State Schools Policies and Programs for supporting ...education.qld.gov.au/schools/grants/other/non-schools/docs/dete... · for supporting students with disability ... • Leanne

State Schools Policies and Programs for supporting students with disability

NSO Service Providers Forum 2014

Anna BrazierDirector, Student SupportState Schools Operations

State Schools update

No longer Education Queensland – now State Schools Division

• Patrea Walton – DDG State Schools• Bevan Brennan – ADG State Schools

Operations• Leanne Nixon – ADG State Schools

Improvement

State Schools Strategy 2014 - 2018

Every student succeeding – State Schools Strategy 2014 – 2018

Queensland’s plan to lift the performance of each state school student, teacher and principal.

Collaborative empowerment

By working together, communicating better with each other, developing our people, and reviewing our performance, we will ensure our schools are among the best in the world.

Every student succeeding – State Schools Strategy 2014 – 2018

National agenda for reform in disability support and education

National Disability Strategy 2010-2020

Review of Disability Standards for Education (DSE)

National Disability Insurance Scheme

National Teacher Standards

Australian Curriculum

Review of Funding for Schooling

Nationally consistent collection of data on school students with disability

More Support for Students with Disabilities National Partnership

MySchool Website

All Queensland schools are required to adhere to the:

• Disability Discrimination Act 1992 (DDA)

• Disability Standards for Education 2005 (DSE).

Current legislation

Under the Disability Discrimination Act 1992 (DDA) it is unlawful for an educational authority to discriminate against a student on the ground of the student’s disability by denying the student access, or limiting the student’s access, to any benefit provided by the educational authority.

Disability Discrimination Act 1992(DDA)

The DDA has a very broad definition of disability that covers a wide range of disabilities, imputed (thought to have) disabilities and possible future disabilities.

The DDA also covers carers or associates (e.g. parents, grandparents) of people with disability who may experience discrimination as a result of their caring role or association with a person with disability.

Disability Discrimination Act (DDA)

The Disability Standards for Education 2005 outline specific compliance measures in the areas for:• enrolment• participation• curriculum development, accreditation and

delivery • support services• eliminating harassment and victimisation.

Disability Standards for Education 2005

This means that students with disability have the right to enrol in their local state school alongside their same age peers.

Enrolment

Schools are required to make reasonable adjustments to enable students with disability to access and participate in education on the same basis as their peers.

According to the DSE 'an adjustment is a measure or action taken to assist a student with a disability to participate on the same basis as other students'.

Participation and support

The process for making a reasonable adjustment under the DSE includes: • consultation with the student • consideration of whether an

adjustment is necessary • if an adjustment is necessary,

identification of a reasonable adjustment

• making the reasonable adjustment.

Participation and support

Review of the DSE

A Review of the DSE was undertaken in 2010 to determine whether they remain an efficient mechanism for Government to achieve the objectives of the DDA in the education sector.

During the Review, stakeholders suggested further work needs to be done to ensure the Standards are implemented more effectively.

As a result, the Report makes 14 recommendations to improve effectiveness of the Standards.

The recommendations cover the following key themes:• Awareness raising• Improving clarity • Access and participation, discrimination and inclusion• Complaints, accountability, and compliance

processes• Contemporary education practice and related issues.

Review of the DSE

Australian Curriculum

All students with disability are entitled to access rigorous, relevant and engaging learning opportunities drawn from the Australian Curriculum and set in age-equivalent learning contexts.

The P-12 curriculum, assessment and reporting framework: • specifies the requirements for each

Queensland state school in delivering the Australian curriculum (and Queensland Curriculum where necessary) from Prep to Year 12.

• is a key reference for all state school principals, staff and school communities.

Curriculum development


All Australian state and territory governments have agreed to implement a nationally consistent collection of data on school students with disabilitythrough a phased approach from 2013, with all Australian schools participating by 2015.

The data collection will provide a more reliable, consistent and transparent view of students with disability across Australia.

This information will help education authorities and schools better target programs and resourcing decisions, contributing to more effective outcomes and a quality learning experience for all students.



The data collection collects information on the number of students who are being provided adjustments due to a disability as defined by the DDA.

