Chaplaincy and student welfare worker services are optional for schools and provide students and staff with social, emotional and spiritual support, provide an additional adult role model in the school and enhance engagement with the broader community, including parents.
Guidance Officer
Guidance officers are specialist teachers who deliver a broad range of services to school community members. They contribute to the development of a comprehensive student support and wellbeing program that is responsive to the needs of the school community.
Guidance officers may work directly with students in addition to working with a student's teachers, school support personnel, family, other specialists or external support providers.
Support offered by guidance officers includes providing advice and counselling on educational, behavioural, vocational, personal, social, family, and mental health and wellbeing issues.
Inclusion
At Junction Park State School, we believe every student has the ability to learn and should be able to demonstrate progress in their learning. We are committed to meeting the needs of all our students through providing an inclusive education, one where students fully participate in learning, alongside their similar-aged peers and be supported by reasonable adjustments that are tailored to meet individual’s needs. Inclusion is embedded in all aspects of our school’s life and is supported by policies and every day practices.
At Junction Park State School our Inclusive Education Framework is guided by Every student with a disability succeeding plan 2021-2025 as outlined in the Department of Education’s policy statement (2021) https://education.qld.gov.au/student/Documents/every-student-with-disability-succeeding-plan.pdf
Personalised Learning Records and Support Provisions
At Junction Park State School we plan for reasonable adjustments that are tailored to meet individual needs using Personalised Learning Records (PLRs) in OneSchool in the student’s Support Plan. PLRs are for all students who require an adjustment to access and participate in education, not just students with an identified disability. Planning for student support involves identifying characteristics and analysing these characteristics to plan appropriate responses/adjustment. PLRs are created for students receiving varying levels of adjustment across the four levels (from Quality differentiated teaching practice to Extensive) in the classroom.
Support provisions are used to capture a variety of school-based programs. They provide a time efficient process to record support provided by the school, for individuals or groups of students.
Student Support Services (SSS) Team
The SSS Team assists students facing barriers to learning to achieve their educational and developmental potential by providing a range of strategies and specialised support at the individual, group, school and regional levels. A referral to the SSS Team at Junction Park State School enables discussion and collaboration amongst other professionals (e.g. Guidance Officer, AVT, Speech Pathologist, Inclusion Teachers).
NCCD
Under the Disability Discrimination Act 1992 (DDA) and the Disability Standards for Education 2005 (the Standards), Australian students with disability must be able to access and participate in education on the same basis as their peers. To ensure this, students with disability may receive adjustments to access education, based on the professional judgement of teachers, in consultation with the student and/or their parents, guardians or carers.
The Nationally Consistent Collection of Data on School Students with Disability (NCCD) gives Australian schools, parents, guardians and carers, education authorities and the community information about the number of students with disability in schools and the adjustments they receive. The Australian Education Regulation 2013 requires all schools to report the data collected for the NCCD to the Australian Government on an annual basis.
External Providers
External providers offer a valuable service in supporting individual students who are referred to them. Support may include assessments, diagnostic decision-making and therapeutic intervention. Collaboration between key stakeholders, including schools, will result in more effective support for the student. As part of the external provider's process of assessing need and supporting students, schools may be requested to provide information regarding a student's current presentation, progress, functioning and support needs. Given that the information involved is often of a sensitive nature and can rely on specific administration protocols, Junction Park has adopted a best practice approach when responding to requests received from external providers within Queensland Education Department's
NDIS Providers
The department recognises that NDIS supports may contribute to improving a student's ability to access and participate in education and achieve. The NDIS funds supports for eligible students through NDIS plans, which are focused on supporting children and young people in their daily living.
Parents may request that NDIS providers, either engaged by them or NDIS plan managers, deliver supports included in NDIS plans at school, during school time. NDIS providers do not have an automatic right to access schools to deliver NDIS supports. However, the department recognises that there may be times when it is appropriate to enable NDIS providers to deliver NDIS supports at school, during school time.
Principals will consider requests from parents for NDIS providers to access schools to deliver NDIS supports. Any requests received from parents or NDIS providers to access schools (including requests for classroom observations) should be forwarded to the Deputy Principal to organise the completion of the necessary documentation for providers to access the school.