Person-centred
Recognising the rights, preferences, goals and lived experiences of every learner.
Our philosophy
Begin with possibility.
See the person. Start with strengths. Make learning useful.
To remove unnecessary barriers to learning while maintaining educational excellence, assessment integrity and meaningful participation for every learner.
Strengths-based
Building upon individual abilities, interests and existing capabilities to promote confidence, independence and lifelong learning.
Trauma-informed
Creating learning environments that prioritise safety, predictability, trust, collaboration and respectful relationships.
Evidence-informed
Integrating educational research, professional context and contemporary disability practice to guide curriculum design, resource development and program delivery.
The aims and principles of the Tyneside Accessible Learning Framework; not a claim of independently demonstrated outcomes.
Reference documents
Read the foundation, explore the learning connections, then consider how people can work together around the learner.
These are the complete supplied PDFs, unchanged. The stakeholder matrix remains a consultation edition.
Foundational Position Statement
The educational approach underpinning the Tyneside Accessible Learning Framework.
Version 1.0 | PDF | 27 pages | 267 kB
Curriculum Mapping
Program Mapping, Alignment & Validation Guide: selected learning connections and review requirements.
Version 2.0 | PDF | 23 pages | 688 kB
Stakeholder Access & Application Matrix
Proposed roles and shared practice around the learner, retained as a consultation document.
Consultation edition 1.2 | PDF | 11 pages | 249 kB