others in their environment.


Every child with autism is different, there is no ‘one size fits all’. This means that the characteristics of autism may differ significantly from one student to another.

What might be some strengths?

  • Some students may have good visual perceptual skills. They might be good at visual searches and recognition.

  • Recognising different sounds and music can be a strength.

  • Some students may be good at recognising patterns and solving problems.

  • Students with a strong interest in a particular topic may have learned lots of information about that topic.



Students with ADHD have different levels of attention, concentration, impulse-control and energy. While all students can have times where they struggle to focus or sit still, students with ADHD tend to experience this more frequently and significantly.

What might be some strengths?

  • Students with ADHD may have similar thinking and communication skills to other students.

  • They may show creativity, such as coming up with more imaginative ideas or thinking 'outside the box'. This may be shown non-verbally, using movement or drawing.

  • Some have strong feelings of self-competence. They may become quite good at overcoming obstacles.

  • Some students with ADHD may be excited to learn new things and might be more involved in their learning. They may be more willing to raise their hand and ask relevant questions.

Children with a specific learning disability find a specific area of learning very challenging, such as reading, spelling, handwriting or mathematics, but can do well in other areas of learning. They may even excel in other areas of learning. A child can have more than one specific learning disability.


What might be some strengths? 

  • Children with specific learning disabilities may do well in, and even excel in, other areas of their learning.

  • Child with a reading disability may be good at nonverbal tasks. He/she may be particularly good with visual-spatial skills (ability to mentally picture and move images).

  • Child with a reading disability may have a good understanding of information taught out loud or using images.


Cerebral Palsy

Playing Computer Games

Cerebral palsy occurs when there is damage to the brain when it is developing, and it affects a student’s ability to control their muscles.


A child with cerebral palsy may face challenges with muscle weakness and stiffness. Some children might have trouble with slowness or shakiness, and may not be able to control their movement. Balance, coordination and walking can be also be difficult.

What might be some strengths?

  • Some students with cerebral palsy will have typical language and thinking skills and can learn like any other student (with adjustments to assist with motor challenges).

  • Some students with cerebral palsy may be good at managing challenges in their environment so that they can successfully participate.

  • Some students with cerebral palsy are able to understand what is expected of them at school and can then manage their own behaviour.

  • When given time and opportunities to practise, students with cerebral palsy can develop strong peer relationships and social skills.

A genetic chromosome disorder, Down syndrome results in some level of intellectual disability ranging from mild to severe. Students with the condition will have developmental delays and a variety of learning challenges which can range from a lack of executive functioning and poor memory to an inability to follow instructions.

What might be some strengths?

  • Strong visual awareness and visual learning skills.

  • Ability to learn and use sign, gesture and visual support.

  • Ability to learn and use the written word.

  • Ability to learn from pictorial, concrete & practical materials.

  • Keen to communicate and socialise with others.

  • Tendency to model behaviour and attitudes from peers and adults.

Portrait of a Boy with Glasses

Down's Syndrome

& Language

‘Communication’ is the exchange of both verbal and nonverbal information. It includes talking, as well as the understanding of words, visual information, body language, facial expressions, and gestures (e.g. pointing, waving hello, nodding your head to mean “yes”).

Some children may need support with communication. Each young person will have their own profile which may change over time. Some young people may have difficulty producing sounds and words (e.g. stuttering or mutism), and they may use visual forms of communication instead (e.g. gestures, picture cards, or Augmentative or Alternative Communication (AAC) systems or devices). Other kids may find understanding visua
l communication challenging.

What might be some strengths?

  • Children can often participate successfully in learning when given extra time and clear and specific instructions.

  • Some kid may have good visual perceptual skills. They may be good at visual searches and recognition.

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