Courtesy Moreton Bay Regional Council Local History Library, Strathpine.
CHRONOLOGY OF SPECIAL EDUCATION IN QUEENSLAND
[reveal heading=”%image% Click to view the Department of Education Training and Employment’s historical timeline of Special Education in Queensland schools from 1883-2009:“]
Chronology of Special Education in Queensland
Department of Education, Training and Employment
Queensland Government
Source: http://education.qld.gov.au/library/edhistory/state/chronology-spec/index.html, accessed 26 September 2014.
1883
John William Tighe established a workshop for visually impaired men and raised funds for the education of the visually impaired.
1888
Financial support was provided to enable 13 children to attend the Deaf, Dumb and Blind Institute in Sydney.
1893
A Blind, Deaf and Dumb School was established in Queensland, controlled by a committee chaired by Sir Charles Lilley. The school opened at Cornwall St, Annerley with 20 students.
1897
The Blind School and the Deaf School were established as separate schools on the above site. Deaf and blind children were educated separately but housed together.
1901
Mrs Edith Bryan appointed head teacher of school section of Queensland Blind Deaf and Dumb Institution.
1918
The Institute for the Blind, Deaf and Dumb became the responsibility of the Department of Home Affairs and the teachers became employees of the State: Queensland’s first State employed special educators.
1923
Under the direction of WF Bevington, District Inspector of Schools, assisted by Miss Kathleen Sheehy, classes for backward children were established at South Brisbane Boys’ School, Fortitude Valley, New Farm, Rockhampton, Townsville, Toowoomba, and Ipswich.
1924
As a result of The Blind, Deaf and Dumb Children Instruction Bill of 1924, education for deaf children becomes compulsory (148 children are enrolled).
1926
Backward classes became Opportunity classes, as recommended by Kathleen Sheehy.
1931
Administrative control of the Blind, Deaf and Dumb Institution (Juvenile Section) was transferred from the Department of Home Affairs to the Department of Public Instruction.
1935
Dutton Park Opportunity School was established with Kathleen Sheehy as the first head teacher, following the closure of the South Brisbane Opportunity Classes.
1938
The first group hearing aid equipment was provided at the Queensland School for the Deaf.
Under the Backward Persons Act of 1938, backward children were now seen as the responsibility of the Department of Health and Home Affairs, and were placed in mental health institutions.
1941
A psychologist J J Pratt was appointed Educational Guidance Officer.
1947
As a result of the survival of children with cerebral palsy, the Queensland Spastic Welfare League was formed. The Department of Public Instruction established a school within this institution.
Individual hearing aids are provided to deaf students at the Queensland School for the Deaf.
1948
Research and Guidance Branch established, with William Wood as Principal Research and Guidance Officer.
1951
The State School for Spastic Children opened, with Hilda Paul as first head teacher.
Parent/community interest led to the establishment of the Queensland Subnormal Children’s Welfare Association (later known as the Endeavour Foundation), with Professor Fred Schonell as honorary president. Department of Public Instruction was responsible for the teachers’ salary component.
1952
The report The Education of Mentally Handicapped Children in Queensland prepared by the Research and Guidance Branch and presented to the Director-General of Education.
A second report An Investigation into the Care and Treatment of Ineducable Children in Queensland was also prepared.
Three speech correctionists attached to the Schools for the Deaf and Blind were brought under direct departmental supervision.
1953
The Department of Public Instruction established separate schools for students with mild intellectual disabilities. “Ineducable children” became the responsibility of the Director-General of Health.
The Association for the Preschool Education of Deaf Children was founded and offered early intervention programs for deaf children using the oral method, with Clare Minchin as first teacher-in-charge
1955
The Queensland Subnormal Children’s Welfare Association opens its first school at Bowen House, Bowen Hills, with Thelma McConnel as foundation principal.
1956
Gladstone Road Junior Day School opens with 22 deaf children.
1957
Special Education Services Division established with William Wood as Director.
Visiting teacher service for deaf children begins with 4 teachers visiting 150 deaf students in the metropolitan area.
1963
A separate school for the visually impaired is established (Narbethong), with Eric Searle as first principal.
School for multiply handicapped children is opened at Kangaroo Point by the Multiple Handicapped Association of Queensland, with Ian McDonald as foundation principal.
The Queensland School for the Deaf rebuilding program begins to cater for the vast increase in the number of deaf students as a result of rubella epidemics.
