senate inquiry into education of students with disability

7/23/2019 Senate Inquiry Into Education of Students With Disability

1/85

Hear Our Voices

Current levels of access and attainment forstudents with disability in the school

system, and the impact on students andfamilies associated with inadequate levels

of support

Children with Disability Australia

Submission August 2015

Children with Disability AustraliaPage 1


2/85

Contents

Introduction

5

Children with Disability Australia

Human !i"ht #ramewor$

%

!esponses to the Inquiry&s 'erms of !eference

()

A* Current levels of access and attainment for students with

disability in the school system, and the impact on students andfamilies associated with inadequate levels of support*()

PREV!"S #$"RES

12%&E DREC% E'PERE#CE 1(

Systemi) )ulture o* low e+,e)tations

1-nade.uate resour)es and *unding

1/S)hool attendan)e 1or*or)e )a,a)ity 2(E+)lusion 234onitoring students ,rogress and out)omes

(1amily6s)hool engagement

(-Restraint and se)lusion

(5

Abuse (78ullying

(7%rans,ort -1Com,laint me)hanism

-2C"RRE#% #A%!#A9 S#APS&!%

-(

+* 'he social, economic and personal benets of improvin" outcomes

for students with disability at school and in further education andemployment* -.

Children with Disability AustraliaPage 2


3/85

C* 'he impact on policies and the education practice of individualeducation sectors as a result of the /ore 0upport for 0tudentswith Disabilities pro"ram, and the impact of the cessation of thispro"ram in 1)(- on schools and students* 5(

4SSD S%R"C%"RE 52SS"ES ! C!#CER#

5(

2* 'he pro"ress of the implementation of the needs3based fundin"system as stated in the Australian 2ducation Act*

5-

PR!:RESS %! DA%E

55

C!#CER#S 5

#* 'he pro"ress of the 4ationally Consistent Collection of Data on0chool 0tudents with Disability and the ndin"s,recommendations and outcomes from this process, and how thisdata will, or should, be used to develop a needs3based fundin"system for students with disability*

5%

* How possible chan"es as a result of the 4ationally ConsistentCollection of Data on 0chool 0tudents with Disability will be

informed by evidence3based best practice of inclusion of studentswith disability* (

H* 6hat should be done to better support students with disability inour schools* 1

P!9%CA9 9EADERS&P

/-SPECC RE!R4 AREAS S"44AR; ! REC!44E#DA%!#S

/-

I* 'he early education of children with disability*7

8* Any other related matters*.

SPECA9 SC&!!9S /3#DS A#D ED"CA%!# #%ERACE

0

Conclusion71

Children with Disability AustraliaPage (


4/85

+iblio"raphy

79Appendices

CDA S"84SS!#S A#D P!9C; PAPERS

A,,endi+ A1 Australian Edu)ation 8ill 2012A,,endi+ A2 Australian Edu)ation 8ill 201(A,,endi+ A( 6 Australian Edu)ation 8ill 201(A,,endi+ A- 6 ndigenous Edu)ation A)tion Plan Dra*tA,,endi+ A5 6 4CEE%;A A)tion PlanA,,endi+ A/ 6 Produ)ti


5/85

Introduction

t is the


6/85

ambition has been limited and these ,rograms remain bolt6on ,rograms outsidethe )ore *unding and ,oli)y model *or edu)ation %hey do not *undamentally)hange the way edu)ation is deli


7/85

CDAs ,ur,ose is to ad


8/85

Australian Education Bill 2012

Australian Education Bill 201! ?two submissions ,ro


9/85

Disability A)tion Day 6 Parliament &ouseB Canberra )o6hosted with theAustralian Edu)ation "nionH

Pre6budget *orum on the edu)ation o* students with disability 6 Parliament&ouseB CanberraH

#ational Edu)ation Summit SydneyH

Edu)ation Re*orm 9eaders Summit SydneyH and #umerous *amily roundtable and dis)ussion *orums

Human !i"hts #ramewor$

%he "nited #ations "on#ention on the $i%hts of Persons with Disability 200&?CRPD@ and the "on#ention on the $i%hts of the "hild 1'('?CRC@ )learlyestablish the right o* )hildren with disability to re)ei) re*eren)e is made in Arti)le 2( o* to the rights o* )hildren with disabilityto JenGoy a *ull and de)ent li*eB in )onditionsB whi)h ensure dignityB ,romote sel*relian)e and *a)ilitate the )hilds a)ti


10/85

ne)essary measures to ensure the *ull enGoyment o* )hildren with disabilities o*all human rights and *undamental *reedoms on an e.ual basis with other)hildrenK-

Arti)le 2- s,e)i>)ally relates to edu)ation=State Parties reco%ni,e the ri%hts of person with disabilities to education-.ith a #iew to reali,in% this ri%ht without discri+ination and on the basisof e4ual opportunity* State Parties shall ensure an inclusi#e educationsyste+ at all le#els and life lon% learnin% directed to1- 6he full de#elop+ent of hu+an potential and sense of di%nity and self

worth* and the stren%thenin% of respect for hu+an ri%hts* funda+entalri%hts and hu+an di#ersity

2- 6he de#elop+ent by persons with disabilities of their personality*talents and creati#ity* as well as their +ental and physical abilities* totheir fullest potential and

3. Enablin% persons with disabilities to participate eecti#ely in a freesociety5

Australia has also im,lemented domesti) legislation and ,oli)y aimed atu,holding the human rights o* )hildren and young ,eo,le with disability %heDisability Discri+ination Act 1''2?DDA@ is the ,rimary legislati


11/85

Stren%then the capability of all education pro#iders to deli#er inclusi#e

hi%h 4uality educational pro%ra+s for people with all abilities fro+ earlychildhood throu%h adulthood

9ocus on reducin% the disparity in educational outco+es for people with a

disability and others

Ensure that %o#ern+ent refor+s and initiati#es for early childhood*education* trainin% and s)ill de#elop+ent are responsi#e to the needs of

people with disability and

:+pro#e pathways for students with disability fro+ school to furthereducation* e+ploy+ent and lifelon% learnin%- (

%here is a breadth o* legislation and ,oli)y that relates to the ,ro


12/85

2-L o* students with disability attend non6go


13/85

!ecommendation (; Colle)tion o* national data regarding rates o* enrolment indistan)e edu)ation and home s)hooling o* students with disabilityB in)luding thereasons *or enrolling in these o,tions

!ecommendation 1; Colle)tion o* national data regarding rates o* ,art time

attendan)e in s)hooling o* students with disability

!ecommendation 9; Colle)tion o* national data regarding rates o* sus,ensionand e+,ulsion o* students with disability

=I!I20%he signi>)ant inade.ua)ies o* the edu)ation system *or students with disabilityand the need *or re*orm ha


14/85

CommitteeB %ea)hing and 9earningH((

Senate n.uiry into the Edu)ation o* Students with DisabilitiesH(-

Senate Sele)t Committee on S)hool undingB E.uity and E+)ellen)e inAustralian s)hoolsH

Vi)torian Auditor6:eneral n.uiry into Edu)ation %ransitionsH(5and

Vi)torian E.ual !,,ortunity and &uman Rights CommissionB &eld 8a)=%he E+,erien)es o* Students with Disabilities in Vi)torian s)hools(/

Presently there are a number o* in.uiries into edu)ation and students withdisability at the state and territory le


15/85

e+am,le through in)or,orating disability s,e)i>) )lasses within mainstreams)hools(3

Re)ent times ha


16/85

See us as )ids who want to be happy and ha#e ideas li)e e#eryone else ?Student aged 1( years

5- All 7+y son3s school8 could see was a disability* they could not see thechild rst ? Parent

&- .hen 7+y child was8 due to start school 7:8 was told the school couldn


17/85

1C- 6he Principal and teacher are unwillin% to i+ple+ent strate%ies to assist+y children- 6hey are basically treatin% +y fa+ily as a burden and ani+position ?Parent

1(- : ha#e in the past been as)ed to )eep +y child ho+e on an open day-6hey didn


18/85

2!- My dau%hter


19/85

0chool attendanceStudents and *amilies must )ontent with a broad range o* dis)rimination relatingto s)hool attendan)e and a))ess hile the ability o* all )hildren to attend theirlo)al s)hool is an embedded


20/85

2- .hen transitionin% fro+ a special school to +ainstrea+ school : phonedabout 1520 schools in our area- Most of these either +ade poor e/cusesas to why they couldn


21/85

55- 7: was told it was8 Lbetter for 7+y child8 in a support unit settin% as he is+i/in% with his own Parent

5&- Not one school would ta)e 7+y son8 as they said Lhe3s 1& and le%allydoesn3t ha#e to be at school- 6his was despite +y son wantin% aneducation

Parent

5C- Nine schools denied access to 7+y son8- : did not e/pect this as : wantedto return to wor)- 7$easons cited included8 Llac) of resources* Lwe don3tta)e Gthe+3 here 7re%ardin% students with disability8* Lnot enou%hfencin% or they would ta)e an application and then send a letter sayin%there were no places Parent

Some s)hools oer only )onditional enrolment to students with disability ore+am,leB it has been re,orted to CDA that enrolment has been )ontingent on*amilies ,aying e+tra *ees or students being e+)luded *rom )ertain a)ti


22/85

for your child to +iss out on those thin%s with no oer or refusal toconsider reasonable ad@ust+ents ? Parent

&&- 7My child was8 not oIcially refused but when we in4uired it was +adefairly ob#ious we were not welco+e ? Parent

&C- .e approached our local "atholic secondary school and were told that dueto fundin% constraints and the fact that they


23/85

and treat+ent of hi+- :n the end he beca+e suicidal and we realised theschool was ne#er %oin% to help hi+ only +a)e hi+ worse- .e wereostracised as a fa+ily ? Parent

C5- .e were not refused but both +y children were treated se#erely until +ychild %ot so an/ious they lost control of bladder and bowel +o#e+ents ona re%ular basis ? Parent

t is *re.uently re,orted to CDA that students with disability are unable to attends)hool *ull time S)hools o*ten )ite ha


24/85

(- : was actually pressured by the school syste+ to ho+e school +y son withdisability- So+ethin% : didn3t and don3t want to do and that : a+ note4uipped to do- Ket the school syste+ was )een for +e to do that +ostly: thin) so that they could wash their hands of the responsibility ofeducatin% hi+ ? Parent

(5- 7My son8 been e nowattends part ti+e ho+e schoolin% due to parental wor) co++it+ents ?Parent

(&- : now ho+e school +y son because schools )ept %i#in% up on hi+ and :was not %oin% to send hi+ to yet another school and ha#e it happen a%ain? Parent

(C- 7My child8 needed to be +o#ed to distance educationdue to abuse byteachin% sta ? Parent

((- My son has recently been enrolled in distance education as the classroo+has beco+e inaccessible to hi+- >is sensory processin% issues are unableto be catered for due to the si,e of the class Parent

('-A state child protection authority has pro%ressed action a%ainst a parentfor not +eetin% the le%al re4uire+ents for school attendance for herchildren- 6he parent was ho+e schoolin% her children as schools had notbeen +eetin% their needs-

'0- 9a+ilies ha#e reported e/periencin% discri+ination as a result of ha#in% toho+e school children* includin% bein% unable to access to educational

pro%ra+s and acti#ities* 6echnical and 9urther Education 76A9E8 and

;ocational Education and 6rainin% 7;E68 courses-

Physi)al a))essibility o* a s)hool ,remises is also a )lear area wheredis)rimination in enrolment andNor ,arti)i,ation is e+,erien)ed

'1-At 7+y dau%hter3s8 school the co+puter roo+ is upstairs- :t is notaccessible- :nstead* she stays in her class with a teacher or aide and usesthe classroo+ co+puter ? Parent

32A pri+ary school told +e they would not ha#e enou%h roo+ for +y son


25/85

'&-A parent contacted "DA because her son3s school placed hi+ in thefurthest away classroo+ that is hard to %et to in his wheelchair and arerefusin% to swap the roo+s-

!ecommendation -;urther edu)ation and in*ormation must be ,ro


26/85

'C- 7At hi%h school8 : was denied the opportunity to use Au%+entati#e andAlternati#e "o++unication- 6his +eant +y co++unication was restrictedto people tal)in% to +e* without %i#in% +e a chance to respond- 6he clear+essa%e was that what : had to say was not worth listenin% to ? Student

aged 17 years

'(- : ha#e to %o to e/tre+e len%th to )eep +y dau%hter in inclusi#eeducation- So+eone needs to educate the e/perts about tea+wor)* realchoices and hu+an ri%hts ? Parent

