Student services and support programs


Special Education Program (SEP)

The Department of Education provides resources to schools to enable delivery of programs that respond to the educational needs of students with disability who require significant education adjustments related to the specific impairment areas of:
  • Autism Spectrum Disorder
  • Hearing Impairment
  • Intellectual Disability
  • Physical Impairment
  • Speech-Language Impairment
  • Vision Impairment​

At Jindalee State School our Special Education Program provides support to students who have a disability and require reasonable adjustments to access and engage in the learning programs alongside their peers. Our program is contextualised to address the needs of our students within our school community and fits within the whole school model of support. For further information please call 3725 5777 or email

Guidance Officer

Jindalee State School is supported by a Guidance officer who provides support to teacher, students and families as needed.

Duties include:

  • Assessment of students identified with Special Needs
  • ​Advising Staff and parents on programming options for students

A Guidance Officer from Education Queensland is based in the school to assist in identifying student difficulties and to make recommendations regarding assistance. Arrangements are made in consultation with parents and with parental approval. All inquiries regarding Guidance Officer assistance should be made to the school office. On occasions it is appropriate to approach the guidance officer directly. For example parents may want advice on behaviour management at home. The telephone number is available from the office.

Support Teacher Literacy and Numeracy (STLaN)

Jindalee State School is supported by a Support Teacher Literacy and Numeracy.

STLaN teacher manages learning support for children identified with specific academic needs across literacy and numeracy areas.

Support can be in the form of classroom teacher guidance and support, direct assessment, explicit teaching, in-class material support, home programmes and parent training support.

Support is accessed via the Student Support Management procedures via Classroom Teacher recommendation that a child may need some form of support. Parents with concerns about a child's academic progress should first speak to the child's Classroom teacher.

Progress of students requiring support is monitored by the STLaN teacher. Interviews are available at parents' request at any time. A written report is provided at the end of each semester.

English as a Second Language

ESL stands for English as a Second (or additional) Language.

ESL students are those who are eligible for support under the Commonwealth and Queensland Guidelines and ESL also supports students in the International Student Program (ISP). Jindalee State School is an accredited ISP provider.

The English as a Second Language program offers support strategies for ESL students who would benefit from specific instruction to enable them to reach their potential as independent learners. It focuses on developing their English language and recognising that mainstream assessment tools do not fit ESL learners neatly. Accordingly, ESL activities feature rich tasks with a multi-literacy orientation.

The program highlights the strengths of Non English Speaking Background (NESB) students, and emphasises the richness and cultural diversity that they potentially contribute to the school.

Identification of ESL learners is either on enrolment or through observation in the first weeks in school. It can also be following referral by classroom teachers.

The first point of referral is always in conjunction with the classroom teacher, e.g. Prep teachers who identify the student as being from an NESB background, or as presenting ESL related issues, or from the student being identified as ESL during enrolment. Year 1 NESB students may be observed in the ESL program during Term 1 to determine if ongoing support is necessary. ESL support occurs through a holistic approach to both linguistic and non-linguistic factors and involves collaboration between classroom teachers and ESL staff.

Last reviewed 20 April 2022
Last updated 20 April 2022