Students with special needs
Students requiring ESL assistance are those students whose primary language is not English and who have been assessed at the local level as requiring ESL tuition, whether or not they are currently receiving it.
ESL students speak languages other than English as their first language(s). Their proficiency in the English language is determined at the local level to identify whether or not they require assistance to enable them to participate fully in mainstream classroom activities.
Many Indigenous students in Queensland have ESL learning needs. For many of these students, Aboriginal or Torres Strait Islander language or Creole is their first language. Many speak more than one of these languages or dialects before starting school.
Students whose first language is not English do not always require ESL assistance. These students should be assessed by an appropriate person (e.g. an ESL or learning support teacher). Assessment should be continuous as proficiency in English will change over time.
Exclude students whose first language is English, whose English proficiency has been improved to a normal classroom participation level or whose basic requirement is remedial English tuition.
Exclude overseas students who require ESL assistance (refer to the definition of overseas students for classes of persons who are/are not overseas students).
If you are unsure about whether a student is requiring ESL assistance, please contact Independent Schools Queensland or Catholic Education Diocesan offices.
Indigenous students are those students of Aboriginal or Torres Strait Islander descent who identify as an Aboriginal or a Torres Strait Islander.
Where school records do not include this information, schools may need to rely on self-identification or seek parental advice.
It is important to note that Indigenous persons exercise a choice in identifying their Indigenous status, and identification of Indigenous status by other parties is to be discouraged.
A student with a disability must meet the following criteria:
- The student must have a diagnosis of Autistic Spectrum Disorder, Hearing Impairment, Intellectual Impairment, Physical Impairment, Speech-Language Impairment, Vision Impairment or Social Emotional Disorder;
- The student must be verified under the Education Adjustment Program (EAP) as meeting the diagnostic criteria and eligible to apply for additional resources in respect of activity limitations and participation restrictions in relation to their educational program;
- The student must be receiving a special education support service or program in respect of the impairment.
Verification under the Education Adjustment Program must be completed by Census Day.
Records of each student’s Verification under the Education Adjustment Program and the specific educational adjustments, which indicate the types of educational support services and resources provided, should be retained by the school. If chosen for an audit, the Board’s auditors may ask to sight these records.
A student may have educational needs arising from impairments in more than one category. In this case, a student with multiple impairments should be counted once only. Each impairment category should be included in the table on Students with disabilities.
The following students are not eligible for assessment through the recognised assessment processes and must not be included as students with disabilities:
- a student whose only impairment is a specific learning difficulty or for whom remedial education or remedial support is appropriate; and
- overseas students who are within the definition of students with disabilities.
- Autistic Spectrum Disorders (ASD)
- Hearing Impairment (HI)
- Intellectual Impairment (II)
- Physical Impairment (PI)
- Speech-Language Impairment (SLI)
- Vision Impairment (VI)
- Social Emotional Disorder (SED) [for diagnostic criteria and forms, refer to Independent Schools Queensland or Catholic Education Diocesan offices]
Last updated 7 February, 2013