The Department of Education takes on the responsibility for employing teachers at the Yeerongpilly Preschool for Deaf Children.
1966
The number of speech correctionists had reached 22.
The Department of Education recognised the need to employ speech therapists. Two graduates of the Speech Therapy course at the University of Queensland were employed.
1967
Opportunity schools contained a total of 2000 places.
1971
GF Berkeley appointed Director of Special Education Services.
1973
Position of Inspector of Schools, Special Education, created and G J Swan appointed.
1975
Division of Special Education established and P M Briody appointed as Director.
1976
The Advisory Council for Special Education was appointed to advise the Minister in matters relating to special education, with Professor Betty Watts as first Chair and Geoffrey Swan as first Secretary.
1977
Report of review of special education Future of Special Education in Queensland 1978 – 1982 presented.
Co-ordinator of Education for the Intellectually Handicapped was appointed.
Second position of Inspector of Schools, Special Education, created and TGA Ames appointed.
1978
Early special education trialled.
1981
Special Education Cooperative Workshop established as a state-wide service provider.
1984
Programs utilising principles of conductive education were trialled at Xavier Special School.
Early Educational Intervention Handbook of Issues and Practices released.
1985
The Special Education Resource Centres were formed as state-wide services, as part of the Division of Special Education.
Early special education officially commenced.
1986
Endeavour Foundation schools transferred to Department of Education.
Policy Statement 15 Integration: Mainstreaming of Students with Special Needs introduced.
1988
The Special Education Resource and Development Centres were formed as a consequence of the reorganisation of the Division of Special Education.
Individual education plans for students with disabilities were introduced as part of the new policy Policy Statement 16: Policy and Practice for Special Education Services.
The report National Overview of Educational Services for Isolated Severely Handicapped Children resulted from a Project of National Significance undertaken as a joint project of the Commonwealth Department of Employment Education and Training and the Department of Education Division of Special Services.
The Queensland School for the Deaf closes, as a consequence of decentralisation of services to students with hearing impairments during the 1980’s. Programs for students with vision impairment were also decentralised during this period.
1990
The report Focus on Schools recommended that a strategy for managing the integration policy in Queensland schools be developed as a matter of urgency, and that a state-wide support centre for students with low incidence disabilities be established. A restructure of the Department of Education followed.
Occupational therapists and physiotherapists were employed by the Department of Education to work in schools with students with disabilities. (These services were transferred from the Department of Families).
Policy Statement – Management of Support Teaching: Learning Difficulties (P-7) was introduced.
1991
The Low Incidence Support Centre was established, and comprised the following sections: Intellectual Impairment Services, Physical Impairment Services, Vision Impairment Services; Hearing Impairment Services; Therapy Services; Learning Difficulties Services; Guidance and Counselling Services; Library and Information Services.
Additional nurses were employed to support students with high medical support needs.
The Student Disability Unit and position of Assistant Director, Social Justice, were established within the Studies Directorate.
A Review of Secondary Provisions for Deaf/Hearing Impaired Students was undertaken for the Studies Directorate.
A Review of Programs for Young Children with Severe Disabilities took place.
A review of early special education in Queensland was undertaken, resulting in the report: Meeting the needs.
1993
Ascertainment Guidelines for Students with Disabilities and Learning Difficulties were introduced, and applied to students with physical impairment, hearing impairment, vision impairment, intellectual impairment and/or severe multiple impairment, or learning difficulties.
Isolated Students’ Programs (previously Isolated Children’s Special Education Unit) was transferred to the Low Incidence Support Centre.
The document The Provision of Early Intervention Services and Early Special Education Services was prepared jointly by the Department of Education and the Department of Family Services and Aboriginal and Islander Affairs, and these guidelines were approved by Cabinet.
Educational Provision for Students with Disabilities: Policy Statement and Management Plan was introduced.
1994
The policy document Special Consideration: Exemption and Special Arrangements – Senior Secondary Assessment was developed by the Board of Senior Secondary School Studies.
Student Performance Standards in Mathematics for Students with Low Incidence Disabilities were developed.
1995
Transport guidelines were developed for students with disabilities.
The policy Establishing Educational Service Models based on Conductive Education Principles was approved.
The Key Competencies in Special Schools project was undertaken.
1996
Forging Partnerships: a Review of Early Special Education was developed, and the guidelines were approved by Cabinet.
