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Students with a disability

At Redland Bay State School, we have a Special Education Program (SEP).  Specialist teachers with experience in the following areas of specialisation: Autistic Spectrum Disorder (ASD), Intellectual Impairment (II) and Speech Language Impairment (SLI) support the educational program of students with disabilities.  Students with Hearing Impairment (HI), Visual Impairment (VI) and Physical Impairment (PI) are also serviced by an Advisory Visiting Teacher (AVT).  There are procedures to identify students with disabilities through the Students with Additional Needs Committee (SWAN).
 
Classroom Teachers are responsible for teaching all students attending their class, with support from SEP.  As appropriate, our Teachers adjust their planning, teaching, assessing and reporting so Students with Disabilities can access the mandated curriculum.
 
A small number of students who are unable to access some or all learning areas consistent with their same age cohort peers, due to the impact of their disability, may have modified or alternate programs that include elements of the mandated curriculum.
 
SEP Teachers collaborate with classroom Teachers and assist in designing a curriculum that is flexible and responsive to student diversity.
 
SEP Teachers:
 
  •        Understand the Australian Curriculum and the Queensland Curriculum Assessment and Reporting (QCAR) framework
  •           Understand the range of reasonable adjustments required for Students with Disabilities
  •        Share their expertise with others
  •        Work as part of a multidisciplinary team that supports students/teachers through: whole school explicit teaching, collaborate targeted and intensive teaching
  •        Undertake professional development training (i.e. Literacy Training, Maths Training)
 
Education Adjustment Program
 
The Education Adjustment Program (EAP) is the process used by the Department of Education and Training (DET) to identify and respond to the needs of students with disabilities.  The EAP is a way of collecting information about the particular needs of students with disabilities.  The first stage is the diagnosis and verification of students.  The next stage is completing the profile which shows the adjustments being made to programs, as well as teaching and learning strategies.
 
Diagnosis and Verification
 
Redland Bay State School recognises its responsibility to make adjustments for Students with Disabilities to enable them to access the curriculum, achieve curriculum outcomes and participate in school activities.
 
‘Verification’ is the name of the process where DET determines whether a student’s disability meets the criteria in one or more of these areas.  Before Verification takes place, specialised assessment or diagnosis needs to occur.  Some assessment or diagnosis can be completed by school personnel, whereas other assessments and diagnosis need to be completed by specialists outside the school.
 
EAP Profile
 
The EAP Profile records a sample of the adjustments being made for the student.  It doesn’t record all of the adjustments that are being made for the student, but it gives an idea/example of the type and frequency of adjustments.
 
Individual Curriculum Plan (ICP)
 
At Redland Bay State School, the Individual Curriculum Plan (ICP) process brings parents/carers, professionals and the student (where appropriate) together as a team to consider the student’s current level of performance, and to determine individual needs and learning priorities for the next 6 months.
 
ICPs are written for students working on curriculum at a different year level.  For students in SEP working at the same curriculum year level as their peers, the List of Adjustments will record the adjustments that are made for that student.  Data about the student’s progress is monitored and recorded.