About Education Services
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 disabilities 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 the 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.
Education Services 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 Students Requiring Educational Adjustments
Support Type
| About
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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.
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In–class Support
| Special Education teachers and teacher aides support students as they participate in their classes. This assists individual students to achieve success in their educational programs. Support in classrooms assists with safety, engagement, understanding, participation, social interactions and achievement.
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Student Adjustments Profile
| Each student requiring education adjustment will have a plan complied by their program manager to provide teachers with strategies to implement that will help the student access and engage in learning with success.
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Students Requiring Educational Adjustments in Junior School - Year 7 to 9
Support Type
| About
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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.
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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.
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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.
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Students Requiring Educational Adjustments 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). Students requiring Educational Adjustments 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.
Support Type
| About
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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.
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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.
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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.
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Ms Jacqueline Easthope
Head of Education Services
07 3326 5222