State Studies Management Forum approved the addition of two new categories for ascertainment: speech-language impairment, and autistic spectrum disorder.
The two documents Guidelines for Speech-Language Therapy in Schools and Guidelines on the Role and Scope of Occupational Therapy and Physiotherapy Services were developed.
1997
The Ascertainment Guidelines for Students with Disabilities were revised to incorporate the new categories of speech-language impairment, and autistic spectrum disorder.
Ascertainment was used as the basis for resourcing.
The document Educational Provision for Students with Learning Difficulties and Learning Disabilities was developed.
1998
The Low Incidence Support Centre became the Low Incidence Unit, as a result of a departmental restructure.
The Action Plan: Educational Provision for Students with Disabilities 1998 – 2002 was developed.
The document Individual Education Plans for Students with Disabilities was published, and IEPs became mandatory for students whose special education support needs had been ascertained at Level 6.
The set of resource booklets Teacher Aides: Working with Students with Disabilities was developed.
The resource package Teaching Students with Disabilities was developed in conjunction with Griffith University to assist students in regular schools.
1999
Appraisement was trialled for students with learning difficulties or learning disabilities in years 5, 6, and 7.
The Low Incidence Unit was engaged to develop and write content for a course on physical impairment, as an open learning module in CD ROM format, to link with the Griffith University Graduate Certificate in Special Education/Master of Education.
2000
The Shead/Power Review of Ascertainment & Resourcing Methodologies for Students with Disabilities was undertaken.
IEPs were mandated for students whose special educational support needs were ascertained at levels 4, 5, or 6.
The Provision of Special Education Programs and Services to Students with Disabilities: Placement Policy was introduced.
The first bilingual-bicultural program for deaf/hearing impaired children commenced at Yeerongpilly Special Education Developmental Unit.
Isolated Students’ Programs were transferred to the Brisbane School of Distance Education.
2001
45 special schools remained, with 219 special education units located in mainstream schools.
The bilingual-bicultural program moved into Year 1 at Toowong State School (following a co-enrolment model).
2002
Appraisement of students with learning difficulties and learning disabilities was introduced for primary school students.
The Seven Point Plan (A Better Deal for Students with Disabilities) was announced in February.
A principal for the Staff College – Inclusive Education was appointed to progress the inclusive education agenda.
In March, the Minister for Education established the Taskforce on Inclusive Education (Students with Disabilities) to provide advice on how to make the schooling system more inclusive for students at educational risk, in particular students with disabilities and learning difficulties.
2003
A Learning and Development Centre (Information and Communication Technologies – Students with Disabilities) was established to provide professional development for specialist staff in the use of technology for students with disabilities.
Certificates in Post-Compulsory School Education (CPCSE) were issued to 180 students from 63 trial schools across Queensland, ensuring that the achievements of students with special needs and students in special schools are recognised and recorded for use in further employment and training.
2004
In June, the final report of the Ministerial Taskforce on Inclusive Education (Students with Disabilities) was tabled in Parliament. In response, the Minister for Education and the Arts announced a new Ministerial 10-point plan to boost inclusive education for students with disabilities.
The Ministerial Taskforce on Inclusive Education (Students with Disabilities) published their report and recommendations.
The Minister provided a Response to the taskforce confirming the Queensland Government’s commitment to improving educational outcomes for students with disabilities. Recommendations, which the government had supported, were developed into a 10-point plan to boost inclusive education for students with disabilities.
Development, trials and evaluation of a process to replace ascertainment.
The Deaf/Hearing Impaired Action Plan 2004 – 2007 required Individual Education Plans (IEPs) for deaf/hearing impaired students.
2005
The Education Adjustment Program (EAP) was introduced as a replacement for the ascertainment process, allowing the identification of the teaching adjustments that are made in class/school programs to support students with disabilities.
An Education Adjustment Program (EAP) was introduced as a replacement for the ascertainment process, allowing the identification of the teaching adjustments that are made in class/school programs to support students with disabilities.
A Ministerial Advisory Committee (Students with Disabilities) was set up to provide advice over a three-year period on the development and implementation of inclusive education for students with disabilities.
A realignment of Education Queensland re-introduced Education Regions and a Student Services Directorate in Central Office.
2006
The Students with disabilities On-line Reporting System (SCOLR) was replaced by the Adjustment Information Management System (AIMS).
