DISABILITY STANDARDS FOR
EDUCATION 2005
Stocktake of jurisdictional activities and resources
June 2014
ISBN:
978-1-74361-680-2 (PDF)
978-1-74361-681-9 (DOCX)
With the exception of the Commonwealth Coat of Arms and where otherwise noted all material presented
in this document is provided under a Creative Commons Attribution 4.0
(http://creativecommons.org/licenses/by/4.0/) licence.
The details of the relevant licence conditions are available on the Creative Commons website (accessible
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The document must be attributed as the Australian Government Department of Education Disability
Standards for Education Stocktake June 2014.
Table of Contents
Table of Contents
1
Introduction
2
Purpose ..................................................................................................................................................................... 2
Scope of information................................................................................................................................................. 2
Disclaimer.................................................................................................................................................................. 3
Current activities and resources
4
1.
National ............................................................................................................................................................. 4
2.
Government education authorities ................................................................................................................... 8
2.1
Australian Capital Territory: ACT Education and Training Directorate ........................................................ 8
2.2
New South Wales: NSW Department of Education and Communities ...................................................... 13
2.3
Northern Territory: NT Department of Education ..................................................................................... 28
2.4
Queensland: Queensland Department of Education, Training and Employment ..................................... 29
2.5
South Australia: SA Department for Education and Child Development .................................................. 41
2.6
Tasmania: Tasmania Department of Education ........................................................................................ 47
2.7 Victoria: Victorian Department of Education and Early Childhood Development ........................................ 50
2.8 Western Australia: WA Department of Education ........................................................................................ 54
3.
Non-government education authorities ......................................................................................................... 58
3.1
Independent sector: Independent Schools Council of Australia ............................................................... 58
3.2
Catholic sector ........................................................................................................................................... 60
3.2.1 Catholic Education Commission of NSW ................................................................................................ 60
3.2.2 Catholic Education Office Northern Territory ........................................................................................ 62
3.2.3 Catholic Education Office South Australia.............................................................................................. 66
3.2.4 Queensland Catholic Education Commission ......................................................................................... 67
3.2.5 Tasmania Catholic Education Office ....................................................................................................... 68
4.
Completed activities........................................................................................................................................ 69
4.1 Northern Territory Department of Education ............................................................................................... 69
4.2 Queensland Department of Education, Training and Employment .............................................................. 70
4.3 Victorian Department of Education and Early Childhood Development ...................................................... 71
1
Introduction
Following the 2010 Review of the Disability Standards for Education 2005 (the Standards),
Australian education ministers agreed to address the school related recommendations of the
Review. Priorities include raising awareness of the Standards, providing better clarity about the
provisions, and importantly for schools, developing guidance, training and tools for teachers to
make necessary adjustments for students with disability.
Purpose
There are already resources and materials available that raise awareness of the Standards,
which have been developed by jurisdictions as well as under the Australian Government’s
More Support for Students with Disabilities (MSSD) initiative. In recognition of this activity, a
stocktake was conducted of existing activities and resources that aim to promote awareness
and provide guidance on the Standards. This is the first step towards developing an evidence
bank of resources about the Standards.
The stocktake is a point in time document that demonstrates the considerable range of
material available to provide awareness and guidance on the Standards across jurisdictions.
The stocktake will be used to identify gaps in relation to awareness and guidance material, with
the next stage developing materials to address information gaps.
Scope of information
The first section outlines current activities at a national level and is followed by activities in
jurisdictions including government and non-government education authorities. The scope of
the information covered in the stocktake is outlined in Table 1. Completed activities in relation
to the Standards are listed at the end of the stocktake.
Table 1: Scope of information included in Stocktake of Jurisdictional Activities and Resources
Item
Description
Resource name
Type of resource for example training, information,
publication, initiative or activity.
Jurisdiction
Government or organisation responsible.
Location
Where the activity is delivered, including multiple
locations.
Delivery agency
Who is responsible for delivery; any partnering agencies.
Funding source
Where does funding come from; other funding sources.
Duration
When activities commenced, finished or are due to finish;
is the activity short term/trial/ long term/ongoing.
2
Item
Description
Aims and description
The purpose, rationale and main features of the activity.
Participants
Who is the activity targeting?
Evidence base
What is the evidence underpinning the activity and
approach?
Evaluation
Will there be an evaluation and if so, when?
Outcomes
Outcomes including the usefulness of the resource for
raising awareness or providing guidance in the future.
Further information
Links to information and contacts.*
* Note: some website links provided by jurisdictions do not allow national participant access.
For access to some resources and information you may need to contact the relevant education
authority directly.
Disclaimer
Information contained in this stocktake was provided to the Australian Government by
jurisdictions including state and territory government and non-government education
authorities. The information was current as at June 2014.
3
Current activities and resources
1. National
Table 2: National activities and resources - Disability Discrimination Act 1992 (DDA) and Disability Standards for Education 2005
e-learning
Item
Description
Resource name
Disability Discrimination Act 1992 (DDA) and Disability Standards
For Education 2005 (the Standards) e-learning.
Jurisdiction
All states and territory education authorities and NSW Catholic
Education Commission.
Location
National.
Delivery agency
University of Canberra in conjunction with jurisdictions.
Funding source
Jurisdictions are contributing to research and development costs,
with assistance from the Australian Government’s More Support
for Students with Disabilities (MSSD) initiative.
Duration
Developed over 2012 – 2014.
Aims and description
The purpose of the e-learning resource is to improve participants’
capacity to meet their obligations under the DDA and the Disability
Standards for Education.
The resource is targeted to meet the different learning needs of
key client groups (such as school teachers and administrative staff,
educational leaders, and parents and caregivers) with a common
core of content material.
There will be eight courses designed to develop the participants’
practical skills and strategies to meet the requirements of the
Standards through interactive, experiential learning and scenariobased problem solving.
Participants
The e-learning resource will have three modules aimed at frontline
workers, educational leaders and parents and carers. All learning
material provided within each element will be presented in eight
courses targeting learners in different contexts:
1. Early Childhood – Prior to fulltime school
2. Early Childhood – School
3. Primary
4
Item
Description
4.
5.
6.
7.
8.
Junior Secondary
Senior Secondary
Educational Leaders
Parents and Community
Education Assistants.
Evidence base
The Review of the Disability Standards for Education found that
awareness of the Standards is patchy and inconsistent among
educators. It was recommended a range of targeted information
resources for education users and providers be developed to raise
awareness and understanding of the Standards.
Evaluation
A client survey and an Impact Assessment of the e-learning
resource will be conducted concurrently with the overarching
evaluation of the MSSD initiative. This project will assess the
impact of the Disability Standards for Education e-learning
resource on the professional practice of school personnel. The
project will explore how schools and school systems use the
training and which methods prove most effective.
Outcomes
Project underway.
Further information
School staff should consult their local education authority about
access to the e-learning resources; or access the Disability
Standards for Education e-learning project website
(http://dse.theeducationinstitute.edu.au/login/index.php).
Table 3: National activities and resources - More Support for Students with Disabilities (MSSD) Evaluation
Item
Description
Resource name
More Support for Students with Disabilities (MSSD) Evaluation.
Jurisdiction
Australian Government Department of Education.
Location
All state and territory government and non-government education
authorities.
Delivery agency
Phillips KPA for Department of Education.
Funding source
Department of Education.
5
Item
Description
Duration
2013-15.
Aims and description
The Department of Education has commissioned approximately 40
case studies spread across jurisdictions, outputs and locations. The
case studies have two main purposes.
Information sharing–providing a narrative of what is being
achieved as a result of the MSSD initiative and the context in which
it is occurring across each of the MSSD outputs, most particularly
describing how the MSSD initiative is leading to effective practices
in schools; and
Evaluative–giving insights into the systems, processes and
resources that have been deployed by education authorities to
facilitate the rollout of the MSSD initiative in these settings.
Participants
Resources to be available to jurisdictions.
Evidence base
Assessing what has been achieved under MSSD and sharing
examples to improve practice is a key component of the program.
Evaluation
N/A.
Outcomes
Project underway.
Further information
Further information is available from the Department of Education
website (http://www.education.gov.au/evaluation-more-supportstudents-disabilities-initiative).
6
Table 4: National activities and resources - Australian Association of Special Education (AASE) – Disability Discrimination Act
1992 (DDA) Resources
Item
Description
Resource name
Australian Association of Special Education (AASE) – Disability
Discrimination Act 1992 (DDA) Resources.
Jurisdiction
National Professional Association.
Location
Resources available on website for public. Have been used in all
states and territories.
Delivery agency
Members of the Association and available to other parties.
Funding source
AASE provided funding for the production of the resources.
Duration
The resources were developed in 2010.
Aims and description
The resource was developed in order to encourage higher levels of
understanding of and commitment to the application of the
Disability Standards for Education.
Participants
Individual information kits have been prepared for classroom
teachers, school principals, parents and primary caregivers and
students.
Evidence base
N/A.
Evaluation
These resources will be revisited in light of the current work.
Outcomes
N/A.
Further information
Copies of the information kits are available at the AASE website
(www.aase.edu.au).
7
2. Government education authorities
2.1 Australian Capital Territory: ACT Education and Training Directorate
Table 5: ACT activities and resources – School-level Professional Learning
Item
Description
Resource name
School-level Professional Learning: Face-to-face in staff meetings.
Jurisdiction
ACT Government.
Location
Across ACT public schools.
Delivery agency
ACT Education and Training Directorate.
Funding source
ACT Government.
Duration
Long-term.
Aims and description
The Professional Learning sessions are delivered at schools and
aim to raise awareness and understanding of the Disability
Discrimination Act 1992 (DDA) and the Disability Standards for
Education in all ACT Public Schools. These sessions have been
developed to support the implementation of the University of
Canberra e-learning modules on the Disability Standards for
Education. Sessions are delivered by an ACT Education and
Training Directorate official from the Disability Education team.
Participants
School leaders and teachers across preschool, primary, secondary
and senior secondary schools.
Evidence base
The Review of the Disability Standards for Education found that
awareness of the Standards is patchy and inconsistent among
educators. It was recommended that a range of targeted
information resources for education users and providers be
developed to raise awareness and understanding of the Standards.
Evaluation
Ongoing.
Outcomes
The resource has been useful for raising awareness of the DDA and
the Disability Standards for Education in schools.
8
Item
Description
Further information
Further information is available from the ACT Education and
Training Directorate website (www.det.act.gov.au/).
Table 6: ACT activities and resources – Disability Education Coordinators
Item
Description
Resource name
Disability Education Coordinators (DECOs).
Jurisdiction
ACT Government.
Location
Across ACT public schools.
Delivery agency
ACT Education and Training Directorate.
Funding source
The Australian Government’s More Support for Students with
Disabilities (MSSD) initiative.
Duration
MSSD funding provided over 2012-13.
Aims and description
Disability Education Coordinators (DECOs) are in all ACT Public
Schools. Each Coordinator has responsibility for raising awareness
about, and raising the profile of, the Disability Discrimination Act
1992 (DDA) and the Disability Standards For Education 2005 (the
Standards) in schools. The Standards are the foundation for the
work undertaken by Disability Education Coordinators.
Participants
DECOs work with school leaders and teachers in their
preschool/primary, secondary and senior secondary school to
assist with understanding the Standards. DECOs are trained by the
Disability Education team in the ACT Education and Training
Directorate.
Evidence base
Schools and teachers with direct access to a designated
Coordinator are more likely to engage meaningfully with the DDA
and the Standards
The Review of the Standards found that awareness of the
Standards is patchy and inconsistent among educators. It was
recommended that a range of targeted information resources for
education users and providers be developed to raise awareness
9
Item
Description
and understanding of the Standards.
Evaluation
Ongoing.
Outcomes
Greater success in raising awareness has been seen when the
DECO is a member of the school leadership team, especially a
Deputy Principal, rather than a classroom teacher.
Further information
Further information is available from the ACT Education and
Training Directorate website (www.det.act.gov.au/).
Table 7: ACT activities and resources – Individual Learning Plan training
Item
Description
Resource name
Individual Learning Plan Training.
Jurisdiction
ACT Government.
Location
Across ACT public schools.
Delivery agency
ACT Education and Training Directorate.
Funding source
ACT Government.
Duration
Long-term.
Aims and description
Professional learning about Individual Learning Plans is an integral
part of making concrete links between the Disability Standards for
Education and classroom practice. This professional learning is
delivered by Disability Education Coordinators (DECOs) along with
an ACT Education and Training Directorate official from the
Disability Education team. The ACT Education and Training
Disability Education team has developed a ‘train-the-trainer’
package for Term 3 2013.
Participants
School leaders and teachers across preschool, primary, secondary
and senior secondary schools with responsibility for working with
students and families in the formation of Individual Learning Plans.
10
Item
Description
Evidence base
The Review of the Disability Standards For Education 2005 (the
Standards) found that awareness of the Standards is patchy and
inconsistent among educators. It was recommended that a range
of targeted information resources for education users and
providers be developed to raise awareness and understanding of
the Standards.
Evaluation
Ongoing.
Outcomes
The resource has been useful for raising awareness of the
Disability Discrimination Act 1992 (DDA) and the Standards in
schools.
Further information
Further information is available from the ACT Education and
Training Directorate website (www.det.act.gov.au/).
Table 8: ACT activities and resources – Online Training Ltd UK modules
Item
Description
Resource name
Online Training (OLT) Ltd UK modules.
Jurisdiction
ACT Government.
Location
Across ACT public schools.
Delivery agency
ACT Education and Training Directorate.
Funding source
ACT Government.
Duration
Long-term.
Aims and description
Online Training (OLT) modules deliver learning packages to build
capacity in all teaching at ACT public schools. The modules
improve teacher capacity to work with all students in the
classroom and develop collaborative, support networks.
OLT online modules are underpinned by the DDA and the Disability
Standards For Education 2005 (the Standards) and cover Autistic
Spectrum Disorders, Speech Language and Communication Needs,
Managing Behaviour, Motor Coordination Difficulties, Hearing
11
Item
Description
Impairment, Visual Impairment, and Dyslexia.
Participants
School leaders and teachers across preschool, primary, secondary
and senior secondary schools.
Evidence base
The Review of the Standards found that awareness of the
Standards is patchy and inconsistent among educators. It was
recommended that a range of targeted information resources for
education users and providers be developed to raise awareness
and understanding of the Standards.
Evaluation
Ongoing and built into the program.
Outcomes
The resource has been useful for raising awareness of the
Disability Discrimination Act 1992(DDA) and the Standards in
schools.
Further information
Further information is available from the ACT Education and
Training Directorate website (www.det.act.gov.au/).
12
2.2 New South Wales: NSW Department of Education and Communities
Table 9: NSW activities and resources – Every Student Every School: Learning and Support – professional learning modules
Item
Description
Resource name
Every Student Every School: Learning and Support – professional
learning modules.
Jurisdiction
NSW Government.
Location
Statewide access for NSW Public Schools staff through the
Department of Education and Communities intranet, delivered
locally.
Delivery agency
NSW Department of Education and Communities.
Funding source
Development supported by NSW funding. Delivery is supported in
2012-2013 through additional assistance from the Australian
Government’s More Support for Students with Disabilities (MSSD)
initiative.
Duration
Current and ongoing.
Aims and description
The Learning and Support modules are designed to provide
induction and professional learning for a broad school audience.
Their purpose is to enable all education staff in NSW public schools
and support roles to develop and strengthen their understanding
of the Learning and Support Framework being implemented across
all NSW public schools through Every Student, Every School and to
improve their capacity to meet their obligations under the
Disability Discrimination Act 1992 (DDA) and Disability Standards
for Education.
The following modules are currently available to schools and
regions:

Module 1: Learning and Support - Making a Difference

Module 2: Learning and Support Teams
Additional modules will be progressively made available to schools
and regions to support the implementation of personalised
learning and support and specific areas of professional learning
relevant for teachers in learning and support roles.
13
Item
Description
Participants
Education staff in schools and Educational Services teams
supporting schools.
Evidence base
Students with disability and additional learning and support needs
are enrolled in every NSW public school. Every Student, Every
School is a NSW reform initiative designed to strengthen support
for students with disability by establishing a Learning and Support
framework in every NSW public school.
A range of professional learning modules are being developed and
implemented to support a wide range of teachers and support
staff to better understand their obligations to students with
disability and how to maximise school processes and resources to
support students and their teachers.
Evaluation
Evaluation of the modules will occur at a local level based on
attendance data and participants feedback. This will inform further
updates of the modules.
Outcomes
The modules have assisted understanding of school leaders and
staff about the Disability Discrimination Act 1992 (DDA) and
Disability Standards For Education 2005 (the Standards) and school
processes that support students with disability. They are
complemented by e-learning on the Disability Standards for
Education.
Further information
Further information is available from the NSW Department of
Education and Communities website (www.dec.nsw.gov.au/aboutus/how-we-operate/national-partnerships/every-student-everyschool)
14
Table 10: NSW activities and resources – NSW model for delivering supported online learning (using online learning modules
licensed from Online Training Ltd)
Item
Description
Resource name
NSW model for delivering supported online learning (using online
learning modules licensed from Online Training Ltd).
Jurisdiction
NSW Government.
Location
Online access for NSW Public Schools statewide.
Delivery agency
NSW Department of Education and Communities in conjunction with
Online Training Ltd (UK).
Funding source
NSW state funding, with enhanced access for NSW Public Schools
staff through additional assistance from the More Support for
Students with Disabilities initiative.
Duration
Current and ongoing.
Aims and description
The Department of Education and Communities (DEC) provides six
courses developed and owned by Online Training. These online
courses are delivered through a supported model of professional
learning developed by the DEC. This model blends tutor led sessions
for participant discussion, tutor led presentations and sharing of
teaching resources with self-paced individual study. Teachers in
NSW are accredited for their learning on passing the course in
accordance with the (NSW) teaching standards by the NSW Institute
of Teachers.
To successfully complete one of the online courses participants are
required to meet all of the agreed course requirements; attend tutor
led sessions, study all of the course content, write SMART goals and
interventions and complete a minimum of 10 forum
contributions. Each of the current courses require around 20 hours
of study to complete.
Each course has four main elements: Understanding; Assessment for
learning; Interventions; Case studies. The web-based format allows
content to be presented in a variety of ways to accommodate
different learning styles. There are also a number of interactive
elements that support and encourage the learning process including
animations, self-assessment exercises, online quizzes, video clips,
online forums, printable resources and access to a range of related
15
Item
Description
websites.
Courses currently available through the DEC are:

Understanding Autism Spectrum Disorders

Understanding and Managing Behaviour

Understanding Motor Coordination Difficulties

Inclusion of students with speech, language and
communication needs

Understanding Dyslexia and Significant Difficulties in Reading

Understanding Hearing Loss
The approaches to personalising teaching and learning and
understanding students' needs is highly supportive of inclusive
classroom and whole school practice. In addition the DEC model
provides tutor led materials, discussions and presentations that
directly address the DDA and the Standards, support participants'
understanding of the Standards and how the course content can
assist in providing reasonable adjustments through personalised
learning and support.
Participants
The courses are designed for all those who support children and
young people with disability and additional learning needs in
educational contexts from early childhood through to Year 12.
Evidence base
Students with disability and additional learning and support needs
are enrolled in every NSW public school. All teachers must have the
capacity to deliver quality learning experiences to every student. The
Online Training courses and DEC model provide a more flexible
format for training delivery than traditional courses: allowing
participants located across the state with diverse professional
learning needs to access quality training, study together in an ICT
suite, or from home or elsewhere at their own pace.
Evaluation
Extensive evaluative data is generated through individual participant
and whole cohort responses to pre and post course questionnaires.
This is ongoing.
Outcomes
More than 13,000 individuals in the NSW public school system have
completed one or more course as at November 2013. The courses
16
Item
Description
and the delivery model rate continuously highly in terms of impact
on extending knowledge, skills and confidence in supporting
students with special needs.
Further information
Further information is available from the NSW Department of
Education and Communities website
(www.schools.nsw.edu.au/studentsupport/programs/disability.php).
Table 11: NSW activities and resources – Classroom Teacher Program
Item
Description
Resource name
Classroom Teacher Program - modules from the unit series,
Engaging all students in learning: students with special learning
needs.
Jurisdiction
NSW Government.
Location
NSW Department of Education and Communities intranet.
Delivery agency
NSW Department of Education and Communities.
Funding source
NSW state funding.
Duration
Current and ongoing.
Aims and description
Each of the three modules below can be used by teachers in NSW
public schools towards attainment and maintenance of their
accreditation at Professional Competence/Proficient with the NSW
Institute of Teachers.
The purpose of the modules is to provide teachers with an
understanding of how legislation and policy describe and underpin
every teacher’s responsibility to provide education which meets
the needs of students with disabilities and/or learning difficulties
in NSW public schools.
Module: Students with Special Education Needs: understanding
legislation and policy.
Module provides teachers with an understanding of how
legislation and policy describe and underpin every teacher’s
17
Item
Description
responsibility to provide education which meets the needs of
students with disabilities and/or learning difficulties in NSW public
schools. Indicative duration: 3 hours.
Module: Engaging students with special education needs:
curriculum support and requirements K-6.
Module provides teachers with an understanding of their
responsibility to apply state legislation and DEC policy to their
professional practice. Indicative duration: 4 hours.
Module: Engaging students with special learning needs: curriculum
supports and requirements Years 7-12.
Module provides teachers with an understanding of NSW Board of
Studies requirements and DEC policy for students with disabilities
and/or learning difficulties and an understanding of every
teacher’s responsibility to apply state legislation and DEC policy to
their professional practice. Indicative duration: 4 hours (Focus of
the module is on Life Skills curriculum content and outcomes).
Participants
In addition to early career teachers, teachers who may also find
the course helpful include teachers:

who have recently completed a retraining program or are
new to teaching in NSW

returning to the service after a period of absence or
following a career change

teaching outside their subject area

working in a new school context.
Evidence base
The Classroom Teacher Program is a professional learning program
designed for early career teachers to support them in
demonstrating the standards at Professional
Competence/Proficient to achieve and maintain accreditation.
Evaluation
Participants evaluate the individual modules upon completion.
Outcomes
Modules provide an introduction to teachers early in their careers
about their obligations under legislation to meet the needs of
students with disability and/or learning difficulties.
18
Item
Description
Further information
Further information is available from the NSW Department of
Education and Communities website
(www.det.nsw.edu.au/proflearn/areas/qt/support.htm)
Table 12: NSW activities and resources – Legal Issues Bulletins
Item
Description
Resource name
Legal Issues Bulletins.
Jurisdiction
NSW Government.
Location
NSW Department of Education and Communities website. Bulletins
are available as PDF downloads.
Delivery agency
NSW Department of Education and Communities.
Funding source
N/A.
Duration
Current and ongoing. Bulletins are published on a regular basis.
Aims and description
Legal Issues Bulletins provide legal advice and guidance to NSW
public schools, TAFE institutes and local area offices and state
office staff on matters arising from the Department’s operations.
They address a range of topics providing legal advice in respect of
departmental policies, procedures or operational issues that have
a legal complexion.
Bulletin No 5: Student Discipline in Government Schools. Identifies
factors to be taken into consideration when action is
contemplated against a student with a disability. Identifies and
provides links to:

