New disability resourcing model for Queensland state schools -

Dedicated support for an extra 30,000 students with disability will be part of a new resource model for Queensland state schools, that will be phased in over 2023 and 2024.

Other benefits announced by the Palaszcuk Government include a focus on Prep students to give them a great start, an Extensive Plus resourcing category for students with the most intensive needs and an easier, streamlined, single process for families without the need for additional medical or specialist reports.

Schools will receive more than $80 million over the next two years which will fund almost 500 new front line positions. The government is already investing $1.4 billion in 2022/23 to support students with disability, and change will mean more resources for schools.

Education Minister Grace Grace said the new model was a game changer that will support thousands more students every year.

“It’s a fundamental shift in how support is provided, with the focus moving from the current system based on six prescribed types of disability only, to a model that’s based on the level of support and adjustment that a student needs to participate in education,” she said. A number of disabilities will be formally recognised for the first time, including dyslexia, ADHD, foetal alcohol syndrome, Tourette syndrome, and mental health conditions, and while schools already support these students, there will now be more dedicated resources available, she said.

Minister for Disability Services Craig Crawford said the model will help build inclusiveness in its schools and society.

Queensland Association of Special Education Leaders president Ric Day said the new funding model is sharply focused on students’ needs. “It will ensure resources are allocated to more students with disability, based on reasonable adjustments, in a fair and equitable way across all primary, secondary and special schools,” he said.

However, QUT Centre for Inclusive Education director, Professor Linda Graham told F2L that among her concerns about the funding model were where the new staff would come from given the massive teacher shortage, and what they would be doing, and where.

“Will this fuel segregation within the mainstream and where are the funds to upskill existing classroom teachers who are the ones who need time to learn about, plan for, and put inclusive practice in place?”

She said an additional funding boost to expand specials schools means there is now a smaller amount going to support a large group of students in mainstream schools and a larger amount going to a small group of segregated settings. “How can we possibly drive inclusion when this is the split?”