Click the image to view our Student Support & Wellness booklet for detailed information on the services available to students at SCSHS
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At Springfield Central State High School, we embrace the motto "Believe, Belong, Become." We believe that everyone belongs in our school community, and we cherish the diversity of our students as they journey towards becoming lifelong learners. With high expectations for all, we are confident that every student can learn and succeed. Our strong inclusion philosophy ensures that all students are fully integrated into every aspect of school life, reinforcing our commitment to helping them believe in themselves, feel a sense of belonging, and ultimately become their best selves.
Our Support Team
Our inclusion support team works collaboratively with students, parents, teachers, and the wider school community to ensure that students with diverse needs are able to access the curriculum and participate fully in school life at SCSHS. The team consists of:
Deputy Principal – Inclusion
Head of Special Education (HOSES)
Head of Department – Diverse Learners (HODDL)
Case Managers and Teacher Aides
Who We Support
We provide support and opportunities for students with diverse learning needs, including:
Students with a verified disability:
Intellectual disability (ID)
Autism spectrum disorder (ASD)
Speech language impairment (SLI)
Hearing impairment (HI)
Vision impairment (VI)
Physical impairment (PI)
Students for whom English is an Additional Language or Dialect (E/ALD)
Students who require learning support
High-ability learners who require learning extension
Types of Support
The level and type of support provided is dependent on each student's individual needs and varies across subject areas and classroom settings. Our support services include:
Collaborative planning with teachers
In-class support (if appropriate)
Assessment support
Literacy and numeracy programs (if required)
Work skills and social skills programs
Students participate in regular classroom settings, accessing curriculum that is suitable to their current working level. Those requiring a modified curriculum (a curriculum at a higher or lower year level than their peers) continue to participate in regular classrooms with tailored activities and assessments aligned with the Australian Curriculum. These modifications are recorded in an Individual Curriculum Plan (ICP) developed in consultation with parents/guardians and other stakeholders.
Case Management and Personalised Learning Plans
Students requiring access support are assigned a Case Manager, who acts as the primary contact for all key stakeholders. The Case Manager liaises regularly with students, teachers, and parents to ensure each student is accessing the curriculum effectively.
Each student’s needs and interventions are outlined in a Personalised Learning Plan (PLP), which is continuously reviewed based on school data and student progress.
Affiliated Support Services
In addition to our internal team, we collaborate with Advisory Visiting Teachers (AVTs), Physiotherapists, Occupational Therapists, and Speech Pathologists. These professionals assist in adjusting the curriculum and physical environment of the school to cater to each student's access needs.
Further Information
For more information on our Student Services and Support Programs, please refer to our Student Support and Wellness Handbook at the top of this page.