Inclusive Education

​At St Joseph's we are ​committed to the provision of quality inclusive education and strategic renewal principles and practices that recognise, respect and respond to the developmental, educational, social, and cultural diversity of students within school communities. 

All students have an entitlement to rigorous, relevant and engaging learning activities drawn from a challenging curriculum that addresses their individual learning needs.  Whole-school data-informed planning includes school-based processes and strategies that benefit the diversity of the student body. 

Not all students or learners can be catered for at St Joseph's as Brisbane Catholic Education do not run special education schools or units. However, upon application families will enter into a supported enrolment process to ascertain student need and the ability of the school to cater for those needs and ensure each child can access curriculum and learning. Upon entry ​system enrolment processes; monitoring tools, and system / school / student data tracking processes enable all students to be profiled and student attainments to be documented. This capability ensures colleges have rigorous and justifiable identification and personalised tracking processes in place to make informed decisions pertaining to student learning.   

Class teachers use the flexible design of the Australian curriculum to meet their professional obligation to respond to the diverse and personalised learning needs of students to plan and make necessary adjustments to meet individual learning needs.   

Partnerships and networks are actively sought and facilitated by college leadership to ensure collaborative consultation provides optimal opportunities for student attainment. Specialist staff and system processes support the implementation of pedagogical practices to meet diverse student needs.   

Provision by the college leadership of appropriate resources and professional learning opportunities for staff ensures all teachers are familiar with research evidenced intervention strategies and that class teachers plan and implement expected and effective education practices for the continuum of student diversity as is reasonable and as is appropriate.