The Students with disabilities On-Line Reporting System was replaced by the Adjustment Information Management System (AIMS).
Education Queensland was the first education system in Australia to develop a policy to help schools meet legislative requirements around the use of Assistance Animals in Schools.
47 Special Schools remained. There were 308 Special Education Units in mainstream schools and 35 Special Education Developmental Units/Classes for early intervention prior to school.
New policies and procedures were released to assist in educating students with disabilities, including the Inclusive Education Policy, Assessments Administered by Guidance Officers, the revised School Transport Assistance Program for Students with Disabilities and the new Enrolment in State Primary, Secondary and Special Schools which replaced the 2000 “Placement Policy”.
2007
Queensland Government State Budget committed $30 million over 4 years to transition to Auslan as the language of instruction for Deaf and hearing impaired students in Queensland schools.
Set for Prep: Supplementary Guidelines: Students with Disabilities of Prep Eligible Age with Significant Educational Support Needs and policy: Early Childhood Development Programs and Services for Children with Disabilities – Prior to Prep were introduced.
Education Adjustment Program (EAP) criteria were revised for Physical Impairment, Vision Impairment and Hearing Impairment.
2008
Publication of resource document: Education for Children with a Disability – A guide for parents.
Release of the P – 12 Curriculum Framework and supporting guidelines including Guidelines for Students with disabilities.
2009
Education Adjustment Program (EAP) revisions included:
The EAP profile – the Beginning School Profile was discontinued.
Revised criteria for Autism Spectrum Disorder, Intellectual Impairment and Speech-Language Impairment.
Office for Early Childhood Education and Care established 1 Jan 2009. Responsible for: providing high quality, integrated early childhood education and care services for all Queensland children from birth to 12 years; ensuring all Queensland children can access a high quality kindergarten program in year prior to Prep, by 2014.
The Disability Discrimination Act 1992 was amended. Significant amendments include: definition of disability (broadened to include genetic predisposition to a disability, and behaviour which is a symptom or manifestation of the disability); definition of direct and indirect discrimination (broadened to include failure to make or propose to make reasonable adjustments to a requirement or condition); application of the Act in relation to a person with a disability (or their associate) who has or requires adjustments for a carer, assistant, assistance animal or disability aid.
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MORE LAND FOR THE SCHOOL MAKES WAY FOR MORE SCHOOL SPACE
1958: EXTRA LAND FOR EXTRA ACTIVITIES
“Necessary to increase the area of the site to the present area of 11 acres 0 roods 38 perches and accordingly, sub-divisions 103 and 123-134 were acquired. This present area of the school site includes the area where the Opportunity School was situated.”
Source: Moreton Bay Regional Council Local History Library, Strathpine
TEACHERS’ RESIDENCE BECOMES UNSUSTAINABLE
Read More About the Head Teachers’ Residence.
PETRIE OPPORTUNITY SCHOOL MOVES IN TO OLD DOMESTIC BUILDINGS
When the Teachers’ Residence was demolished in 1959, allowing more room for expansion on the school grounds, the construction of a separate Domestic Science and Manual Training Block was built near the spot where the Head Teachers’ residence was, this was in the Dayboro Road and Tandoor Drive corner of the school. These buildings were used as the Domestic School for many years, [Read More About Rural and Domestic School] eventually however, the Domestic School was phased out and in 1970 the buildings were to become the Petrie Opportunity School (later to be the Petrie Special School).
Caption: Photographs showing the newly built Domestic Science and Manual Training Block. The dirt road seen here is possibly Tandoor Drive. When the Domestic School was phased out, the buildings became the Petrie Opportunity School, later to become the Petrie Special School. It was a separate facility with its own Principal and special teaching staff – although eventually they were considered of an inadequate building standard for a school. When a new Special School was built in Lawton in 1986, the Petrie Special School vacated this premises and the buildings were used by the YMCA for a short time before being demolished. The staff car park is now where these buildings originally stood.
Source: 1950. Petrie State School, Moreton Bay, July 1959, Queensland State Archives (http://trove.nla.gov.au/work/177537652 & http://trove.nla.gov.au/work/177537651)
Source: 1960. Petrie State School, Moreton Bay, August 1960, Queensland State Archives (http://trove.nla.gov.au/work/177539892 & http://trove.nla.gov.au/work/177539892)
SPECIAL OPPORTUNITIES
The use of the term ‘Opportunity’ was phased out in the 1970s and schools catering for children with high needs or behavioural difficulties became ‘Special Schools’, a term that is still in use today – although the guidelines and the infrastructure is vastly different to perceptions of the needs and abilities of ‘special kids’ compared with 30-40 years ago. Despite the fact that in that era, perceptions of disability and ability were still vastly more progressive than that previously.