''- .e ha#e wor)ed closely with the school to support the+ and enable the+to appropriately support our son- 6hey lac) the trainin% and capability tosupport hi+- 6he issues that are e/perienced often result fro+ the+failin% to see the warnin% si%ns- So it escalates and then he %oes into+eltdown and the way they handle that +a)es it worse- 6hey ha#esecluded hi+* loc)ed hi+ out of the classroo+ and ha#e restrained hi+

Parent

100- 6he +ain barriers ha#e been around the schoole


27/85

10&- My dau%hterowe#er* ade4uate support isn


28/85

11- Jn paper +y child recei#es a lot of support- :n reality the 4ualityand appropriateness of that support is often poor- 6here is a focus onsol#in% shortter+ classroo+ disruptions rather than the lon% ter+ needsof +y child- 6he end result is dependency on teacher aide rather thanteachin% s)ills that would allow the+ to be selfsuIcient learner

Parent

115 7My si/ year old son8 had #e dierent relief aides in the last twowee)s and the school told +e that he3s been a bit unsettled Jf course hehas with that +any chan%es in aides Parent

A *urther issue is when e+ternal e+,ertise is ignored or not ee)ti


29/85

outside for a couple of hours- : ha#e no idea what +y son was doin% forhours outside the classroo+ ?Parent

121- 7My son8 was %ettin% in trouble at school for not co+pletin% wor)-6hey thou%ht he was bein% nau%hty* not realisin% why this was happenin%

Parent

122- 7My child8 was suspended ei%ht ti+es when he was in %rade twowhile in a support class in the public syste+ 6he school used suspensionto le%iti+ise their actions to re+o#e oursel#es fro+ the school ? Parent

12!- My child was suspended in year si/ for ei%ht wee)s- 6he rst fewdays were full suspension* after that he was #ery slowly allowed bac) intothe school day under the %uise the school were %ettin% appropriateresources in place- All they did was isolate +y son further for his an/ietyand actually contribute to the proble+ ? Parent

12- :


30/85

9earning about and de


31/85

with )hildren in order to meet indi


32/85

belong within a s)hool )ommunity and are )onne)ted to a range o* ,eo,le withinthat )ommunity are highly im,ortant to ensuring a ,ositi


33/85

would ty,i)ally be )onsidered unthinableB howe


34/85

hi+- 6he choice we were %i#en was that he could stay in a hotel nearby->e therefore did not attend as we thou%ht that was the best part sleepin%with the other )ids- >e is #ery isolated at school ca+p would ha#e been a%reat opportunity to +a)e friends Parent

1!- 7My dau%hter8 has had to +iss out on swi++in% if there has beenno one willin% to %et in the pool with her ? Parent

1- Jur son has been e/cluded fro+ student %roups that run durin%lunch as the school has stated that the inte%ration aides that he +ayre4uire durin% these %roups are entitled to their lunch brea) ? Parent

15- 7My child3s8 school infor+ed +e that they cannot increasesuper#ision in the schoolyard durin% recess and lunchti+e- As a result* theschool is restrictin% +y son in the schoolyard durin% these ti+es and so heis often unable to play with his peers- .ithout super#ision* the school hasalso +ade +y son stay in the conference roo+ durin% these ti+es where*

throu%h the %lass wall* +y son watches his peers play outside in theschoolyard Parent

1&- 7My child8 does not attend asse+blies to recei#e awards becauseshe +a)es too +uch noise Parent

1C- 7My son3s8 school were concerned that he was %oin% on a schoolca+p and su%%ested we pic) hi+ up at end of each daye was and they were surprised Parent

1(- Jn +ore than one occasion : ha#e had to chaperone or 7+y

dau%hter8 has had to +iss lar%e school e/cursions 7such as the ,oo8because they did not ha#e the ade4uate sta to +aintain safe ratios:t


35/85

in)luding #AP9A# and the Australian %ertiary Admission Ran ?A%AR@ o* theAustralian Early De


36/85

15&- : participated in +eetin%s 7howe#er the8 :EP has not beenupdated in the past yeare#en thou%h : ha#e placed this re4uest inwritin% se#eral ti+es and been pro+ised it ? Parent

15C- : was basically infor+ed what the school wanted +y son to achie#edespite +y disappro#al- My opinion was dis+issed

Parent

15(- 6he :EP docu+ent was basic and co+pleted before the +eetin% andreHected nothin% about what was discussed at the +eetin% : attended Parent

15'- 7: ha#e had8 incredible trouble e#en bein% able to +eet with theschool- 7:t8 has been a battle to e#en %et the+ to read the infor+ation andreports the 7allied health and other8 professionals ha#e pro#ided ? Parent

1&0- My e/perience is that :EPs are desi%ned to create the illusion ofhelp* but teachers couldn3t care less as to whether they are put in place or

are pro#idin% eecti#e outco+es or not ? Parent

As mentioned ,re


37/85

1&5- Most schools pro#ide a transition coordinator but infor+ation istotally dependent on the )nowled%e base of the coordinator which #ariesconsiderably- Not all schools oer %ood transition plans ? Parent

1// : don3t thin) the school ha#e e#er co+e to us and said Gwhat areyou doin% ne/t yearF3 ?

Parent

!ecommendation ((;De


38/85

needsha#e been +et with open hostility and inti+idatin% beha#iourtowards +yself and the ad#ocate ? Parent

1&(- 6here are barriers at e#ery turn- 6he school is an insularor%anisation and does not in#ol#e the parents in anythin% to do withselection or trainin% of appropriate aides* or fundin% of necessarye/pertise Parent

1&'- : thin) the school needs to focus on how to co++unicate withparents- 7My child3s school8 now wor) with +e but it too) +any years of%htin% to do this Parent

1C0- :t is a constant battle for the parent to ad#ocate the ri%hts of theirchild- Kou sort it all out in pri+ary school and then you ha#e to start a%ainin hi%h school and then a%ain if you chan%e schools and yet a%ain insenior school and for 7year 128E#ery year you ha#e to tell the


39/85

)on)erned or others &owenement o* a ,erson in a room or area ?eg garden@ *rom whi)htheir e+it is ,re


40/85

Parent

1(1- My son was +ade to do his one on one wor) in a storeroo+cupboard* no windows* shel#es stoc)ed hi%h with supplies---howdepressin% Parent

1(2- My son had a Gcontain+ent area3 built for hi+ when he was inPrep--- horric Parent

1(!- : ha#e heard of a child bein% sent to an area without a seat* one%u+ tree for shade and no teacher super#ision they called the Pi% Pen Parent

1(- My child was abused at +ainstrea+ school- She was hu+iliated*isolated 7and8 placed in the corner facin% the wall6hat is @ust the tip ofthe iceber% of what happened to her Parent

1(5- 7My son8 was hu+iliated in his last school* he was stuc) betweentwo Ha% poles 7in8 rain* hail or shine and was told by the teacher if helea#es that spot he will be e/pelled- >e was put on parade as a nau%htychild and when : ran% this teacher he told +e Owhat is your proble+* :stic) +y head out the window to +a)e sure he


41/85

)hildren and young ,eo,leB a)ross the )ountry n order to as)ertain whethereorts to redu)e the use o* restri)ti


42/85

denied the o,,ortunity to use the toilet while on a s)hool e+)ursion or ha


43/85

res,onding to the student who is doing the bullying n other )asesB students withdisability arent belieowdoes that help so+eone learnF All this stu really i+pacts on a )id3s selfestee+ you )now ? Student aged 1( years

1'2- $e+e+berin% all the ti+es : ha#e been bullied at school* : sin) into

+y dar)est ti+es- : a+ bein% continually pushed o#er the ed%e* noonehas resol#ed the incident* and +y Mu+ is not supporti#e enou%h to %et+e out of the %reatest depression of +y life- Now* : a+ considerin% )illin%+yself @ust so noone can bully +e any+ore Student aged 1- years?same student as abo


44/85

1''- My son left school in year nine because he could no lon%er standthe bullyin% he recei#ed fro+ other students* and in at least one case by ateacher and an education assistant ? Parent

200- 6he use of such words as e was bashed at school by two boyswho were two years older than hi+- >e would co+e ho+e with blac) eyes*bruises and scratches all o#er hi+Jnce : too) hi+ to hospital after these)ids bashed his head with a roc)- No one wor)in% at the school e#er sawany of these incidents ? Parent

