Students at Risk

Students across KICE who require an adjusted curriculum are catered for through a range of programmes. Students with a verified disability receive additional funded support through DECD. Students are verified as having a disability under the DECD categories of Speech (SS), Speech and Language (SL), Physical (P), Autism Spectrum Disorder (ASD), Vision (V), Hearing (H), Intellectual (I) and Global Developmental Delay (GDD). This funding runs specific programmes, for example Minilit and Multilit intervention programmes; speech programmes, fine and gross motor programmes; Modified SACE for eligible students. Support for students with verified disabilities under the above categories may happen in the whole class setting, or in programmes that students access outside the classroom. Each support programme will meet individual needs. Support is provided by special education staff including teachers and SSOs (School Service Officers).

Special Education Staff

Kingscote Campus

  • Gill Ewings – Assistant Principal, Students at Risk (KICE) and Special Education Teacher (Kingscote)
  • Tash Murray – Special Education Teacher
  • Shaun Koopman – Special Education Teacher
  • Verity John – Special Education Teacher
  • Emma Coppins – School Service Officer
  • Emma Richardson – School Service Officer
  • Melissa Hoffman – School Service Officer
  • Jasmin Florance – School Service Officer
  • Sharon Spark – School Service Officer
  • Marie Florance – School Service Officer
  • Elvie Christophers – School Service Officer
  • Naomi Wallace-Mitchell – School Service Officer
  • Yvonne Dodgson – School Service Officer

Flexible Learning Options (FLO)

  • Chris Johnson – FLO Coordinator
  • Jay Peters – FLO teacher
  • Anthea Ness – School service officer

Penneshaw Campus

  • Leanne Woods – Head of Campus
  • Louise Swinney-Snowball- Counsellor
  • Deb Butler – School Service Officer

Parndana Campus

  • Heidi Grieg – Wellbeing Leader P-12 and Coordinator STaR P-10


  • Students at risk are not exempt from normal school and classroom behaviour management procedures however,
  • we must acknowledge students varying levels of ability to understand the relationship between rights and responsibilities.
  • Students with disabilities have behaviour measured in the context of their Negotiated Education Plan.
  • Any behaviour management strategies highlighted in the Negotiated Education Plan which differ from those described from the whole school are negotiated with parents, care givers, support services and relevant agencies. These strategies are clearly communicated so they can be consistently applied by staff managing the student.
  • Information from the shared with all teachers.

Visiting Consultants
External consultants visit Kangaroo Island to provide specialist support to parents, staff and students with disabilities. They work directly with students, and meet with staff and parents. Some are Education Department personnel from Student Support Services at Noarlunga, including Speech Pathologists, Educational Psychologists, and Hearing Impairment and Behaviour Management consultants. Support services also provide a Special Educator, an experienced person who takes a general role, helping in whichever way is most useful. Other support, according to individual needs, is accessed through external organisations. Private consultants are also sometimes employed.

Useful Web Sites
National Disability Insurance
Special Education

  • DECD Support Services
  • Health Support
  • Special Education Resource Unit-SERU
  • Links to various agencies

Libraries and Resources
Children’s Development Health Foundation

Nationally Consistent Collection of Data on School Students with Disability
We have commenced the annual nationally consistent collection of data on school students with disability (‘the Collection’).
This will involve the collection of: the number of students receiving adjustments to enable them to participate in education on the same basis as other students; the level of adjustment provided to students; and where known, the student’s type of disability.
Under the Collection model the definition of disability is broad and includes learning difficulties, health and mental health conditions.
If your child is identified for inclusion in the Collection, the required information about your child will be included in this year’s data collection.
If you have any questions about the data collection, please contact your campus.

Further information about the Collection can be found at: