Special Education Program (SEP)
The Special Education Program (SEP) at Nanango State High School provides an inclusive and supportive learning environment that enables students with disabilities to actively participate in the school community. Students are supported to learn alongside their peers through differentiated teaching and reasonable adjustments. Where required, students may also access intensive teaching programs through specialised classes.
Each student's educational support needs are determined on an individual basis and are reviewed regularly as students mature and progress. Adjustments may be provided across the following areas:
- Curriculum
- Communication
- Social Participation and Emotional Wellbeing
- Health and Personal Care
- Safety
- Learning Environment and Access
Eligibility for SEP Support
The Special Education Program supports students with a diagnosed or imputed disability.
Specific disabilities include:
- Autism
- Deafness or Hearing Loss
- Intellectual Disability
- Physical Impairment
- Blindness or Vision Impairment
Other disabilities may include, but are not limited to:
- Dyslexia
- Dyspraxia
- ADD / ADHD
- Processing Disorders
- Anxiety Disorders
- Mental Health Disorders
Specialist Support Services
At Nanango State High School, students may access a coordinated, multidisciplinary team that works collaboratively with teachers and families. Support may include:
- Head of Special Education Services (HOSES)
- Specialist Teachers
- Guidance Officer
- School Social Worker
- Advisory Visiting Teachers
- Speech Language Therapist
- Occupational Therapists and Physiotherapists
- Youth Workers
- Autism Principal Advisor
SEP Support in Junior Secondary (Years 7–9)
Individual Curriculum Plan (ICP)
Where there is evidence that a student is working significantly below or above year-level expectations, an Individual Curriculum Plan (ICP) is developed collaboratively. The ICP:
- Identifies the student's current level of performance
- Establishes learning priorities and goals
- Guides curriculum adjustments across key learning areas
Parental input and endorsement are essential components of the ICP process.
Students with an ICP are taught, assessed and reported on in accordance with the year level and learning expectations outlined in their individual plan for each subject.
Support for Core Learning Areas
Support is tailored to individual student needs and may include:
In-class support from teachers or teacher aides
Adjustments to curriculum, assessment and learning resources
Targeted intervention programs
SEP Support in Senior Secondary (Years 10–12)
During the Senior Phase of Learning, students work towards either the Queensland Certificate of Education (QCE) or the Queensland Certificate of Individual Achievement (QCIA). Students and their families are supported through the Senior Education and Training (SET) planning process in Year 10 to make informed decisions about pathways and subject selection.
Queensland Certificate of Education (QCE) Pathway
To achieve a QCE, students must:
- Accumulate a minimum of 20 credits
- Meet literacy and numeracy requirements
Students following the QCE pathway are closely monitored and supported to meet course requirements and achieve success.
Queensland Certificate of Individual Achievement (QCIA) Pathway
A small number of students with significant support needs may access the QCIA pathway in Years 11 and 12. This pathway provides a highly individualised program focusing on:
- Workplace readiness
- Life skills development
- Community participation
Students following the QCIA pathway engage in a modified curriculum aligned to their individual goals and future aspirations.
For further information regarding our SEP unit please contact our HOSES, Surene O’Reilly (sxswa1@eq.edu.au).