20C- A 12 year old student was )in% hit* a sudden and forceful punch tothe head* and )noc)ed out by one of his peers- 6his had occurred

followin% a period of on%oin% bullyin%- .hen he re%ained consciousnesshe had to phone his parents hi+self because the school had not done so-

20(- A %irl in Rrade two who was bein% re%ularly bullied by a boy in herclass and )ept co+in% ho+e with bruises on her ar+s- Jne day the boyran up to )ic) her and )noc)ed her to the %round lea#in% her al+ostunconscious- 6he school too) no action- 6wo wee)s later she was found atlunchti+e han%in% by a rope* tied under her ar+pits* fro+ the top of theslide in the play%round- >er +other was not told in person but read aboutit in the co++unication boo) used for re%ular written correspondencefro+ teachers-

Various anti6bullying and anti6)ation ,oli)ies *or s)hools e+ist a)ross thestates and territories %hese o*ten target s,e)i>) ty,es o* )ation su)h as

Children with Disability AustraliaPage --


45/85

ra)ism and se+ism urtherB the National Safe Schools 9ra+ewor) ,ro


46/85

disability in Vi)toriaB along with the brea)hed arti)les o* releeadaches e#ery day fro+ pure e/haustion due to tra#el ti+e Dehydration fro+ not drin)in% and sittin% in the hot bus for lon%

periods Not bein% able to %o to the toilet for the duration of the bus trip No food whilst on the bus Sic)ness increased fro+ the run down and sheer e/haustion More +eltdowns when he %ets ho+e nable to eat properly at ni%ht 7because he is8 too tired Medication %i#en way too early in the +ornin% in order to catch a bus 7Sensory issues8 increased with the increased noise .e should ne#er put a cost %ure on a child with 7disability8* 7the

school8 currently disad#anta%es our children +a)in% the buses bi%%er7and8 trips lon%er instead of s+aller buses and shorter routes

6he e+otional and physical cost on a child

Not bein% able to @oin sports clubs e#ents 7fro+8 Monday 9riday7because8 they co+e ho+e too late and too e/hausted

Miss out onafter school therapies 6he e+otional toil and stress on fa+ilies due to ha#in% +ore

+eltdowns and 6eachers at 7school8 would nd that these children are less attenti#e

durin% the day and possibly +ore disrupti#e ? Parent

211- :n une this year* a student who attends a special school inMelbourne was left on a loc)ed bus for #e hours because the dri#er failedto chec) that all students had e/ited- 6he student had fallen asleep when

the other students e/ited the bus at 'a+ and was not found until 2-!0p+-

212- A boy a%ed ei%ht years old who was co+pletely independent intoiletin% and continent was not pro#ided with any options in the e#ent heneeded to %o to the toilet if re4uired throu%hout his two hour trip to andfro+ school- After wettin% his pants on a trip as he could not hold on anylon%er* his parents sou%ht action fro+ the Depart+ent of Education toensure he could %o to the toilet if needed to- 6he Depart+ent ad#ised thiswas not an a#ailable option for hi+ instead su%%estin% a nu+ber of

possible options includin% a8 wearin% a nappy b8 withholdin% of Huidsdurin% the afternoon or c8 the pro#ision of an absorbent towel in the e#enta situation arose if he couldn3t access a toilet and si+ply couldn3t hold on

any lon%er-

Children with Disability AustraliaPage -/


47/85

Complaint mechanismPresentlyB there is no timelyB inde,endent me)hanism *or students and *amiliesto ,ursue )om,laints regarding edu)ation e+,erien)es amilies ty,i)ally *ollow a,ath when they ha


48/85

n A,ril 2015B CDA )ondu)ted a national sur


49/85

$ / &! !9D S ;!"R C&9DQ

A2 3 2A!0 !20


50/85

( 3- 35 7/ 7

7 3 /10 511 512 -!ther /

$ 10 D!ES ;!"R C&9D A%%E#D SC&!!9 "99 %4EQ

!20


51/85

'


52/85

$ 13 &A% !PP!R%"#%ES ARE PR!VDED %! ;!" 8; %&E SC&!!9 %! 8E#V!9VED # ;!"R C&9DS ED"CA%!#Q SE9EC% A99 %&A% APP9;

