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Education Assistant - Special Needs
Employment
Full time/Part time, Permanent or Temporary
Subject
General Teaching
Sector
Government
School type
Primary
Closing date
2 April 2026
Posted 27 Mar 2026
Details look wrong? Report an errorAbout Wellard Primary School
942
Total students
53%
Boys
47%
Girls
52.6
Teaching FTE
32.3
Non-teaching FTE
1,023
ICSEA value
57th percentile · Average SES
49%
EAL/D Background
4%
Indigenous students
Source: ACARA My School data
Role description
Applicants from the previous process IPS/SS965648 who were assessed as suitable are not required to reapply.
We are seeking to establish a pool of Special Needs Education Assistants for permanent and fixed term, full-time and part-time vacancies which may arise during the 2026 school year. Appointments may be offered at any time for vacancies that commence during this period.
Wellard Primary School (PS) opened in 2018 and caters to students from Kindergarten to Year 6, located in the heart of the growing Wellard community. Today, our school supports a vibrant and diverse population of 770 students.
We are committed to developing happy, respectful, confident, and resilient learners who are curious and self-motivated. Our safe, inclusive, and engaging learning environment supports every child to thrive academically, socially, and emotionally.
Find out more about our school by visiting wellardps.wa.edu.au or Schools Online.
The Role
As an Education Assistant - Special Needs, you will assist in the implementation of specialised education programs and collaborate with teachers to create and maintain a supportive, inclusive education environment tailored to the specific needs of students. Experience working with students with Autism Spectrum Disorder (ASD), a pastoral care approach, and the capacity to support students with social skills development and emotional regulation are highly desirable. Additionally, skills and attributes such as experience dealing with complex behaviours, working with individuals or small groups of students, and familiarity with trauma-informed practice and m…