Welcome back!

Hello and welcome back to 2025!  I am looking forward to a fun-filled year of learning and growth.

To our Prep families and the new families to Robertson, my name is Amanda Slinger and I am the Head of Special Education Services (or HOSES, for short). I have a varied role and am fortunate to work with an incredible team of support staff in WISH. Over the coming newsletters, we will be introducing our team.

To start the year, I thought I would outline how student support funding works under Education Queensland’s ‘Reasonable adjustments resourcing’ or ‘RAR’ model.

RAR will provide funding to schools to enable us to make adjustments for students to support them to access and participate in education on the same basis as their peers.

Under the RAR, teachers and teacher aides are allocated to schools as a pool; NOT for individual students.

RAR funding allocations are based on:

• Students who are recorded in the Nationally Consistent Collection of Data (NCCD) as receiving adjustments in the highest 3 levels of support
• Prep and other new students to our school where it is anticipated that adjustments will need to be made at the highest 3 levels of support
• Students who receive the most intensive level of adjustments and support, which need to be approved by the Department as meeting the requirements of the Extensive Plus level

What does support look like at Robertson?

Inclusion teachers and aides provide support to students in-class to access the curriculum, during assessments, when transitioning in and out of the classroom and between learning environments, when participating in incursion/excursions, for toileting, emotional regulation and specialised health procedures, to name just a few.

The most commonly asked questions schools receive are:

My child has just received a diagnosis of a disability.  Does this mean they get a teacher aide?

Students are provided support based on their level of need. There are many children who receive a diagnosis of a disability, however, don’t require additional support or adjustments beyond what can be provided within the classroom, by the class teacher, through classroom level differentiation. If they are achieving at or above year level standard academically, and/or are participating and engaging with their peers and do not require additional support beyond classroom level differentiation, they are supported by their class teacher. Classroom teachers are trained professionals and provide a range of differentiated support for all students, regardless of their ability or disability. General teacher aides work in classrooms also, to provide support to students, with a focus on academic support. Not all students with a diagnosed disability require or need additional support beyond the classroom.

My child has just received a diagnosis of disability.  How much funding does my child get?

Under the RAR, teachers and teacher aides are allocated to schools as a pool, NOT allocated for individual students. Many students can have their needs provided for by their classroom teacher, however, there are students who require a higher level of support or additional adjustments. Regardless, individual students do not receive individual funding in the form of a dollar amount or hourly amount per week, of support.

Does my child need to have a diagnosis to receive support?

Students who require reasonable adjustments to participate in their education on the same basis as their peers, will be supported. Schools require a medical report for students starting Prep who require additional resourcing, for Extensive Plus resourcing or for enrolment in an EQ Special School. A documented diagnosis by a recognised medical professional assists schools to submit the most accurate NCCD data.  A documented diagnosis is also encouraged to help us to access specialised services, if required. Students who are achieving a C level standard for English and Maths will not receive academic support from an inclusion teacher (regardless of disability) as they are working at the expected standard for all students in that year level. 

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Amanda Slinger

Head of Special Education Services - (HOSES)

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Speech-Lanuage News

My name is Morgan Johnson and I am the Speech-Language Pathologist at Robertson State School. I am excited to be back this year, servicing the Robertson State School Community again in 2025 on Tuesdays and Wednesdays. As we embark on this new school year, I am filled with enthusiasm and optimism for the learning journey ahead. I look forward to working alongside the Robertson State School community, the dedicated teachers, staff and your wonderful children to support their communication, language, and literacy development.

What is the role of Speech-Language Pathologists working in Schools?

As a Speech-Language Pathologist, my role is to support students in developing their speech, language, communication, and literacy skills. These skills are essential for effective learning, student social interactions, and their overall confidence. I work closely with students who may experience challenges such as difficulty pronouncing sounds, understanding or using language, following instructions, or expressing their thoughts clearly.

Collaboration is a vital part of my role and I work alongside teachers, support staff, and specialists to create tailored strategies that help students thrive. I also collaborate with parents, caregivers, and other Allied Health workers (Physiotherapists, Occupational Therapists, Psychologists etc) within the Department of Education and externally to provide guidance and tools for supporting communication development at home and within the community. By working together, we can ensure that every child has the best possible opportunity to succeed during their schooling journeys.

Why Are Speech, Communication, and Language Skills So Important?

Strong communication skills are the foundation of learning and social interaction. When children can effectively understand and use language, they are better equipped to engage in classroom activities, build relationships, and express their ideas. Language development also plays a crucial role in literacy, as reading and writing are deeply connected to a child’s ability to understand and produce language.

Throughout the year, I will be using this newsletter as a way to share practical tips, activities, and resources that you can use at home to support your child’s communication and literacy development. Whether it’s fun games to build vocabulary, strategies to support clear speech, or ways to foster a love for reading, I aim to provide helpful and engaging content that makes a real difference.

Here’s to a fantastic year of growth, learning, and communication success!

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Warm regards and until next time,

Morgan Johnson

Speech-Language Pathologist