A positive educational experience challenging young people to broaden their horizons.
An education model based on the idea that each student has his/her own unique interests, needs and abilities.
Small classes, daily one-on-one support and flexible learning environments.
Horizons College believes that all young people deserve and benefit from a positive educational experience.
Student & Parent / Caregiver Handbook

Student & Parent/Caregiver Handbook

The Student and Parent/Caregiver Handbook outlines the key logistics, expectations, and requirements that are associated with enrolment at Horizons College.

Child Protection Policy

Child Protection Policy


The purpose of this policy is to provide a policy as part of Horizons College’s written processes about how the school will respond to harm, or allegations of harm, to students under 18 years old, and the appropriate conduct of the school’s staff and students, to comply with accreditation requirements and is available to download in PDF format here:

Policy For Students With A Disability

Policy For Students With A Disability


The purpose of this policy is to meet the educational needs of students with disabilities in a manner that complies with relevant anti-discrimination and accreditation legislation, and takes into account student learning needs while balancing the interests of all parties affected.


This policy applies to college employees contracted on a temporary, casual, fixed term, or continuing basis. In addition, this policy applies to students who are enrolled the Horizons College of Learning and Enrichment, and their parents/caregivers. The requirements of this policy apply at all times whilst a contract of employment with Horizons College of Learning and Enrichment exists. Employees should note that the policy also applies while escorting students on camps, excursions, and tours.

Legislative references
  • Education (Accreditation of Non-State Schools) At 2001 (QLD)
  • Education (Accreditation of Non-State Schools) Regulation 2001 (QLD)
  • Anti-Discrimination Act 1991 (QLD)
  • Disability Standards for Education 2005 (Cth)
  • Disability Discrimination Act 1992 (Cth)
  • A child is a person under 18 years of age
  • Disability, in relation to a person, means:
    • Total or partial loss of the person’s bodily or mental functions; or
    • Total or partial loss of a part of the body; or
    • The presence in the body of organisms causing disease or illness; or
    • The presence in the body of organisms capable of causing disease or illness; or
    • The malfunction, malformation, or disfigurement of a part of the person’s body; or
    • A disorder or malfunction that results in the person learning differently from a person without the disorder or malfunction; or
      • A disorder, illness or disease that affects a person’s thought processes, perception or reality, emotions or judgement or that results in a disturbed behaviour; and includes a disability that:
      • Presently exists; or
      • Previously existed but no longer exists; or
      • May exist in the future (including because of a genetic predisposition to that disability); or
      • Is imputed to a person

To avoid doubt, a disability that is otherwise covered by this definition incudes behaviour that is a symptom or manifestation of the disability (Disability Discrimination Act 1992, Cth).

Policy Statement

Horizons College of Learning and Enrichment values the diversity of all students and recognises the right of all students to equitable access to the curriculum.
Horizons College of Learning and Enrichment will assist the full participation of students with disabilities by:

  • Valuing all students as individuals and identifying and responding to their needs;
  • Consulting with the students and parents/caregivers to make well-informed decisions about the education program to be developed for each student with a disability;
  • Identifying and addressing barriers that limit students’ opportunities, participation and benefits from schooling;
  • Providing an appropriate level of resources within available funds in order to reasonably accommodate the needs of students with disabilities;
  • For students who have been verified as having a disability, developing and implementing an Education Support Plan which will assist in helping to meet the student’s individual learning needs. The Educational Support Plan will be reviewed periodically and at this time parents/caregivers will be requested to meet with the Principal or her delegated representative, in order to discuss the progress of their child. (See Processes section below);
  • Making reasonable adjustments in modifying, substituting or supplementing curricula, course work requirements, timetables, teaching methods and materials, and assessment procedures to meet the needs of students with disabilities;
  • Providing physical environments that are accessible, stimulating, safe and welcoming;
  • Devising fair and transparent enrolment procedures for all students, including those with disabilities;
  • Respecting the rights of people with disabilities to privacy and confidentiality;
  • Fostering and encouraging among staff and students positive, informed and unprejudiced attitudes towards people with disabilities; and
  • Supporting and assisting students to make alternative satisfactory educational arrangements when the College is unable to meet their needs.

The College provides educational programs, which cater for the individual learning needs of students. Where enrolment applications are received from students with disabilities, the following processes will apply:

The College will take into account the individual support needs of the applicant and the capacity for the College to provide an appropriate educational program for the student. In particular, the College will assess the level of special service or facilities and the learning support required under the Commonwealth Government’s Disability Standards for Education 2005 and the Queensland Government’s cross-sectoral Educational Adjustment Program.

The Education Adjustment Program (EAP) is the process for identifying and responding to the educational needs of a student with a disability. Adjustments are made by teachers to enable a student with a disability to acces the curriculum, achieve curriculum outcomes and participate in school life.

The EAP Process has three elements: Verification; Profile; Validation.

Verification is the process of confirming that a student’s identified impairment and the associated activity limitations and participation restrictions require significant education adjustments. Disabilities are considered under the categories of: hearing impairment, physical impairment, vision impairment, autism spectrum disorder, intellectual impairment speech-language impairment and social emotional disorder.

The Profile records the frequency of education adjustments made for students with disabilities to access curriculum, achieve outcomes and participate in the life of the school.

Validation is part of the quality assurance process for EAP and is completed by verifiers during the review process. It ensures the reliability of profiles by requiring schools provide evidence of relevant curriculum adjustment.

Upon the student’s admission to enrolment, the College:

  • Undertakes Independent Schools Queensland’s processes for verifying disability and determining individual support requirements according to the Educational Adjustment Program;
  • Makes application for funding support;
  • Seeks support from district learning support personnel;
  • Undertakes to involve the parents/careers in developing appropriate support mechanisms;
  • Devises and implements and Individual Education Program as appropriate;
  • Reviews on a periodic basis the student’s achievement in the Individual Education Program or other programs and the degree to which support services continue to be appropriate.

Educational support staff at the College liaise with all teachers of students with disabilities to ensure that they are as fully integrated as possible into mainstream classes and to ensure support is delivered in a non-discriminatory manner compliant with relevant anti-discrimination legislation.

Should a student appear to develop signs of disability subsequent to enrolment, the matter is referred to the College’s educational support staff who then work with parents/caregivers and relevant specialists to determine the student’s needs and additional support that may be required.

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