NSW Anti-Discrimination Act 1977

Commonwealth Disability Discrimination Act 1992 (DDA)

Commonwealth Disability Standards for Education 2005
Provides explanations of obligations and definitions of disability
including disability discrimination in the education context.
Bulletin No 46: Legal issues concerning the administration of
prescribed medications, health care procedures and medical
19
Item
Description
emergencies in schools and TAFE NSW. Provides links to DDA and
the Standards. Application of legislation and obligations under the
disability legislation is explained.
Bulletin No 52: (November 2012) Legal rights and responsibilities
to a government school student who is diagnosed as being at risk
of anaphylaxis. Identifies legal rights and obligations under
discrimination legislation. Provides links to DDA and the Standards.
Also provides a link to the Discrimination page on the Legal
Services intranet website.
Participants
Legal Issues Bulletins are for the purposes of assisting officers of
the NSW Department of Education and Communities in NSW
public schools, TAFE Colleges and Institutes, local area offices and
State Offices. The bulletins are made available publicly on the
Department’s web site in the interests of openness and in keeping
with the principles of the (NSW) Government Information (Public
Access) Act.
Evidence base
New legislation and changes to existing legislation. The Bulletins
also form a response by the directorate in the prevention of legal
liability and risk reduction. They address emerging issues in schools
and TAFE NSW.
Evaluation
Bulletins are reviewed and updated in accordance with changes to
legislation.
Outcomes
The resources provide a ready reference for schools, TAFE NSW
and education personnel.
Further information
Further information is available from the NSW Department of
Education and Communities website (www.dec.nsw.gov.au/aboutus/information-access/legal-issues-bulletins)
20
Table 13: NSW activities and resources – Legal Services Directorate, Intranet webpage
Item
Description
Resource name
Legal Services Directorate, Intranet webpage – Disability
Discrimination.
Jurisdiction
NSW Government.
Location
NSW Department of Education and Communities intranet/Legal
Services Directorate.
Delivery agency
NSW Department of Education and Communities.
Funding source
N/A.
Duration
Current and ongoing.
Aims and description
The Department’s Legal Services’ intranet site provides DEC staff
with a definition of disability discrimination in the education
context. The site content answers the following questions:

How is disability defined for the purpose of disability
discrimination legislation?

What is disability discrimination in the education context?

What is direct discrimination?

What is indirect discrimination?

What are the Disability Standards for Education 2005 (the
Standards)?

What about the NSW Anti-Discrimination Act 1977?
In addition to direct links to the Standards and the AntiDiscrimination Board the site also provides DEC staff with a link to
papers from a Discrimination Seminar for NSW Public Schools
principals and regional leaders held in August 2012.
Participants
The Department of Education and Communities intranet is
accessible to: Schools, TAFE Colleges and Institutes, NSW Public
School offices.
21
Item
Description
Evidence base
The intranet page addresses emerging issues in schools and
informs schools and regions of key legislation that impact on their
work.
The question and answers on the intranet webpage are designed
for all departmental personnel to increase awareness in the
education context of the impact of discrimination and of our
obligations under the legislation to all students.
Evaluation
Legal services will make modifications to the intranet page as a
response to issues that arise in schools and changes to legislation.
Outcomes
The intranet webpage provides initial advice to all NSW public
school personnel in relation to the legislation. It connects staff
with useful links and contacts that will provide additional
information.
Further information
N/A.
Table 14: NSW activities and resources – Training activity – Supporting Students with Disability, A Legal and Policy Perspective
Item
Description
Resource name
Training activity – Supporting Students with Disability, A Legal
and Policy Perspective.
Jurisdiction
NSW Government.
Location
By request to NSW Public Schools personnel.
Delivery agency
NSW Department of Education and Communities.
Funding source
N/A.
Duration
Current and ongoing.
Aims and description
The training activity Supporting Students with Disability, A Legal
and Policy Perspective is a proactive strategy aimed at developing
awareness and understanding, in schools and regions, of the
Disability Discrimination Act 1992 (DDA) and the Disability
Standards for Education. It aims to empower schools in the
22
Item
Description
management of concerns raised in connection to this legislation.
The activity enables participants to apply their learning through a
series of case studies which emphasise the impact of disability and
recognize the important role that the DDA and the Standards have
in addressing that.
The activity also addresses the following:

Procedural fairness and empathy

Collaboration with families

Effective complaint handling

Understanding the need to make reasonable adjustments
Participants
Staff in schools and Educational Services teams supporting schools.
Training is upon request, targeting in particular, school executives,
principal groups and Educational Services staff across
metropolitan, rural and remote areas.
Evidence base
The training package is a response to a demand from schools and
regions to gain greater depth of understanding of the DDA and the
Standards and how these legislations apply in individual school
settings.
Evaluation
Modifications to the training activity occur as a result of tailoring
the activity to suit the participant’s needs at a particular time.
Changes may also occur as a result of participant feedback.
Outcomes
Positive responses from participants to the training and continued
requests for further training confirm the need across the state for
targeted training such as this.
Further information
For further information contact Disability, Learning and Support,
NSW Public Schools, at email disability.support@det.nsw.edu.au
23
Table 15: NSW activities and resources – Physical as anything.com
Item
Description
Resource name
Physical as anything.com
Jurisdiction
NSW Government.
Location
Online at www.physicalasanything.com.au/
Delivery agency
NSW Department of Education and Communities in conjunction
with NSW Health.
Funding source
NSW state funding.
Duration
Current and ongoing.
Aims and description
Physical as anything.com is a website that supports students with
medical, developmental and psychological conditions and is
written for teachers, schools, healthcare professionals, students
and families.
A joint initiative by the NSW Department of Education and
Communities and NSW Health. The website provides detailed
descriptions of more than 50 conditions affecting school-aged
children and young people. Video clips, links to online resources, in
addition to information and fact sheets, increase the applicability
of the site. The site describes the educational implications of each
condition and supports teachers to understand the needs of
students in making or providing reasonable adjustment.
All the information has been contributed by a panel of medical and
educational experts. All the articles are peer-reviewed to ensure
accuracy, reliability, currency and are endorsed by the NSW
Department of Education and Communities and NSW Health.
The website provides information on:

Medical, developmental, psychological conditions of
childhood and adolescence

Implications of each condition for a student’s education

Resources for teachers to assist in providing effective
support to these students.
24
Item
Description
Participants
Physical as anything.com provides information to education
personnel, parents and carers and healthcare professionals.
Evidence base
The website replaces previous hard copy manuals. It allows ready
maintenance of up to date information and wider access.
Evaluation
Physical as anything.com is a dynamic site that responds to the
needs of teachers, parents/carers and healthcare professionals as
they provide support to students with disability and additional
learning needs. It is regularly updated to reflect new
understandings and knowledge in the education and medical
fields.
Outcomes
The website supports ready access to reliable information about
medical, developmental and psychological conditions and their
implications for schooling for teachers, parents, allied health
services and others.
Further information
For further information please visit the website
www.physicalasanything.com.au or email Disability, Learning and
Support, NSW Public Schools, at
disability.support@det.nsw.edu.au.
Table 16: NSW activities and resources – NSW Department of Education and Communities’ Disability Action Plan 2011-2015
Item
Description
Resource name
NSW Department of Education and Communities’ Disability
Action Plan 2011-2015.
Jurisdiction
NSW Government.
Location
Statewide – access via Department of Education and Communities’
website.
Delivery agency
NSW Department of Education and Communities.
Funding source
N/A.
Duration
Current plan is for 2011-2015.
25
Item
Description
Aims and description
The Disability Action Plan is part of the NSW Department and
Education and Communities’ strategy to better engage people with
a disability. It covers the Department’s education provision in NSW
public schools, TAFE NSW and Community and Migrant Education
and related corporate functions. It sets out actions for continuous
improvement over the five year period 2011-2015. The plan
identifies objects of the Disability Discrimination Act 1992 (DDA)
and provides a definition of disability under the DDA.
Participants
The plan is applicable to all staff employed in NSW public schools,
regions and state offices. It also applies to students who attend
public schools and has implications for each school community parents, caregivers and other related professionals.
Evidence base
The development of the Disability Action Plan complies with the
requirements of the NSW Disability Services Act 1993 (Section 9)
and is consistent with the objectives of the Commonwealth DDA.
Evaluation
Progress against the Disability Action Plan is reported each year as
part of the Department of Education and Communities’ Annual
Report. The final phase of this Disability Action Plan will be the
2015 end-of-period review and report which will document the
progress the Department has made towards the achievement of
the outcomes in the plan and form the basis for developing the
next five-year plan.
Outcomes
N/A.
Further information
Further information is available from the NSW Department’s
website.
Table 17: NSW activities and resources – National Disability Strategy – NSW Implementation Plan 2012-2014
Item
Description
Resource name
National Disability Strategy NSW Implementation Plan 2012-2014
Jurisdiction
NSW Government.
Location
NSW – access via NSW Family and Community Services website.
26
Item
Description
Delivery agency
NSW government agencies, including the Department of Education
and Communities.
Funding source
N/A.
Duration
Current plan is for 2012-2014.
Aims and description
The NSW Implementation Plan 2012-2014 is the NSW
Government’s initial response to implementing the National
Disability Strategy. The plan builds on existing NSW disability
reforms and includes a range of new initiatives. The plan addresses
the six policy areas included in the National Disability Strategy,
including Learning and Skills.
The plan identifies objects of the Disability Discrimination Act 1992
(DDA) and provides a definition of disability under the Act.
In relation to school education, the plan includes actions for
improving support for students with disability in NSW Public
Schools in line with the requirements of the Disability Standards
For Education 2005 (the Standards).
Participants
The plan is applicable to all staff employed in NSW government
agencies. It also applies to people with disability and their parents
and carers in NSW, including school students.
Evidence base
The development of the NSW Implementation Plan 2012-2014 is
consistent with the National Disability Strategy. It reflects a range
of obligations to people with disability in NSW under international,
national and state legislation, including the DDA.
Evaluation
Progress against the NSW Implementation Plan 2012-2014 will be
monitored by the NSW Department of Family and Community
Services (FACS). A consolidated NSW progress report will be
published on the FACS website in 2014.
Outcomes
N/A.
Further information
Further information is available from the NSW ADHC website.
27
2.3 Northern Territory: NT Department of Education
Table 18: NT activities and resources – Awareness Materials
Item
Description
Resource name
Awareness Materials (FAQ, parent brochure).
Jurisdiction
Northern Territory (NT) Government (School Support Services –
Disability Services).
Location
Across the NT.
Delivery agency
Disability Services officers.
Funding source
N/A.
Duration
Available since 2008 to current.
Aims and description
As part of the rollout of the renewed Students with Disabilities
policy in 2008/2009 awareness materials were developed with
information about the Disability Standards For Education 2005 (the
Standards) and Students with Disabilities policy.
Participants
Principals, special education teachers, classroom teachers, parents
and carers.
Evidence base
N/A.
Evaluation
N/A.
Outcomes
Information about the Standards was provided to the various
audiences across the NT. Materials were later available for
Principals to provide information to staff.
Further information
The fact sheet about the Standards and brochure about the
Students with Disabilities policy are available on the NT
Department of Education website.
28
2.4 Queensland: Queensland Department of Education, Training and Employment
Table 19: Queensland activities and resources – Managing Learning for Diversity/ On the Same Page Professional Development
Modules
Item
Description
Resource name
Managing Learning for Diversity/ On the Same Page Professional
Development Modules.
Jurisdiction
Queensland Department of Education, Training and Employment.
Location
Hosted on the Department website.
Delivery agency
Queensland Department of Education, Training and Employment.
Funding source
N/A.
Duration
Ongoing; requires updating to reflect current policies and
initiatives.
Aims and description
These professional development modules highlight the legislative
and policy influences on curriculum reform, renewal and
leadership in the current context, as well as provide evidence
informed educational and school approaches to building inclusive
education practices for all students including students with
disability.
Participants
All schools and curriculum leaders.
Evidence base
Based on evidence-based practice and good practice where
evidence is not available.
Evaluation
Review/evaluation currently occurring.
Outcomes
N/A as currently being reviewed.
Further information
The professional development modules are available on the
Queensland Department of Education, Training and Employment
website.
29
Table 20: Queensland activities and resources – Contemporary Practices: Students with Disabilities
Item
Description
Resource name
Contemporary Practices: Students with Disabilities.
Jurisdiction
Queensland Department of Education, Training and Employment.
Location
Hosted on the Department website – the Learning Place. Access is
facilitated by departmental officers.
Delivery agency
Queensland Department of Education, Training and Employment.
Funding source
User pays.
Duration
Annually.
Aims and description
This course focuses on improving program delivery to students
with disability. Participants will be involved in developing inclusive
practices for programming for and supporting students with
disabilities in regular classrooms.
Participants
All schools and curriculum leaders.
Evidence base
Based on evidence-based practice and good practice where
evidence is not available.
Evaluation
Feedback received from participants at the end of the course.
Outcomes
Evaluation data has been collected each semester and reports
provided to regions. Course is very popular and a waiting list exists
to cope with demand.
Course modules are contemporary and interactive, providing
extensive resources for ongoing learning. The course takes
approximately 20 hours to complete and a certificate is provided
after successful completion.
The course offers professional development hours for teaching
staff and is aligned to the Professional Standards for Teachers.
Further information
The course is available on the Learning Place website.
30
Table 21: Queensland activities and resources – Contemporary Practices: School to Post-School Transition for Students with
Disabilities
Item
Description
Resource name
Contemporary Practices: School to Post-School Transition for
Students with Disabilities.
Jurisdiction
Queensland Department of Education, Training and Employment.
Location
Hosted on departmental website – the Learning Place. Access is
facilitated by departmental officers.
Delivery agency
Queensland Department of Education, Training and Employment.
Funding source
User pays.
Duration
Annually.
Aims and description
This course provides structured, facilitated, online learning
experiences focused on understanding and successfully managing
the transition to life beyond school. The course seeks to examine
and identify the quality teaching and learning practices that have a
positive impact on students’ transition for school to post-school
life.
Participants
Department of Education, Training and Employment and TAFE
teachers, teacher aides, administrators and support staff.
Evidence base
Based on evidence-based practice and good practice where
evidence is not available. The course has been developed as a
direct result of the research project Quality Outcomes for Students
with Disabilities: School to Post-School Transition.
Evaluation
Feedback received from participants at the end of the course.
Outcomes
Evaluation data has been collected each semester and reports
provided to regions. Course is very popular and a waiting list exists
to cope with demand.
Course modules are contemporary and interactive, providing
extensive resources for ongoing learning. The course takes
approximately 20 hours to complete and a certificate is provided
after successful completion.
The course offers professional development hours for teaching
31
Item
Description
staff and is aligned to the Professional Standard for Teachers.
Further information
The course is available on the Learning Place website.
Table 22: Queensland activities and resources – Diversity Training Program
Item
Description
Resource name
Diversity Training Program.
Jurisdiction
Queensland Department of Education, Training and Employment.
Location
Hosted on departmental website – the Learning Place. Access is
facilitated by departmental officers.
Delivery agency
Queensland Department of Education, Training and Employment.
Funding source
User pays.
Duration
Ongoing.
Aims and description
This program is designed to provide a solid foundation for building
an inclusive workplace, where people are valued for their diverse
cultures, experiences, knowledge and abilities. The following topics
are covered:





Anti-discrimination awareness
Disability awareness
Multicultural awareness (including Australian south Sea
Islander cultural awareness)
Aboriginal and Torres Strait Islander cultural awareness
Women in leadership.
Participants
All staff.
Evidence base
Based on evidence-based practice and good practice where
evidence is not available.
Evaluation
Feedback received from participants at the end of the course.
32
Item
Description
Outcomes
Course modules are contemporary and interactive, providing
extensive resources for ongoing learning. Each course takes
approximately 60 minutes to complete and a certificate is provided
after successful completion of each course assessment.
The training modules offer professional development hours for
teaching staff and are aligned to the Professional Standard for
Teachers as well as the Capability Leadership Framework.
Further information
The course is available on the Learning Place website.
Table 23: Queensland activities and resources – Online Training Australia Online Courses
Item
Description
Resource name
Online Training Australia Online Courses.
Jurisdiction
Queensland Department of Education, Training and Employment.
Location
Available online.
Delivery agency
Access online; tutor-led.
Funding source
Australian Government’s More Support for Students with
Disabilities (MSSD) initiative.
Duration
Ongoing. Licensed until 2017.
Aims and description
These courses are designed to provide professional learning for
school leaders, teachers and support staff to improve the
educational outcomes for students with disability and inform
educators of their obligations under the DDA and DSE. The
following courses are currently available:




Understanding Autism Spectrum Disorder
Understanding dyslexia and significant difficulties with
reading
Understanding motor coordination difficulties
Supporting learners with speech, language and
communication needs
33
Item
Description
Participants
All school staff.
Evidence base
Based on international evidence-based practice and research.
Evaluation
Feedback received from participants.
Outcomes
Course modules are contemporary and interactive, providing
extensive resources for ongoing learning. Each course takes
approximately 20 hours to complete and a certificate is provided
after successful completion.
The courses offer professional development hours for teaching
staff and are aligned to the Professional Standard for Teachers.
Further information
Further information is available at:

Inclusion Online (www.inclusiononline-aus.net/)