The level of adjustment No Adjustments at this timeSupplementarySubstantialExtensive

The broad category of disability

SensorySocial Emotional CognitivePhysical


School teams make professional judgments about which students to include based on available evidence e.g. curriculum adjustments, health plans, individual learning plans, medical diagnosis, therapist report.

More Support for students with Disabilities National Partnership

Commenced in Queensland in 2012Extension will continue into 2015

Funding total of $49 million to State Schools to:• improve the educational outcomes of

students with disability• increase the skills of classroom teachers• enable a more inclusive culture in schools.


A focus on:

• Inclusive Schools

• Meeting our obligations as set out in the Disability Standards for Education (2005)

• Principals and school leaders

• Teaching Staff

• Support Staff


Building inclusive schools – Phase 1

• Two day program for all school leadership teams lead by Professor Loretta Giorcelli

• Leadership Professional development Program- ebooks• http://www.jepunsegara.com/MyPTM/chapter1/• Inclusive Schooling Practices Tool (rubric)• Inclusive Education Mentors• Action research model - implement some inclusive

practices supported by mentor – recall day • Pre requisite – complete three compliance lessons on

DSE

Quality Schools, Inclusive Leaders


IT Initiatives - OneSchool• Updated functionality – “Student Plan”• Purpose - a central place to house a variety

of student information which may impact on education delivery and access

• Any information housed in the “Student Plan” transfers with the student from school to school

Transition• Transition to post school

– ASDAN licence, training & resources –including access for some post school providers

• Transition to school project– Development of a resource for schools and parents to support transition to school (prep) and from primary to secondary


Teacher Aides Supporting Students With Disability online courses

• Seven course online learning program

• Introduction, Intellectual disability and Autism Spectrum Disorder courses currently online

• Physical impairment, Hearing impairment, Speech-language impairment and Vision impairment to be progressively released by Term 3 2014

Over 5000 registrations since October 2013

Disability Standards for Education

• Lessons 1 - 3 available for:

– Educational leaders; Senior Secondary; Junior Secondary; Primary; Early Childhood.

• Further courses for release 2014

– Educational assistants; Parents, carers and community

• To date:

– 9043 total registrations

– 5135 total completions across all courses

Regional Staff • Complex Case Support Officers

– participate as a member of a team supporting students with complex needs.

• Mental Health Guidance Officers– provide support to school communities in

the development and implementation of plans, programs, and procedures relating to mental health needs.


Support services

• The Department is currently moving towards direct to school resourcing.

• This includes resources to support students with disability.

• Government believes principals and the school community are best placed to make choices about programs and approaches that respond to students’ learning needs.

• In 2015, students with disability resourcing will be provided directly to schools via the region

• With the exception of advisory visiting teachers who support students with hearing impairment, physical impairment and vision impairment.

Support services

Great Results Guarantee

• As a result of the Federal Government’s Students First - A fairer funding agreement for schools initiative, Queensland has the opportunity to target funding where schools need it most through the Great Results Guarantee.

The Great Results Guarantee is an $800 million investment over four years in Queensland state schools.

It is an exciting initiative for Queensland state schooling, as it enables schools to make key resourcing decisions and encourages them and their communities to engage around how this extra funding should be spent to achieve the best results for their students.


Schools are required to enter into an agreement that commits them to guarantee that every student will either : • achieve the National Minimum Standard for

literacy and numeracy for their year level; or • have an evidence-based plan, developed by

the school, in place to address their specific learning needs.


Working with State Schools

In all schools, the principal is responsible for each student’s educational program as well as duty of care obligations for all students and staff at the school.

We acknowledge the importance of the work you do to complement the work being done in state schools to benefit students with disability to access and participate in the curriculum.

It is important for the school, parents, student and provider to work together as a team with a clear vision for the learning outcomes for the student.

• Sharing information • Clear protocols for engagement • Effective communication channels • Accountability and reporting mechanisms

Working with State Schools

Questions

Documents

State Schools Policies and Programs for supporting ...education.qld.gov.au/schools/grants/other/non-schools/docs/dete... · for supporting students with disability ... • Leanne