Use left and right arrows to navigate between tabs.

The deputy principal provides insights to their whole-school approach to inclusion, illustrating collaborative methods that empower teachers to share and build knowledge of how to best support the diverse learning needs of students with disability.

The deputy principal and year 7 classroom teacher detail the use of professional learning communities (PLCs) that encourage teachers to ask questions, seek advice and implement learnings to differentiate their teaching instruction in accordance with personalised learning plans (PLPs).    

Leaders and teachers at Marsden State High School emphasise the importance of ‘know your students, know your data’ that informs the need of any relevant reasonable adjustments. Through consultation with guardian/s and associates and the student, teachers can create, implement and review PLPs to support the full participation of students with disability; providing equal opportunities as students without disability.

Marsden State High School is located on Yuggera and Guginin country, south of Brisbane. The school has over 3,500 student enrolments, making it one of the biggest secondary schools in Australia. The school has a rich cultural diversity with around 80% of students having english as an additional language or dialect (EAL/D). Marsden State High School has an Index of Community Socio-educational Advantage (ICSEA) value of 944, the largest school with the lowest ICSEA value, as at 2023.
  • How does your school promote a holistic, inclusive learning culture?
  • What consultation strategies do you implement to ensure guardian/s and associates and the student are included in planning and evaluating reasonable adjustments?
  • How might school leaders use professional learning communities as an opportunity to upskill teachers’ knowledge and understandings of differentiated instruction that meet the learning needs of students with disability?
  • What opportunities are there at a whole-school level for teachers to collaborate and share their reasonable adjustment practices when catering for the specific learning needs of students with disability?