[RESEARCH REQUIRED]
The Petrie Special School was quite unique as there were few schools of the like sharing a campus with a State school. It was operated as separate to the State school with its own Principal and special teaching staff.
By the 1980s (when Peter Boge was the Principal of the State school) the building was not considered ideal or of a standard to be operated as a school premises. Previous Principal of the Petrie Special School, Bob Whittaker (198?-1986?), described the building as in a poor state with below standard ceiling height. He told of one teacher who, being taller than 6 foot, could not stand up straight in the staff room. (Bob Whittaker, 2014)
Peter Boge recalled in 1999 (Commemorating 125 Years of Service: Petrie State School 1874-1999, pp46-49) that when he started as Principal at Petrie State School in 1983, “the Petrie Special School occupied one corner of the grounds”.
It was at this time in Queensland that the Education Department was endeavouring to take more centralised control over disability education. IQ tests were introduced and certain children were either integrated into state school models, moved into the special school system or even excluded altogether.
In some instances this created problems as some prejudice was present in state institutions and this became evident when children with milder intellectual conditions were further integrated into the mainstream educational model. Certain disabilities, particularly ones where there might be physical and visible associations such as Downs Syndrome, were not as easily accepted by some in the wider community.
In many instances also, children had been urged into the ‘special’ system for issues that were less understood in the 1970s or 80s than they are today. Children who were not clinically, intellectually or physically facing challenge, but those who were disruptive and showed patterns of misbehaviour, quite often were ostracised from mainstream classrooms and mixed into classes with more vulnerable pupils.
During this era, Petrie Special School was teaching a number of children that were residents at the Marsden Home for Boys (which was managed by the Uniting Church at Kallangur) and although these children had special circumstances of their own, the mixture of high behavioural and/or social needs in a classroom with children with high intellectual and/or physical needs became an additional challenge for the teachers.
Over the following decades however, and with advances in social and medical research, a more compassionate and insightful approach to behaviour and disability education has endeavoured to address each challenge, for each child, so that all children can access high quality state education.
Peter Boge recalled in his memories (1999) that in 1986, “tenders called for new Special School at Lawnton, replacing school in our grounds”. When the new special school was built in Lawnton in 1986, the Special School moved out of the Petrie grounds and the buildings were inhabited for a short time by the YMCA for after school care before they were demolished in 1990, making way for what is now the staff carpark. (Source: Commemorating 125 Years of Service: Petrie State School 1874-1999, pp46-49)
1990: YMCA vacated old Special School buildings, which were demolished.
Peter J Boge, 1999 – Principal, 1 Jan 1983 – 31 Dec 1990.
Source: Commemorating 125 Years of Service: Petrie State School 1874-1999, pp46-49.
SPECIAL EDUCATION FOR MAINSTREAM SCHOOLS
PETRIE STATE SCHOOL
As the Department began to employ more specialist educators and resources were being expanded for children who required guidance, the schools were increasingly able to add to the services that children were able to gain access to through education.
Until recent years, and in some cases still, these services are by way of visiting teaching specialists.
1985: RESOURCE TEACHER VISITS
A Resource Teacher visits this School, and assists class Teachers with children who are having difficulty with their work.
This assistance may take the form of:-
1. Taking part in the teaching team;
2. Testing children and, in some cases, referring children to the Regional Guidance Officer for more detailed tests;
3. Planning programs for individual children or small groups.
Parents are also encouraged to contact the Resource Teacher with any worries they have regarding behaviour or emotional problems in children attending Petrie State Primary School.
Source: 1985 Petrie State School Prospectus, From the Collection of Jean Charters.
1989: GUIDANCE AND RESOURCE TEACHER AVAILABLE
GUIDANCE
Occasionally children are tested by the District Guidance Officer following referral by the school after parental permission has been obtained.
Parents should understand that one District Guidance Officer is shared among several schools, and delays before testing are inevitable. Following testing, parents again meet the District Guidance Officer.
