Term 2 update

Welcome to this edition of the Special Education Network Update.

QTU explainer: HOSES and special education programs

Earlier this year, the QTU released a new explainer resource for members on heads of special education services and special education programs. You can access the resource here.

The resource brings together current departmental guidance and helps dispel common misconceptions about special education in schools. It reinforces that special education programs remain an integral part of school support structures and clarifies that schools are not required to rename programs or roles as “inclusion”.

Importantly, the explainer highlights the Department of Education’s own guidance, which states: “Some students with disability may benefit from targeted support, such as small group intensive teaching, as a reasonable adjustment and do not have to be in their mainstream classroom all day, every day.” (Department of Education, 2026)

This confirms that flexible delivery models, including withdrawal for targeted teaching, remain appropriate and supported where they form part of reasonable adjustments for students.

Members are encouraged to read and share the resource to support informed local discussions and to confidently challenge myths about inclusion and special education.

Specified site allowance

Members working in special schools and special education programs should check that they are receiving the specified site allowance where they are entitled to it.

The allowance should generally be paid automatically where a teacher is correctly attached to the relevant special education work location. However, payroll issues can arise if a teacher is recorded against the main school location rather than the special education location.

Members should check the earnings and allowances section of their payslip and raise any concerns with their principal or business manager in the first instance. Where the allowance has not been paid, members should seek correction and back payment where appropriate. Contact the QTU if the issue is not resolved locally.

Deputy principal – special education role clarification

Members should be aware of a clarification published in ConnectED on 24 March regarding the deputy principal – special education role, also known as a HOSES 4 role.

This follows issues identified late last year around how the role was being applied in some schools, including a lack of clear distinction from general deputy principal duties and, in some cases, the absence of dedicated special education leadership despite significant student need.

The department’s advice states:

“Deputy principal (special education) roles

“This is a reminder that the deputy principal (special education) role is distinct from the general deputy principal role and is designed to provide targeted leadership and support for students with disability. The role is not intended to undertake the routine or ongoing duties of a general deputy principal. Discuss your workforce needs with your school’s key HR contacts.”

This advice reinforces the intended purpose of the role and should inform local discussions about appropriate use.

It should also be noted that this advice relates specifically to deputy principal – special education roles in mainstream settings, and is distinct from the role of a deputy principal working in a special school.

Celebrating the work of special educators

Why I love working in a special school

“Working in a special school is both a privilege and a purpose. Every day, I have the opportunity to make a difference in the lives of some of our most vulnerable young people — students who, without intensive support, may not have the opportunity to experience success in their learning and lives.

“Throughout my career, I have taught students with complex health conditions and disabilities. While I have experienced the heartbreak of losing some students due to the impacts of their disabilities, I am grateful for the privilege of helping make each day as positive and meaningful as possible. Supporting students to access their world, communicate, learn, and connect with others is incredibly rewarding.

“Special schools also provide unique opportunities for educators to become curriculum experts. We deeply understand curriculum content and use creative pedagogies, innovation, and problem-solving to engage every learner. Our students consistently demonstrate determination and resilience, inspiring us to find new ways to support their growth and success.

“As a deputy principal, I can extend this impact by working alongside teachers and support staff to solve complex challenges, strengthen teaching practice, and create opportunities for even more students to thrive.”

Tracey Banks, Deputy principal - special school & QTU Special Education Committee member

QTU Roselynne Anderson Scholarship

Members are encouraged to keep an eye out for the QTU Roselynne Anderson Scholarship, which will open for applications early next term.

The scholarship was established following a recommendation from the QTU Special Education Committee and honours the significant contribution of QTU Life Member Roselynne Anderson, including her long-standing involvement in special education, school leadership, and women in education.

Each year, eligible financial QTU members may apply for a scholarship of up to $2,000 to assist with expenses associated with professional development, training, or further tertiary education relevant to one or more of the following areas:

special education
school leadership
women in education.

More information can be found here.

Subscribe for special education news and updates

Are you interested in joining the QTU Special Education Network and staying updated on the key issues impacting members working in special schools and SEPs? Receive regular information, updates, and resources straight to your inbox by signing up here.

You can also find past updates and other QTU newsletters here.

Chris Smith
A/Assistant Secretary – Industrial and Legal