Deputy Principal - Education Support, Brent Passchier joins Around the School Table (xuno.com.au/podcasts) to unpack a practical blueprint for inclusive education at Atwell College (atwellcollege.wa.edu.au) in Western Australia. From sensory rooms and hydrotherapy to music programmes and smart use of technology, he explains how schools can widen access without always adding more staff.

The conversation begins with a mindset shift. Instead of “more hands”, Atwell focuses on “valued hands” and clear structures. Education assistants are redeployed to run targeted small-group sessions, which lightens teacher load and deepens impact. Moreover, the college embeds inclusion in the timetable: sensory engagement, literacy groups, and life skills are planned, not improvised.

Atwell’s three-pathway model sits at the core. Centralised learning supports students with higher medical, communication, or sensory needs. The Universal pathway offers a home base for core subjects while encouraging electives in mainstream classes. Meanwhile, students working at typical academic rigour receive needs-based check-ins from inclusive EAs. Consequently, support is flexible and evidence-informed.

Teacher workload is addressed head-on. Simple tech streamlines admin. Furthermore, QR-code workflows trigger assessment adjustments and scheduling, ensuring equitable access with minimal friction. General adjustments; preferential seating, scaffolded templates, and alternative outputs—are normalised. Therefore, teachers can focus on pedagogy, not paperwork.

Peer culture also matters. Health students design expos with differentiated activities, quiet spaces, and AAC options. As a result, learners support learners, and inclusion becomes a whole-school habit. Brent returns to a central theme: value over volume. Programmes succeed when they prioritise what each student needs to participate and progress.

For leaders and teachers, the takeaways are concrete. Start with what already works, then systemise it. Use data to direct FTE, not the other way round. In addition, make collaboration between mainstream and ed support staff routine. Ultimately, Brent  shows that inclusion by design can lift outcomes and reduce cognitive load—while keeping passion for teaching front and centre.

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