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Student services and support programs

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Special Education Programs 

Explicit Inclusion Program: (EIP)

The Explicit Inclusion Program Quietly works to support children to be fully included into mainstream eduational programs and classrooms. It supports students from Prep to Year 6 who have suspected or diagnosed disability. These disabilities include Autistic Spectrum Disorder, Intellectual Disability, Speech-language Impairment and Vision, Hearing and Physical Impairments. The program liaises with advisory visiting teachers who specialise in the areas of vision, hearing and physical impairments. SEP also has access to a speech language pathologist, an occupational therapist and a physiotherapist.

Browns Plains State School focuses on inclusive education where all students are able to access the curriculum at their level. Classroom and EIP teachers work closely together as Year level teams to plan, implement and assess Students are supported in class and attend intensive small group sessions to assist with teaching and learning. The majority of the students have an Individual Curriculum Plan (ICP) and an Individual Education Plan (IEP).

Head of Special Education Services, Danielle Hogan. 

Guidance Officer

Our guidance officer works closely with students and their families, teachers, non-teaching professionals and in some instances departmental agencies and authorities. The guidance officer does this in order to provide a wide range of support to students. Monday and Tuesday are the days the guidance officer services our school. 

Our guidance officer's responsibilities include:

  • working directly with students and teachers, support personnel, family and other specialists/professionals 
  • providing guidance and counselling services to students and their families 
  • performing case management and referral services to optimise students' access and engagement in education
  • preparing and implementing professional and personal skill development programs for administrators, teachers and parents 
  • working collaboratively with other school-based support personnel to assess and address the needs of students 
  • planning or assisting in planning support programs that can help students achieve positive outcomes 
  • identifying factors that can be barriers to the learning and development of students 
  • supporting the personal and social development of students 
  • providing advice about education and career pathways. 

Please contact the school office on (07) 3809622 if you have any concerns you wish to discuss with the guidance officer.

Learning support

Our school has streamed classes in reading writing and mathematics that support all students to work at challenging and engaging levels matched to their academic achievements. These classes operate twice weekly to provide streamed improvement especially for our top students.

Early Childhood Development Program : (ECDP)

The Early Childhood Development Program supports children aged 0-5 years of age who have significant educational need arising from a suspected or diagnosed disability. These disabilities include Intellectual Disability, Speech Language Impairment, Autism Spectrum Disorder, Physical Impairment, Vision Impairment and Hearing Impairment.

The EDCP provides learning experiences for children to develop knowledge and skills, to maximise their potential and function in a range of current and future environments. The programs are developed from the Early Years Curriculum and children learn to complete activities, follow routines and rules, communicate with staff and peers, share and turn take.

Chaplaincy

A chaplaincy program is offered to provide students, parents and staff with pastoral care. The school's chaplaincy program complements other support services in our school. It is not a counselling service.

All activities and events provided within the chaplaincy program are non-discriminatory and are available to students of all beliefs who choose to participate. The program is inclusive and respects all religious and non-religious beliefs.


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Last reviewed 18 June 2019
Last updated 18 June 2019