Students with a disability


​Special Education Program

“Inclusion is a mindset. It is a way of thinking. It is not a program that we run or a classroom in our school or a favour we do for someone. Inclusion is who we are. “

L. Friedman.

Meegan, Eliz, Luke and Catherine welcome you to The Gap State School’s Special Education Program. 

Our school has a team of teachers and specialists committed to providing high quality learning for students with a disability. We do this by leveraging individual strengths and harnessing special interests, to overcome challenges, and foster motivation and engagement. 

All students of all abilities are welcomed and included at our school. Diversity is respected and embraced. We tailor our practices to meet the needs of students. 

We engage with parents and families as partners in their child’s education.

We actively form teams of professionals around students to strengthen our capacity of providing informed and evidence based adjustments to enable students to participate on the same basis as our students without a disability. 

We are supported in house by:

  • Guidance Officer - Deb Bowen
  • Speech Language Pathologist - Wendy Turner
  • English as an Additional Language or Dialect teacher - Maggie Holt
  • Chaplain - Bec Blake

We also have access to the department’s physiotherapists and occupational therapists as well as advisory teachers specialising in physical, hearing and vision impairment.  

We work under the framework of the Education Adjustment Program. This is a process of identifying and responding to the educational requirements of students with a disability who require education adjustments related to the following areas:

  • Autism Spectrum Disorder
  • Hearing Impairment
  • Intellectual Impairment
  • Physical Impairment
  • Speech-Language Impairment
  • Vision Impairment

Case management 

Case management is an integral part of the whole school approach to supporting students with disability through informed advocacy. 

Case management is built on promoting students’ strengths. It is an individualised process, based on team input that is informed by the collection and analysis of data and to be used in the context of evidence based practice. 

All students with disabilities are case managed with care, respect and diligence. 

Case managers strive to be:

  • student-centred-inclusive of students and their families
  • collaborative –co-ordinators of the Student’s Support team which includes the student (where possible), school representatives, parents or caregivers, and interagency and community partners when required to promote effective and efficient coordination of support and services to the student 
  • proactive- lead processes to manage information and to form and implement a plan in order to prevent a crisis rather than in response to a crisis. 
  • responsive and flexible- managing the sharing of information in order to develop solutions, generate and implement plans that progress students and situations.

Case managers are committed to:

  • knowing their student well and plan and implement adjustments to remove/reduce barriers to provide educational opportunities on the same basis for all students.
  • working alongside teachers to support student participation in the  teaching/learning cycle including assessment and reporting: develop and use a range of practices, strategies, materials, individual and classroom curriculum plans, assessment and reporting processes that provide students opportunities to demonstrate and communicate their knowledge, understandings and skills.
  • facilitating the planning and implementation of targeted interventions
  • connecting and coordinate the case management team through meetings, email, and phone
  • liaising with the student’s family
  • ensuring that all stakeholders have input
  • reflecting on the progress of intervention
  • facilitating the sharing of information between all agencies, being mindful of confidentiality
  • advocating for the needs of the student across all school settings
Last reviewed 10 May 2021
Last updated 10 May 2021