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 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 in learning and school life at SCSHS. Our team consists of a Deputy Principal – Inclusion, Head of Special Education (HOSES), Head of Department – Diverse Learners (HODDL) and a number of case managers and teacher aides who work closely with our students to 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
The level and type of support given to students is dependent on their individual access needs and varies across subject areas and classroom settings and includes:
- Collaborative planning with teachers
- In class support (if appropriate)
- Assessment Support
- Literacy and/or Numeracy programs (if required)
- Work Skills and Social Skills programs
Students participate in a regular classroom setting accessing curriculum that is suitable to their current working level. Students that require a modified curriculum (a curriculum that is at a higher or lower year level than their peers) do so while continuing to participate in the regular classroom. Activities and assessment are developed to align with the Australian Curriculum at an age appropriate level. This information will be recorded in an Individual Curriculum Plan (ICP) which is completed in consultation with parents/guardians and other stakeholders.
Students who have access needs within our school are assigned a case manager. A Case Manager is the contact person for key stakeholders involved in the student's education and will liaise regularly with all parties to ensure that the student is accessing the curriculum. Any questions or decisions to be made about the student's education should involve the Case Manager. Each student requires varying levels of support and intervention within the Case Management model which is documented within their Personalised Learning Plan and is supported by reviews of student and school data.
Affiliated with our Inclusion team are Advisory Visiting Teachers (AVTs), Physiotherapists, Occupational Therapists and Speech Pathologists. They assist and adjust the curriculum ad physical environment of the school, in close consultation with all stake holders to cater for individual student's access needs.