Very few children are placed in remedial classes or elsewhere as there are not sufficient places, and many ‘problems’ merely need a different program or approach by parents and teachers in cooperation. Guidance and remedial personnel always consul the class teacher regarding special needs.
Source: 1989 Petrie State School Prospectus, From the Collection of Jean Charters.
RESOURCE TEACHER
A Resource Teacher visits this School, and assists class Teachers with children who are having difficulty with their work. This assistance may take the form of:-
1. Taking part in the teaching team;
2. Testing children and, in some cases, referring children to the Regional Guidance officer for more detailed tests;
3. Planning programs for individual children or small groups.
Parents are also encouraged to contact the Resource Teacher with any worries they have regarding behaviour or emotional problems in children attending Petrie State Primary School.
Source: 1989 Petrie State School Prospectus, From the Collection of Jean Charters.
1994: LIST OF SPECIALISTS GROWS WITH SPEECH THERAPY ADDED
GUIDANCE
Occasionally children are tested by the District Guidance Officer following referral by the school after parents permission has been obtained. Parents should understand that one District Guidance Officer is shared among several schools, and delays before testing are inevitable. Following testing, parents again meet the District Guidance officer.
Source: 1994 Petrie State School Prospectus, From the Collection of Jean Charters.
SPEECH THERAPY
A Speech Therapist visits the school 1 day per fortnight to service students from P-7. Unfortunately not all needs can be catered for.
Source: 1994 Petrie State School Prospectus, From the Collection of Jean Charters.
LEARNING SUPPORT TEACHER
A Learning Support Teacher is now based at this School (3 days a week), an assists class Teachers with children who have special needs. This assistance may take the form of:-
1. Taking part in the teaching team;
2. Testing children and, in some cases, referring children to the Regional Guidance Officer for more detailed tests;
3. Planning programs for individual children or small groups.
Parents are also encouraged to contact the learning Support Teacher with any worries they have regarding behaviour or emotional problems in children attending Petrie State School. Please arrange via the Office.
Source: 1994 Petrie State School Prospectus, From the Collection of Jean Charters.
1995: PALS PROGRAM INTRODUCED BY LEARNING SUPPORTING TEACHER
GUIDANCE
Occasionally children are tested by the School Guidance Officer following referral by the school after parents’ permission has been obtained. Parents should understand that one School Guidance Officer is shared among several schools, and delays before testing are inevitable. Following testing, parents again meet the School Guidance officer.
Source: 1995 Petrie State School Prospectus, From the Collection of Jean Charters.
LEARNING SUPPORT TEACHER
A Learning Support Teacher is now based at this School full time, an assists class Teachers with children who have special needs. This assistance may take the form of:-
1. Taking part in the teaching team;
2. Testing children and, in some cases, referring children to the Regional Guidance Officer for more detailed tests;
3. Planning programs for individual children or small groups.
Parents are also encouraged to contact the learning Support Teacher with any worries they have regarding behaviour or emotional problems in children attending Petrie State School. Please arrange via the Office.
Source: 1995 Petrie State School Prospectus, From the Collection of Jean Charters.
PALS
PALS is a program set in place by the Learning Support Teacher. Students with special needs are able to receive individual tutoring to assist them in the areas of language and reading development.
Source: 1995 Petrie State School Prospectus, From the Collection of Jean Charters.
SPEECH THERAPY
A Speech Pathologist visits the school one day per fortnight to service students from P-7. Unfortunately not all needs can be catered for.
Source: 1995 Petrie State School Prospectus, From the Collection of Jean Charters.
1995: LEARNING SUPPORT MOVES TO PUBLIC EDUCATION
19 OCTOBER – PETRIE LOG 16/95
LEARNING SUPPORT: 9 and 11 October 1995: Film viewing for parents, ‘Learning Difficulties, Learning Disabilities’. A video looking at the problems children with learning difficulties encounter. “Ideally, every parent should see this. It is a real eye opener.” – John Lynn, Learning Support Officer.
2001: SERVICE DELIVERY STEADY AND ESTABLISHED
GUIDANCE
Occasionally children tested by the school Guidance Officer following referral by the school after parents’ permission has been obtained. It is necessary to contact the class teacher should you wish your child to be seen by the Guidance Officer. Parents should understand that one school Guidance Officer is shared amongst several schools and delays before testing are inevitable. Following testing, parents again meet the School Guidance Officer, for sharing of information.
