Forest Lake State School Inclusive Education


​Forest Lake State School offers an inclusive and equitable learning environment for children with diverse needs to experience success and have a sense of belonging. Our Inclusion Team collaboratively works with all staff to meet the needs of children with disabilities and other diverse learners in an environment where 'learning knows no boundaries'.

Statement of Purpose

Support diverse learners to promote success for all.

We aim to achieve our purpose by ensuring:

All students can learn given the right conditions and right support

Consistent and effective curriculum delivery is aligned with Australian Curriculum learning areas

Assessment of, as and for learning informs pace of curriculum delivery and differentiation throughout the teaching process

Resourcing is responsive to diverse learning needs informed from data

Students access curriculum through a variety of modes and mediums with the intent of building 21st century skills

Inclusion Team

The Inclusion Team consists of specialist Inclusion teachers and support staff who work in classes and within the Wellbeing Centre situated in D Block. This team support staff, students and parents of diverse learners across the entire school. Each year level is allocated Inclusion Staff (teachers and teacher aides). Additional support staff consists of Support Teachers for Literacy and Numeracy (StLaNs), a Guidance Officer, a Speech Language Pathologist, a Chaplain, a Social worker, a Head of Department - Student Engagement and a Head of Inclusion.


Students access the Australian Curriculum - English, Mathematics, Science, The Arts, Health and Physical Education, and Technology. Programs such as Targeted Social Skills are also offered and teach students skills in real life contexts while incorporating aspects of the Social Emotional General Capabilities. Students who are identified through the referral process and have a learning disability may qualify to be on an Individualised Curriculum Plan (ICP) for English and Mathematics and access the curriculum at a different year level to their peers. ICPs are always completed in consultation with parents/guardians and any stakeholders working with the student.   ​

Parent Involvement

Parent involvement is fostered and valued through:

  • ICP and PLP case meetings
  • Regular case conferencing (where necessary)
  • Involvement in Forest Lake State School Committees 

    Working Together

    The Inclusion staff work with parents, therapists, specialist teachers, primary school staff and outside agencies to provide rich learning experiences and programs that are practical, worthwhile and meet the educational, emotional and behavioural needs of each child. We have a strong commitment to maintaining a supportive environment that enables each child to feel confident and happy at school.

    Education Queensland Policy & Processes for Students with a Disability

    Inclusive Education programs are dedicated to support the educational needs of students in one or more disability areas. Program specialisation is available in the following disability areas: 
  • Visual Impairment
  • Hearing Impairment
  • Physical Impairment
  • Speech Language Impairment
  • Intellectual Impairment
  • Autism Spectrum Disorder

    Our Inclusive practices incorporate making reasonable adjustments to cater for students with any disability and these include physical, sensory, cognitive and social emotional needs. The frequency and intensity of the support determines the levels of adjustments each student requires. This information is used in the Nationally Consistent Collection of Data on school students with disability. At Forest Lake State School we support and make adjustments for 24.8% of our student cohort across the school.

    Personalised Learning Plans (PLPs)

    The PLP adds individuality to a program and provides prioritised educational goals which are specific to the child and their needs. It reflects current level of performance, current classroom adjustments, current goals and learning priorities.


Last reviewed 18 October 2022
Last updated 18 October 2022