Teachers require a clear understanding of the range learners in their classroom if they are to plan flexible, relevant teaching, learning and assessment experiences.
The information and resources below support teachers in understanding the characteristics and needs of students under three broad categories:
- Students with disability
- Students who are gifted
- Students for whom English is an additional language or dialect (EAL/D).
The information provided here is general in nature and should always be supplemented with knowledge of individual students and their educational requirements.
Disability is broadly defined in the Disability Discrimination Act 1992 (Cth) (DDA) as encompassing physical, intellectual, social/emotional, sensory, neurological and learning disabilities.
Disability can be temporary, permanent, visible, invisible or imputed and can involve a combination of disability types. It can uniquely impact on a student’s ability to engage in teaching, learning and assessment programs.
As outlined in the Disability Standards for Education 2005 (Cth) (DSE), students with disability are entitled to access education on the same basis as their peers.
Best practices for achieving positive outcomes for students with disability include:
- developing knowledge and understanding of disability legislation. The DDA and DSE outline the requirements for education providers in Australia
- deepening understanding of the Australian Curriculum and how it can be used to support multiple means of engagement, access and participation
- consultation with the student, parents/carers, teachers and other professionals, and use of relevant data, to inform decisions about curriculum, instructional, and/or environmental adjustments
- regular reviews of adjustments, in consultation with the student and other key stakeholders, to ensure relevance to student needs over time. Sectors and schools make decisions regarding the frequency and documentation of adjustment reviews.
Additional links
Gifted education is a diverse and continually evolving domain. In this context, gifted can be defined as an individual’s untrained potential that places them within the top 10% of similar-aged peers. (Gagné, F. (2021). Differentiating giftedness from talent: The DMGT perspective on talent development. Routledge). https://doi.org/10.1080/13598139.2010.525341
Students identified as gifted can be found across all cultures, socio-economic groups and learning areas. They benefit from tailored, relevant and rigorous opportunities to develop their gifts into talents.
Regular consultation and collaboration between the student, parents/carers, teachers and other professionals are key elements of best practice for achieving positive outcomes for gifted learners.
Additional links
Students from culturally and linguistically diverse backgrounds attend schools across Queensland. For some of these students, Standard Australian English (SAE) is an additional language or dialect.
Students for whom SAE may be an additional language or dialect can include:
- Aboriginal and Torres Strait Islander students
- children born in Australia who speak a language or dialect other than SAE at home
- immigrants and refugees
- international students
- students who use Australian Sign Language (Auslan) as their first language.
These students may have rich experiences and proficiencies in their native language or dialect, but may require support in developing their proficiency in conversational and academic SAE. This support could include additional focused and intensive teaching of year level curriculum, as well as instructional and/or environmental adjustments.
EAL/D resources
The following resources have been developed to help schools and teachers learn about recognising and supporting the needs of EAL/D students:
- Identifying English as an additional language or dialect (EAL/D) students (video)
- Identifying EAL/D students: Professional development resource (PDF, 119.9 KB)
- Supporting English as an additional language or dialect (EAL/D) students (video)
- Supporting EAL/D students: Professional development resource (PDF, 125.7 KB)
- Last updated:
- 17 November 2025