Source: 2001 Petrie State School Prospectus, From the Collection of Jean Charters.
LEARNING SUPPORT TEACHERS
Learning support teachers are based at this school, and assist class teachers with children who have special needs. This assistance may take the form of:
– Taking part in the teaching team;
– Testing children and, in some cases, referring children to the School Guidance Office for more detailed tests;
– Planning programs for individual children or small groups.
– Ascertainment and appraisement.
Parents are also encouraged to contact the Learning Support Teachers with any worries they have regarding behaviour or emotional problems in children attending Petrie State Primary School. Please arrange these interviews through the Office.
Source: 2001 Petrie State School Prospectus, From the Collection of Jean Charters.
SPEECH THERAPY
A Speech Therapist visits the school 1 day per fortnight to service students from P-7.
Source: 2001 Petrie State School Prospectus, From the Collection of Jean Charters.
2013: PARLIAMENT SAYS PETRIE STATE SCHOOL HAS 40 SPECIAL ED KIDS ENROLLED
14 FEBRUARY 2013
QUESTION ON NOTICE #44
Mr Ruthenberg asked the Minister for Education, Training and Employment (Mr Langbroek)
QUESTION:
Will the Minister provide (a) the total number of students enrolled and (b) the total number of students enrolled that have recognised disabilities, for schools in my electorate including: … Petrie Sate School …
ANSWER:
I thank the Member for his question.
I have been advised by my Department that, as at the eighth day of the school year on 7 February 2013, there were …
School: Petrie State School
2013 Day 8 FTE enrolments: 566
2013 Day 8 SWD enrolments: 40
(Includes state school students with a verified disability only; Excludes Pre-Prep (Year Level 0PO students)
2014: PETRIE SEP (SPECIAL EDUCATION PROGRAM)
CHAPLAINCY
Our school has a Parents and Citizens’ Association endorsed Chaplaincy Program.
There are various models of Chaplaincy services. The model chosen by our community is a mentoring model – providing student mentoring and allowing a Chaplain to be an additional adult role model in our school.
The Chaplain runs positive, fun activities for students both in and out of school, and fosters a supportive, caring school community. This includes support for at risk students and support for staff and families from the wider school community.
Chaplains may also be involved in activities with religious, spiritual and/or ethical content. Additional written consent will be sought from parents for these activities.
The Chaplain is a member of the School’s Student Welfare Committee.
GUIDANCE OFFICER
Occasionally children are tested by the school Guidance Officer after parental permission has been obtained. It is necessary to contact the class teacher should you wish your child to be seen by the Guidance Officer. Parents should understand that one school Guidance Officer is shared amongst several schools and delays before testing are inevitable. Following testing, parents will be invited to meet the School Guidance Officer.
LEARNING SUPPORT TEACHERS
Learning support teachers are based at this school, and assist classroom teachers with students who are underachieving in literacy and numeracy. This assistance may take the form of:
Analysing literacy and numeracy data
Working with classroom teachers and parents to improve student achievement in literacy and numeracy
Planning programs for individual children and small groups
Testing children and in some cases, referring children to the School Guidance Officer or the Speech Language Pathologist for more detailed tests.
SPECIAL EDUCATION PROGRAM
Petrie Special Education Program (SEP) is co-ordinated by our Head of Special Education Services. The SEP supports students with a verified disability through the EAP (Education Adjustment Program). Disabilities include:
ASD – Autistic Spectrum Disorder
II – Intellectual Impairment
VI – Vision Impairment
HI – Hearing Impairment
PI – Physical Impairment
SLI – Speech Language Impairment
The SEP provides an inclusive program and ensures students are supported and able to participate and be successful in all areas of school life. The SEP specifically works on a non-deficit model, focuses on the strengths of the students and provides intensive support for their areas of need.
The SEP also supports staff and students in the following ways.
Managing profiling and reviews to determine levels of support
Coordinating the EAP (Education Adjustment Program)
Working with other specialist support staff, teacher aides and AVTs to provide appropriate support to enhance educational outcomes for identified students
Assisting staff to differentiate and adjust curriculum to ensure engagement in the classroom through an ICP (Individual Curriculum Plan)
SPEECH THERAPY
A Speech Pathologist visits the school one day per week to service students from P-7. Referrals for this service are managed through the Student Welfare Committee.
Source: 2014 Petrie State School Prospectus, From the Collection of Kathleen Cameron.
