Inclusive Education
At Our Woodville, Inclusive Education supports students with disabilities and learning difficulties through both mainstream and Special Options pathways. We prioritise academic rigour, personalised learning, and real-world skill development to foster self-belief, independence, and seamless transitions into further education or employment.
Our Inclusive Education Leaders
Brett Hains
Senior Leader School Improvement, Daily Operations and Inclusion
Beth Brown
Inclusive Education Leader
Nat Terminelli
Intervention Manager
Irena Anderson
IESP Intervention & Support Manager
Special Options
Special classes are located within mainstream schools and provide support for students who require extensive adjustments to the curriculum. These classes operate inclusively, allowing students to learn alongside their same-age peers with a reduced teacher-to-student ratio of 1:6.
Inclusive education is at the heart of its commitment to fostering a supportive and equitable learning environment for all students. The school’s Special Options Program is a cornerstone of this commitment, providing tailored educational pathways for students with additional needs. The Special Options Program is designed to support students with diagnosed disabilities, ensuring they have access to meaningful, engaging, and personalised learning experiences. These programs focus on developing academic skills, life skills, and social confidence, empowering students to reach their full potential.
At Our Woodville, the Special Options program is dedicated to preparing students with disabilities for life beyond school by building strong pathways to further education, training, and employment. We foster self-determination and self-belief through personalised learning, academic rigour, and targeted support that nurtures critical thinking, problem solving, and collaboration. With a strong emphasis on real-world skills and meaningful community connections, we ensure students are confident, capable, and well-equipped to transition successfully into adulthood.
Students in the program benefit from smaller class sizes, which allow for individualised support. Specialist teachers and support staff work closely with families and allied health professionals to create customised One Plans that outline each student’s strengths, goals, and strategies for success. This collaborative approach ensures a holistic and well-rounded educational experience. The program also prioritises inclusion, with opportunities for students to participate in mainstream classes, extracurricular activities, and school events. This fosters a sense of belonging and allows all students to contribute to and benefit from the diverse school community.
Inclusive Education Mainstream
At Woodville High School, the Mainstream Inclusion Support team is led by the Inclusive Education Leader and the IESP Manager, overseeing a team of approximately 15 SSOs dedicated to supporting students in accessing the curriculum and thriving in their learning and wellbeing.
This team collaborates closely with teachers to build students’ capabilities and foster independence through personalised learning programs and targeted interventions. Working in partnership with the intervention team, they apply the Multi-Tiered System of Support (MTSS) to address diverse student needs. The team includes four Student Engagement Officers who work alongside House Leaders to monitor One Plans, ensuring that the required adjustments are implemented and supported in the classroom. Case Managers and SSOs also work directly with students, giving them voice and agency in identifying the specific support they need to succeed in their learning environment.
Our SSO Team – Mainstream
Marija Lentic
Student Engagement Officer – Jupiter
Alison Abineri
Student Engagement Officer – Mercury
Wagner Nogueira
Student Engagement Officer – Neptune
Matthew Tassell
Student Engagement Officer – Sirius
Kelly Brice
Classroom SSO
Oriana De’Angelis
Classroom SSO
Kai Henderson
Classroom SSO
Leon Kenny
Classroom SSO
Donna Lloyde
Classroom SSO
Hayley Madigan
Classroom SSO
Maia Naismith
Classroom SSO
Laetitia Tungaraza
Classroom SSO
Morgan Dearlove
LaND Team SSO
Erin Glazebrook
LaND Team SSO
Debra Steinhauser
LaND Team SSO
Our Inclusive Education Team
Georgina Funes
Inclusive Education Teacher
Leo Linardakis
Inclusive Education Teacher
Josh Palmer
Inclusive Education Teacher
BJ Sauerwald
Inclusive Education Teacher
Henry Hazell
Inclusive Education SSO
Rachel Krywanio
Inclusive Education SSO
Jasmin Snider
Inclusive Education SSO
Michael Zaccardo
Inclusive Education SSO
One Plan
Personalised learning and support can be provided for any learner. Children and students with disability with identified barriers to access and participation will benefit from personalised learning. Schools and preschools must document the personalised learning approach.
One Plan is the Department for Education’s online recording template to document personalised learning.
Schools must have a One Plan for the following learners:
- Aboriginal learners
- children and young people in care
- students who receive individual funding through the Inclusive Education Support Program (IESP) – this means all students who receive an IESP level 4 to 9 support
- all learners in a special education option – this includes Special Class (SC), Disability Unit (DU), Special School (SS) or Inclusive Preschool Programs (IPP)
- gifted learners who need substantial or extensive adjustments.
Schools are only required to record personalised learning on the One Plan platform for children who meet the above criteria.
To comply with the Disability Standards for Education (2005), all children and students with disability are entitled to be supported by a personalised learning approach. This approach involves:
- consultation with child or student and family
- identification of needs
- the provision of reasonable adjustments
- regular monitoring and review.
Under the Disability Discrimination Act (1992) learners with disability include those living with:
- loss of bodily or mental functions
- disease or illness – now or in the future
- malfunction, malformation or disfigurement of their body
- a disorder or malfunction that results in them learning differently, such as dyslexia, dysgraphia, intellectual developmental disability
- a disorder, illness or disease that affects thought processes, perception of reality, emotions or judgment or that results in disturbed behaviour – such as ADHD, anxiety disorder etc)
- an imputed disability.
