Care for students with special learning needs including talented, high achievers, and special needs students.
Development and Welfare of Learners · Care for Different Categories of Students
ONE CLEAR STEP AT A TIME
How do I work on this standard?
Understand the requirement, then find what supports it. The school judgement follows an evidence review.
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Strengths and growth areas use reviewed findings and professional judgement. Action, impact and review notes here are drafts saved in this browser. Use the Improvement pages to manage and review school records. Open improvement review →
School judgementNot assessed
School evidence0 real evidence mapped · Triangulation 0/3
Review & challengeDraft
Improvement0 growth areas
FROM THE OFFICIAL HANDBOOK
Official QNSA requirement
Read-only
Official standard4.2.1
Care for students with special learning needs including talented, high achievers, and special needs students.
Focus areas
Clear Mechanism/ procedures in place to identify talented, special learning needs, and disabled students.
Preparing, implementing and following up on plans (general and individual) for support programs and activities to cater to students’ different needs (talented, learning difficulties, and students with disabilities).
Taking into account students’ individual differences and when preparing the curriculum and accompanying activities (additional activities and support strategies are prepared for talented students, students with disabilities and learning difficulties).
Provide follow-up records for students with learning difficulties, talented, and disabled students clarifying their progress.
Suggested evidence
Identification mechanism/ procedures for talented, and disabled students may include (observations, assessments, competitions,..)
Support programs and activities, and resources (curricular, extra-curricular and cocurricular).
Support plans/ Individual support plans.
Individual tracking and monitoring records.
Student achievement records.
Samples of students’ works.
Surveys’ results.
Direct observations.
Interviews.
Self-reflection
How does the school identify students with learning needs, talented and disabled students?
How effective does the school implement and track plans to care for various categories of students? How does the school ensure the effectiveness?
Has the school achieved advanced positions in specialized competitions for talented students? What measures do you take to ensure achieving advanced positions in internal and external competitions?
Official rubric
4
Highly Effective
Clear mechanism/ procedures are in place to identify students that are talented, with clear, varied, and comprehensive plans that are effectively implemented and followed up on resulting in effective care and support for the needs of almost all students in this category.
Clear mechanism/ procedures are in place to identify students that have learning difficulties and/or disabled with clear, varied, and comprehensive plans that are effectively implemented and followed up on resulting in effective care and support for the needs of almost all students in these categories.
3
Effective
Clear mechanism/ procedures are in place to identify most students that are talented, with clear and varied plans that are effectively implemented and followed up on resulting in effective care and support for the needs of most students in this category.
Clear mechanism/ procedures are in place to identify most students that have learning difficulties and/or disabled, with clear and varied plans that are effectively implemented and followed up on resulting in effective care and support for the needs of most students in this category.
2
Somewhat Effective
Some procedures are in place to identify some students with talents resulting in some support for these students.
Some procedures are in place to identify some students with learning difficulties and/or disabilities resulting in some support for these students.
1
Ineffective
School has limited procedures in place to identify and support talented students. OR
Implementing procedures that do not contribute to the improvement of any students in this category.
School has limited procedures in place to identify and support students with learning difficulties and/or disabilities.
Focus source: 126Rubric source: 130, 131
OUR SCHOOL’S WORK
School response
Human-owned judgement
01
School evidence
Choose evidence that shows what the school does. The same evidence can support more than one standard without uploading the file again.
Reading existing governed sources; no second evidence database is created.
02
What the evidence shows
What does the evidence tell us? Record each finding clearly, connect it to supporting evidence, then submit it for review.
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This layer interprets evidence; it never changes official QNSA text.
03
School judgement
Compare the reviewed findings with the QNSA rubric. A responsible person chooses the judgement and explains why; the system does not choose it automatically.
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Judgement is human-owned and grounded in governed findings plus the official QNSA rubric.
04
Strengths · Growth areas
What should we keep doing? What needs to improve? Use the findings and judgement, then ask for each point to be reviewed.
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This layer is grounded in professional judgement and governed findings.
05
Improvement action · Impact
Convert standard gaps into trackable actions, then record implementation impact.
Improvement action
No actions linked yet.
Impact
Impact not yet evidencedRecord impact only when a change for learners can be supported by evidence.
06
Review & challenge
The reviewer challenges the quality of reasoning; the system never issues an accreditation judgement automatically.
07
History
The standard becomes an improvement story, not a static snapshot.