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
· 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
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.
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.
Miss Kate Eunson
Head of Special Education Services