Support services and resources


Targeted resources are provided to schools to assist them so that they can address the diverse learning needs of their students. Additional targeted resources are provided either directly to schools or to regions. The department provides resourcing directly to schools to allow greater flexibility, and to enable schools to explore innovative ways to tailor programs to maximise students' potential. These resources are, in addition to the classroom teachers and general teacher aide time, already allocated to schools. Schools are also able to request access to a range of specialist services. Resources are also provided directly to regions.

The department supports school autonomy and believes that decisions about the needs of students are best placed at the school level, by professionals who know their students. Direct to school resourcing is delivered through a number of models:

Targeted funding is not allocated directly to students. Schools are allocated the resources, with principals responsible for supporting the educational programs of all students with disability in their school.

Other funding to assist students with disability includes Investing for Success (I4S).

Targeted intervention and other support services

Regions and schools provide a continuum of support and services for students with disability and learning difficulties. This may include:

Students who meet EAP criteria may also have access to:

In addition, schools have access to regional inclusion coaches, autism coaches, mental health coaches, principal advisors' student protection and advisory visiting teachers specialising in hearing, physical or vision impairment. Regions may also provide other support services to meet local context. For more information about specific student support services available, contact your local regional office.

Autism Hub and Reading Centre

The Autism Hub and Reading Centre work with, and support school leaders, teachers and parents to improve the engagement and educational achievement of students with autism, as well as to inspire, encourage and teach young Queenslanders to read.

Special schools

Special schools provide highly specialised and individualised programs to cater for students with intellectual disability and/or multiple disability, including an intellectual disability. For enrolment in special schools refer to:

Early childhood development programs and services

Early childhood development programs and services provide specialised education support to children prior to Prep.


Support services to non-state schools

The department is committed to ensuring all Queensland students with disability can access and participate fully in high-quality education.

The department, Independent Schools Queensland (ISQ) and the Queensland Catholic Education Commission (QCEC) have an agreement to establish a voluntary cooperative and/or collaborative effort concerning activities related to students with disability for the mutual benefit of all sectors.

This agreement is outlined in the Memorandum of Agreement—Special Education Services and Dual Enrolment 2020–2022 (MOA) which provides a number of support services and resources by departmental staff to support non-state schools.

The Handbook—Memorandum of Agreement—Special Education Services and Dual Enrolment 2020–2022 (DOCX, 504KB) outlines:

  • the purpose of the MOA, including definitions, nature and scope, roles and other considerations as part of the MOA
  • the processes and actions associated with implementing the activities and reporting requirements for each of the schedules.

The forms and support materials are also provided below for each of the services outlined in the schedules:


 Deadly Kids Deadly Futures

Deadly Kids Deadly Futures (PDF, 5.2MB) is a 10-year framework which outlines the commitment of the Queensland Government, the Aboriginal and Torres Strait Islander community controlled health sector and other government and non-government service partners to prevent and manage the impacts of middle ear disease for Aboriginal and Torres Strait Islander children and young people across the health, early childhood and education sectors.

The second Deadly Kids, Deadly Futures 2018–2019 Action Plan (PDF, 579KB) outlines practical initiatives that government and non-government service providers will undertake to support Aboriginal and Torres Strait Islander students across Queensland to have healthy ears and to listen, learn and reach their full potential.

The focus within the department is on building educators' knowledge and understanding of ear and hearing health and implementing best practice strategies for children who have middle ear disease and associated hearing loss.

The hearing screening guidelines for schools (DOCX, 1.5MB) provides best-practice information on the provision of hearing screening for Aboriginal and Torres Strait Islander students.
Last updated 23 November 2020