Temporary Teacher - Special Education
Employment
Full time, Temporary
Subject
Special Education
Sector
Government
Teaching level
Primary
Salary range
Closing date
2 June 2026
Posted 27 May 2026
Details look wrong? Report an errorAbout Disability Unit Salisbury Park PS
Role description
Salisbury Park Primary School is seeking an experienced, enthusiastic and committed teacher for their disability unit in 2026. This teaching position requires some skills in using ABLES for assessment and reporting, ACARA General capabilities for programming and assessment and support the writing of accurate One Plans or willing to upskill with the use of these platforms. Knowledge in Augmentative communication systems, Key word sign, literacy programs and emotional regulation is essential. The teacher will need to have an understanding with the Team around the child approach.
This is a 0.4 role.
Desirable skills:
1. Able to develop student skills using diverse curriculum.
2. Able to work with students with multiple disabilities and diverse needs.
3. Able to work in a team with teachers and SSO's.
Apply by submitting your resume and answering the questions below in an application response:
1 - Describe your experience working with students with disability or additional needs in a primary years setting. What inclusive strategies did you use to support their learning?
2 - How do you collaborate with support staff, families, and external specialists to develop and implement individual learning plans (ILPs) for students with disabilities?
3 - Share an example of a challenge you have faced when supporting student behaviour or engagement in a specialised setting, and how you addressed it.
This is a 0.4 role.
Desirable skills:
1. Able to develop student skills using diverse curriculum.
2. Able to work with students with multiple disabilities and diverse needs.
3. Able to work in a team with teachers and SSO's.
Apply by submitting your resume and answering the questions below in an application response:
1 - Describe your experience working with students with disability or additional needs in a primary years setting. What inclusive strategies did you use to support their learning?
2 - How do you collaborate with support staff, families, and external specialists to develop and implement individual learning plans (ILPs) for students with disabilities?
3 - Share an example of a challenge you have faced when supporting student behaviour or engagement in a specialised setting, and how you addressed it.