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Students with Disability

 

 

Introduction
 
Craigslea State High School recognises the definition of disability as outlined in the Disability Discrimination Act 1992 (DDA) and adheres to our obligations under the Disability Standards for Education 2005 to ensure that students with disability can access and participate in education on the same basis as other students. We are committed to inclusive practices and attempt to meet the learning needs of all students by:
·  valuing diversity,
·  valuing individual learning styles, and
·  facilitating equitable access, participation and outcomes for all students regardless of gender, disability, ethnicity, culture, geographical location, ability or socioeconomic status.
 
As such all students have the right to be included in all school activities and have access to the same opportunities enjoyed by all. Included in this is the right to:
·  learn with peers,
·  have opportunity to learn,
·  be supported in learning skills appropriate to their needs,
·  learn in a safe and welcoming environment, and
·  be given every opportunity to demonstrate learning.
 
The Special Education Program (SEP) provides support for students who meet the criteria for ‘Verification’ under the Department of Education’s Education Adjustment Program (EAP). This is a process for identifying and responding to the educational needs of students with disability who require significant education adjustments related to the specific impairment areas of:
·         Autism Spectrum Disorder (ASD)
·         Hearing Impairment (HI)
·         Intellectual Disability (ID)
·         Physical Impairment (PI)
·         Speech-Language Impairment (SLI)
·         Vision Impairment (VI).
 
The SEP provides an inclusive program of support within the school’s learning community with students participating in classes with their peers and accessing differentiated teaching. For those students requiring intensive teaching, specific classes are made available where appropriate. Each student’s educational support needs are determined on an individual basis and may change as they mature and progress. Adjustments are made in the areas of Curriculum, Communication, Social Participation/Emotional Wellbeing, Health and Personal Care, Safety, and Learning Environment/Access. Students with disabilities can also access specialist support personnel including Advisory Visiting Teachers (HI, VI, PI), Speech Language Therapist, Transition Officer, Occupational Therapists and Physiotherapists, Guidance Officer, Chaplain, School Based Youth Health Nurse and other specialists organised by the school as required.

Support for all SEP Students

 

Program Manager - In order to facilitate effective communication between home and school, a program manager is allocated to monitor and support each student’s progress and needs at school. This person is the first point of contact for parents and guardians, should they have any concerns.  Program managers also work closely with classroom teachers and support student engagement and achievement in learning.
 
In–class Support - SEP teachers and teacher aides support students as they participate in their classes. This assists individual students achieve success in their educational programs. Support in classrooms assists with safety, engagement, understanding, participation, social interactions and achievement.
 
Student Adjustments Plan - Each student with a verified disability will have a plan compiled by their program manager to provide teachers with strategies to implement that will help the student access and engage in learning with success.
 
Lifelong Learning (ASDAN) - Some SEP students engage in the UK based ASDAN program. This program delivers a range of courses that aim to explicitly develop skills for learning, skills for employment and skills for life. Programs allow for student centred learning with individualised goals and a focus on specific learning needs.
 
Social Emotional Support Plans - For students who face challenges with social participation and emotional wellbeing in the school environment, support plans are developed to establish and implement additional strategies that will assist to meet these needs.
 
Lunchtime Tutorials - SEP staff are available at second break each day to support students with homework and assessment or to catch-up on incomplete classwork.  

SEP Support in Junior School - Year 7 to 9

 

Individual Curriculum Plan (ICP) -

Where there is evidence a student needs to work at a level that is significantly different to that of their age group/year level, the ICP process is a means of collaboratively planning to ensure their educational requirements are met and to record this information. It allows the school team to consider the student's current level of performance and to determine their educational needs and future learning priorities in all key learning areas. Parental endorsement of the plan is required and input is most welcome. A student with an ICP is taught, assessed and reported on according to their identified ICP year level and learning expectations for that particular subject.

Support for Core Learning Areas - Based on each student’s learning needs, we provide varying levels of support in the four core subjects English, Mathematics, Social Sciences and Science. This can be in the form of teacher or teacher aide in class support and through adjustments made to tasks, resources and assessment.

Tutorial Support - This is sometimes offered to students in the Junior year levels to help them meet the requirements of their class load and access extra support as needed.

SEP Support in Senior School - Years 10 to 12

 

In the Senior Phase of Learning all students work towards achieving the Queensland Certificate of Education (QCE) or Queensland Certificate of Individual Achievement (QCIA). SEP students and their parents receive support during the Senior Education and Training (SET) planning phase in Year 10 to make appropriate decisions about their pathway and subject choices.
 
Queensland Certificate of Education (QCE) Pathway - To attain a QCE, students must achieve at least 20 credits in the required pattern, and fulfil literacy and numeracy requirements. SEP students are monitored and supported to meet the demands of their course load.
 
Queensland Cert of Individual Achievement (QCIA) Pathway - A very small number of students with a disability will need to be supported more extensively through years 11 and 12 and can therefore access a highly individualised program through a QCIA Pathway. This pathway focuses on preparation for the workplace and learning how to become a responsible community member. Students access modified curriculum as part of their individualised program.
 
Tutorial Support - A Tutorial Support class can be accessed by students to enable them extra time and teacher assistance to meet the requirements of subjects on a QCE pathway. This decision can only be made after an assessment of potential QCE points. Tutorial support is sometimes offered to students on a QCIA pathway or those in year 10 to help them meet the requirements of their class load and access extra support as needed.
 
Work Experience and Transition Planning - In senior years, SEP students are given the opportunity to take part in work experience or school based traineeship/apprenticeship options and vocational training, as appropriate, in order to build skills in preparation for employment. Year 11 and 12 students and their guardians are also encouraged and supported to connect with the visiting transition officer to plan for transition, and a disability employment service provider who will see them through the transition from school to employment and provide ongoing assistance.
 
Enquiries:
Miss Kate Eunson
Head of Special Education Services
3326 5222