Inclusive education ensures that schools are supportive and engaging places for all students, teachers and caregivers. It is about building communities that value, celebrate and respond to diversity. It is underpinned by respectful relationships between learners, teachers and caregivers. It is supported by collaborative relationships with communities and governments. It is about shaping the society in which we live and the type of society to which we aspire. (Slee, R. 2005)
An inclusive practice is the provision of educational opportunities that may require reasonable adjustment but does not impose an unjustifiable hardship on the school, for students with a wide range of abilities, backgrounds and aspirations in school settings (van Kraayenoord, Elkins, Palmer & Richards, 2000, p.9).
Catholic schools cater for students who have a diverse range of personal characteristics and experiences. These characteristics and experiences may be attributable to physical, religious, cultural, personal health or wellbeing, intellectual, psychological, socio-economic or life experiences. This diverse range of personal characteristics and experiences enriches the communal life of schools.
Enrolment Support and Transitions
Enrolment Application and Support Procedure (EASP)
This process seeks to reveal and clarify the needs of the student and to identify the educational adjustments required for accessing the learning program for the student. Adjustments are made for students with a disability to enable them to access the curriculum, achieve curriculum outcomes and participate in school life. An adjustment is any change made to help a student participate at school, learn, and be comfortable and safe.
More information is available in the Supporting Children with a Disability at School – A Guide for Parents.
The Enrolment Application and Support Procedure may also be used to support the enrolment of students who have been identified as gifted.
Transitions occur when a student has to move from or into a new educational setting. Transitions may occur when students are moving:
- Into prep
- From one year level to another
- From one phase of learning to another
- From primary to secondary school, or
- To prepare for the most appropriate career pathway throughout life.
Before a transition process commences, parents, with support, are encouraged to take time to visit all possible educational settings when considering a placement for a student with a disability. The Enrolment Application and Support Procedure (EASP) is one way of identifying the support and personnel required to make the transitioning as smooth as possible. The purpose of a transition meeting is to discuss and plan, collaboratively, a suitable course of action to assist the move as effortlessly as possible.
A dual enrolment occurs when a parent requests enrolment in a Brisbane Catholic Education school and concurrently in another setting. This usually occurs when the child:
- is on a pathway to a full time primary or secondary school enrolment, but currently requires significant support with learning from a specialist education setting
Memorandum of Agreement 2013-2016 has been made between the QLD Department of Education and Training; the Queensland Catholic Education Commission and the Association of Independent Schools of QLD to represent the shared understanding in relation to dual enrolment and special education services.
Education Adjustment Program
The Education Adjustment Program (EAP) is the system for identifying the educational adjustments that are provided by a school to meet the learning and teaching needs of students with disabilities. The EAP has two distinctive features, EAP verification and EAP Profile. This process is supported by various support personnel, depending on category of disability.
Autistic Spectrum Disorder (ASD)
Guidance Counsellor; Consultant/EducationOfficer Inclusive Education
Intellectual Disability (ID)
Physical Impairment (PI)
Consultant/Education Officer: Inclusive Education
Vision Impairment (VI)
Consultant/Education Officer: Inclusive Education
Hearing Impairment (HI)
Visiting Teacher - Hearing Impairment
Speech Language Impairment (SLI)
Speech Pathologist and Guidance Counsellor
Social Emotional Disorder (SED)
Hearing Impairment Information
Within the context of class planning, individual education planning is a decision making process that relies on a range of evidence about the learner and ongoing partnerships with parents and other professionals. Decisions about the knowledge, skills and understandings that form the student’s experiences at school are planned for, evaluated, assessed and reported.
Individual Plans focus on:
- Teacher planning to enable the student to authentically engage with the Australian Curriculum
- Partnerships between parent/carer and school personnel to facilitate the student's access to and participation in the Australian Curriculum
- Specific planning to meet needs that enables the student to access Australian Curriculum content
- Partnerships that enables students to access learning. These partnerships include appropriate interactions between the class teacher and specialist support, students and parents.
Therefore the Individual Education Plan (IEP) is no longer mandatory as schools have a variety of ways to document their planning for individual students or groups of students. Schools meet their requirements under the Disability Discrimination Act (DDA) 1992 legislation in a variety of ways to document their planning for individual students or groups of students. If the student is enrolled in more than one education facility, it is important that the planning is aligned.
The Support Teacher: Inclusive Education works in collaborative partnership with school/college leadership, teachers, parents, consultants and other professionals, in fostering a school/college culture that enhances the educational outcomes for all students.
The Guidance Counsellor has a focus on fostering the development and mental health of all students, including those considered at-risk and those with special needs. This focus is achieved by applying guidance and counselling skills through direct and indirect processes and through systemic and individual interventions - thus contributing to equitable educational access, participation, and outcomes for all students.
The School Pastoral Worker is committed to a ministry which values the dignity and potential of individuals within the school community. School Pastoral Workers walk with students, particularly the marginalised and disadvantaged, through the course of their lives at school, as well as being supportive of parents and staff.
The Consultant/Education Officer: Inclusive Education has key partnership responsibilities with the school/college leadership, teachers, parents, and other professionals, in fostering a culture that enhances the education outcomes for all students in the area of inclusive education.
The Speech Pathologist has key partnership responsibilities with the school/college leadership, teachers and other professionals to enhance spoken and written language skills of students. The Speech Pathologist supports school communities to identify students with significant educational needs arising from Speech Language Impairment and/or significant communication disorders.
The Visiting Teacher: Hearing Impairment has key partnership responsibilities with school/college leadership, teachers, and other professionals to maximise access for students with a hearing impairment in the development of listening, language and social competencies.
Gifted Education Position Statement
This position statement is intended to assist Principals and school communities in responding to the educational needs of students who are gifted and talented in our Archdiocesan community of schools.
Schools are committed to providing quality learning opportunities for the diverse learners within their classrooms. Diversity takes many forms.
“A Gifted child is one who performs or who has the ability to perform at a level significantly beyond his or her chronologically aged peers and whose unique abilities and characteristics require special provisions and social and emotional support from the family, community and educational context”.
Harrison, C. (2003). Giftedness in Early Childhood (3rd ed.). New South Wales: Gifted Education Research, Resource and Information Centre (GERRIC).
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||12 Endeavour Blvd, North Lakes|
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|School Service Centre South|
||5-7 Laurinda Crescent, Springwood|
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