!20


53/85

/AI4 !20


54/85

!20


55/85

disability to higher le


56/85

%he Australian :o


57/85

7b8 Schools are better able to +eet the educational needs of studentswith disabilities* in collaboration with parents* carers* and students

7c8 Schools beco+e +ore inclusi#e en#iron+ents* in accordance withthe Disability Standards for Education 2005* reco%nisin% thedi#ersity students with disabilities brin% to the school

7d8 Principals and school leaders are better able to support teachersand teachers are +ore capable of identifyin% and addressin% theeducational needs of students with disabilities

7e8 6eachers of students with disabilities ha#e better access to e/pertsupport

7f8 6hrou%h the e#aluation of the initiati#e* educational policy +a)ersare infor+ed of eecti#e practice under this initiati#e and lon% ter+

policy de#elop+ent occurs in an en#iron+ent well infor+ed aboutwhat wor)s to i+pro#e the educational outco+es of students withdisabilities and

7%8 6hrou%h the e#aluation of the initiati#e* parents* carers* schoolleaders* school ad+inistrators* teachers and the wider co++unity

are better infor+ed about eecti#e practices and strate%ies thatbenet the educational achie#e+ent of students with disabilities-'2

12 out,uts were in)luded in the ,rogram %hese are= Pro#idin% assisti#e technolo%y 7e-%- co+puter software* low #ision aids*

co++unication tools8 to support the teachin% and participation ofstudents with disability

Pro#idin% trainin% for teachers to stren%then their s)ills in the use ofassisti#e technolo%y in the classroo+

De#elopin% support centres which ser#e as a centre of e/pertise in the

educational needs of students with disability and pro#ide e/pert support

to a %roup of other schools that +ay not ha#e this e/pertise Schools coordinatin% with healthQallied health or other professionals to

stren%then schools3 support for students with disability

Pro#idin% trainin% for preser#ice andQor practicin% teachers to build their

s)ills in special education

Pro#idin% trainin% for all school sta to i+pro#e understandin% of theirobli%ations under the Disability Standards for Education 2005 and how to+eet those obli%ations-Supportin% school principals andQor school leadership tea+s to stren%then

teachers3 ability to assist students with disability

Supportin% school sta to assess the current learnin% le#el of students

with disability* adapt the teachin% curriculu+ to suit their current le#el ofability and report on student pro%ress a%ainst adapted curriculu+

Supportin% teachers to de#elop or +odify lesson plans to suit the needs of

students with disability

Supportin% teachers to +eet the needs of students with disability throu%h

collaborati#e teachin% practices 7a)a tea+ teachin%8

En%a%in% paraprofessionals 7a)a teacher3s aides8 to stren%then their s)illsin supportin% students with disability and

32 Coun)il o* Australian :o


58/85

Pro#idin% additional support for students with disability to transition

eecti#ely between sta%es of schoolin% andQor fro+ school into furthereducation* trainin% or e+ploy+ent3(

I00=20 O# CO4C2!4

%he )a,a)ity building *o)us o* the 4SSD has been an im,ortant ,art o* theo


59/85

!ecommendation 11; !btain in*ormation *rom students and *amilies regardingdire)t e+,erien)es o* the 4SSD %his must in*orm *uture edu)ation re*orm *orstudents with disability

!ecommendation 19; Pro

33Australian Education $e%ulation 201!* , 1B s1100 Coun)il o* Australian :o


60/85

arran%e+ents for this loadin%F .hat are the )ey steps that will beunderta)en before i+ple+entation and on what date is each stepe/pected to be co+pletedF .ill the loadin% start to How to schools at thebe%innin% of the 2015 school yearF

6he Australian Ro#ern+ent Depart+ent of Education is wor)in% withstates and territories and non%o#ern+ent education authorities throu%hthe Strate%ic Policy .or)in% Rroup to de#elop the new fundin% loadin%for+ula-

6he Nationally "onsistent "ollection of Data on School Students withDisability 7N""D8 is bein% pro%ressi#ely phased in o#er 201!2015 and willfor+ a )ey piece of e#idence for the fundin% loadin% for+ula- .or) is alsounderway to identify the additional resources bein% pro#ided to supportthe three le#els of ad@ust+ent 7supple+entary* substantial and e/tensi#e8as per the N""D-

