Education WAÂ introduces Goodna State Special School in Goodna, for all your education and learning needs.
Goodna State Special School endeavours to provide the highest possible quality of educational programs for the students who have Intellectual Impairment and other significant disabilities and who live in the eastern suburbs of Ipswich. The school was established in 1975 and it has experienced significant growth in recent years.
It is currently a Band 10 school with approximately 110 students from Prep to Year 12. The school provides a safe, stable learning environment where every student can experience success every day. We deliver an educational experience for our students that promotes their confidence and capacity to be citizens who are as independent and productive as is possible.
Our curriculum focuses on the interests and abilities of each student and progressively builds on their successes. This promotes their self-esteem and their positive image of themselves as learners. Learning is practical, functional and clearly related to 'real-life' activities. We expect success and we set high standards for achievement. We work closely with our parents and caregivers, and we value them as our most important partners in achieving the best possible learning for our students.
The school maintains a high profile in the local community and has close working relationships with other community agencies and government departments that support or otherwise interact with our students and their families. These partnerships mainly occur through the Goodna Integrated Family Support (GIFS) program which is funded by the Department of Communities and run by Ozcare. The school benefits by having a trained Social Worker who works as a Family Support Worker with the families who volunteer to be GIFS clients.
We welcome new students to our school and are committed to providing a “whole” learning experience to all students. Our committed staff and supportive parent community provide quality educational support from Prep to 17yrs.
