Special Education Program
The Special Education Program at Mitchelton State High School 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, 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.
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.
The Special Education Program provides support for students who have a specific or imputed disability.
Autism
| Dyslexia
|
Deafness or Hearing Loss
| Dyspraxia
|
Intellectual Disability
| ADD/ ADHD
|
Physical Impairment
| Processing Disorders
|
Blindness or Vision Impairment
| Anxiety Disorders
|
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. This can be in the form of teacher or teacher aide in class support and through adjustments made to tasks, resources and assessment.
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.
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 caregivers 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.