Inclusion is valuing every student in our school community without discrimination and offering opportunities for them to engage in a relevant learning journey that prepares and equips them for life.
Our Inclusive Education Service is a purpose-built space providing areas for study, teaching, wellbeing support and sensory needs.
Opportunities exist for students to develop their specific interests and hobbies during breaks as the Service is staffed each morning tea and lunch.
Partnerships with staff, families, churches, and community agencies are intentionally developed so students experience a seamless support network from the moment they commence at our college to when they transition into post school life.
Specialist staff collaboratively network with teaching staff offering mentorship in current legislative obligations such as the 2005 Disability Standards for Education and National Consistent Collection of Data (NCCD).
English as an Additional Language Processes, the ATSI curriculum, and programs to engage gifted and talented students are embedded within individual student learning programs.
Practical support is provided in developing and implementing adjusted and modified curriculum, the implementation of assistive technology, access to resources to maintain student welfare and academic achievement as well as communicating outcomes of formal student learning plan meetings for inclusion in planning, intervention programs and everyday life at school.
The Whole School Literacy Program identifies student progress within their current year level and as they move through the grades.
Progressive Achievement Tests are conducted twice yearly to monitor academic growth in reading.
The expectation is each student will demonstrate 12 months growth for 12 months learning.
Literacy and Numeracy Programs provide individual or small group opportunities to target specific gaps in student learning.
Once identified, an Intervention Cycle is developed in consultation with parents, teachers, and the student.
The impact of the Intervention Cycle is reviewed by the student’s support team with further goals set for the next phase of learning.
All cycles are designed to improve student learning outcomes - the key long-term goal.
Career education and Independent Living Programs are implemented on an ‘as needs’ basis to provide senior students with subject options to gain a Queensland Certificate of Individual Achievement.
The QCIA is a viable Senior Certificate option for students with a disability who are ineligible to obtain a QCE.
Tutorials are offered for Vocational Education Certificates and on request to provide targeted support for senior subjects.
Students with additional needs belong on a broad learning continuum from intense academic and/or social emotional support to students requiring extension or are within the gifted/talented zone.
Our school is not a ‘one size fits’ all. It is through God’s guidance and influence that we seek to know the needs of our students and how our Inclusive Education Service can support them.