6hese two strea+s of infor+ation will infor+ the new fundin% loadin%for+ula for students with disability fro+ 2015-

6he pro@ect to collect data on the additional resources will be underta)enin %o#ern+ent* "atholic and independent schools o#er the period fro++id Dece+ber 201! to Septe+ber 201

Dece+ber to 9ebruary 201! ? de#elop+ent of the data collection

+ethodolo%y de#elop+ent* rene+ent and testin% of the datacollection tool de#elop+ent of user %uides establish+ent ofrelationships with schools and orientation

March 201 pilotin% of the sur#ey instru+ent in ei%ht schools

nationally to collect the data on the costs of ad@ust+ent April 201 data to be collected about the costs of ad@ust+ents for

students with disability fro+ a tar%et sa+ple of at least 120 schools7&500 tar%et students8 nationally

une 201 due date for nal report for the pro@ect and

Septe+ber 201 consideration of ndin%s by the Strate%ic Policy

.or)in% Rroup-101

%he 201- budget o* the Abbott :ormed )hanges to the ,re


61/85

De)ember 201( that the Jloadings will be *ully deli


62/85

inde+ation %he >nal disability loading has still not been im,lemented and there)ontinues to be a la) o* )larity regarding the timeline *or its de


63/85

identi>ed as a barrier to im,ro


64/85

%he need *or an agreed national de>nition o* disability and a better way o*understanding the nature o* edu)ational adGustments has been on the table *orsome years %he Re


65/85

that these are not indi


66/85

disability or learning dieren)e Presently there is limited )a,a)ity *or *amilies orallied health ,ro*essionals with e+tensi


67/85

,arties A timely inde,endent dis,ute resolution system needs to be a


68/85

im,lementation o* re*orm t is the )ation to *urther stall mu)h needed re*orm

CDA notes that the #ational Disability nsuran)e S)heme ?#DS@ )ommen)ed withrough ,roGe)tions regarding unmet need rather than )om,lete data detailing

demand *or the S)heme Po,ulation estimates *or the S)heme were detailed inthe Produ)ti


69/85

urtherB the ,lan needs to be guided by e


70/85

all rele


71/85

to monitor i* multi,le re,orts ,ertaining to ,arti)ular s)hools or edu)ationauthorities o))urs

!ecommendation 7;Establishment o* a new inde,endent )om,laintsme)hanism whi)h would allow more e+,edient re


72/85

!ecommendation (; De


73/85

!ecommendation 9);4andatory re)ording o* in*ormation where there is)ontention regarding le


74/85

CDA is also *re.uently in*ormed o* ,oor early )hildhood edu)ation e+,erien)es o*)hildren with disability Children with disability *re.uently e+,erien)e signi>)antbarriers in relation to a))essB ,arti)i,ationB resour)ingB e+,ertise anddis)rimination in relation to early )hildhood edu)ation %here are huge


75/85

im,lementation o* the new National Tuality 9ra+ewor) for Early"hildhood Education and "are %his new *ramewor re,la)ed the


76/85

Choi)e As in s)hool edu)ationB )hildren with disability e+,erien)esigni>)ant )hallenges in relation to a))essing early )hildhood edu)ationand are *re.uently denied enrolmentH and

Edu)ational out)omes Early )hildhood edu)ation is


77/85

%he S)heme )ommen)ed in 201( in a number o* trial sites a)ross the )ountry8e)ause the S)heme re,resents a )om,lete o


78/85

%here has been signi>)ant interest in the #DS *rom edu)ation systemsB,arti)ularly in regard to ser


79/85

)riti)al re*orm needed is de


80/85

+iblio"raphy

% Abbott 201(B >ouse of $epresentati#es JIcial >anard* ! Dece+ber 201!*Commonwealth o* AustraliaB CanberraB


81/85

A 8roderi) et al 2012B %ea)her )ounter narrati


82/85

Coun)il o* Australian :o


83/85

4 :renier 2010B 4o


84/85

Produ)ti


85/85

Vi)torian E.ual !,,ortunity and &uman Rights Commission 2012B >eld bac) 6hee/periences of students with disabilities in ;ictorian schoolsB 4elbourne

senate inquiry into education of students with disability

Documents