The Department’s intranet available for employees.
Table 24: Queensland activities and resources – Disability Service Plan
Item
Description
Resource name
Disability Service Plan.
Jurisdiction
Queensland Department of Education, Training and Employment.
Location
Available online.
Delivery agency
Queensland Department of Education, Training and Employment.
Funding source
Queensland Department of Education, Training and Employment.
Duration
Commenced in 2011; under review in 2014.
Aims and description
The Disability Service Plan outlines the Department’s
commitments under the whole-of-government action plan. The
plan includes actions for improving support for students in line
with the requirements of the Disability Standards For Education
2005 (the Standards).
34
Item
Description
Participants
All departmental staff.
Evidence base
The development of the plan is consistent with the Queensland
response to the National Disability Strategy. It reflects a
commitment to ensuring that the principles and requirements of
relevant legislation including the Standards underpin the activities
conducted in the department.
Evaluation
Annual reporting on progress with plan.
Outcomes
N/A – The Department’s Disability Services Plan is currently being
reviewed.
Further information
N/A.
Table 25: Queensland activities and resources – Quality Schools, Inclusive Leaders program
Item
Description
Resource name
Quality Schools, Inclusive Leaders program
Jurisdiction
Queensland Department of Education, Training and Employment.
Location
This program is currently being delivered face to face. Program
resources will be hosted on the Department’s website at the
conclusion of face to face delivery.
Delivery agency
Queensland Department of Education, Training and Employment
representative and field expert Professor Loretta Giorcelli.
Funding source
Queensland Department of Education, Training and Employment;
and Australian Government’s More Support for Students with
Disabilities (MSSD) initiative.
Duration
Program commenced May 2013 with completion scheduled for
July 2014.
Aims and description
A regionally based two day face to face professional development
program related to enhancing the capability of school leaders in
inclusive practice, understanding legal responsibilities and complex
35
Item
Description
case management.
The training provides practical skills in goal setting, planning,
implementing interventions and reviewing progress and
effectiveness. Self-reflection of personal leadership practices is a
key component of the program.
Participants complete a 3-4 month action research project that will
enhance an identified area of school inclusivity practices during
which schools are supported by an Inclusive Education Mentor
who provides encouragement and timely advice.
The training package has been informed by current research and
legislative requirements surrounding inclusivity in schools.
Participants
All principals and up to two members from each school leadership
team.
Evidence base
Evidence-based practice and good practice where evidence is not
available. The program has been developed as a direct result of a
detailed needs analysis of school leaders.
Evaluation
Feedback will be received from participants. Program will be
evaluated as part of the MSSD initiative.
Outcomes
This program has achieved above the National Partnership
benchmarks and will be extended through the MSSD National
Partnership phase 2.
Further information
Further information is available on the Department’s intranet
available to employees.
36
Table 26: Queensland activities and resources – Teacher Aides Working with Students with Disabilities Online Courses
Item
Description
Resource name
Teacher Aides Working with Students with Disabilities Online
Courses.
Jurisdiction
Queensland Department of Education, Training and Employment.
Location
Hosted on the Department’s website – the Learning Place.
Delivery agency
Access online – self-paced.
Funding source
Queensland Department of Education, Training and Employment;
and Australian Government’s More Support for Students with
Disabilities (MSSD) initiative.
Duration
On demand; ongoing.
Aims and description
The seven courses in this series are based on an original series of
booklets Teacher Aides working with Students with Disabilities
These courses are developed to be both a learning course, with
alignment to Certificate IV in Education Support, and an ongoing
available resource for teacher aides. The courses can be self-paced
independent engagement or facilitated at a school for a group of
teacher aides.
The 6 disability specific courses have 3 modules within each
course; include illustrations, photos, quizzes, reflection questions
and vignettes of interviews with students and teacher aides. The
courses provide the audience with an understanding of disability,
the impact of impairment on learning and the adjustment for
students to engage in learning on the same basis as their peers.
The courses are written for teacher aides and reinforce the role
and responsibility of teacher aides throughout the content.
The Introduction course supports the induction needs of teacher
aides, and introduces the audience to: students with disability; the
role of teacher aides working with staff; working with students and
understanding their ongoing professional learning requirements.
Participants
Teacher Aides.
Evidence base
Based on evidence-based practice, a literature review on the roles
of teacher aides supporting students with disability and good
37
Item
Description
practice where evidence is not available.
Evaluation
Three courses – Teacher aides supporting students with intellectual
disability, Teacher aides supporting students with Autism Spectrum
Disorder, Teacher aides supporting students with disability Introduction have been piloted and evaluated.
Courses on Physical Impairment, Vision Impairment, Hearing
Impairment and Speech Language Impairment will be available
from the start of Semester 2 2014.
Outcomes
Courses are interactive, providing clear understanding of disability
suitable to the role of teacher aides. A certificate of successful
completion is issued at the end of the course. The online courses
have a participant survey as part of the course completion process.
The evaluation survey is capturing the responses of participant and
measuring participant perspectives on: pre and post course
knowledge; relevance of course to role; and positive impact on
professional practice.
Further information
Further information is available on the Department’s intranet
available to employees.
Table 27: Queensland activities and resources – Teacher Aides Supporting Students with Disabilities in the Senior Phase of
Schooling
Item
Description
Resource name
Teacher Aides Supporting Students with Disabilities in the Senior
Phase of Schooling.
Jurisdiction
Queensland Department of Education, Training and Employment.
Location
Delivered as a face to face workshop. Webconference is hosted on
the Department’s website.
Delivery agency
Face 2 Face one day workshop, also developed into a series of web
conferences for delivery over series of sessions.
Funding source
Queensland Department of Education, Training and Employment;
and Australian Government’s More Support for Students with
38
Item
Description
Disabilities (MSSD) initiative.
Duration
Trained workshop providers within each region to respond to
localised needs. Workshop will also be available through web
conferencing as an on-demand series of workshops.
Aims and description
This one day interactive workshop explores the role of teacher
aides supporting students in the senior phase of learning. This
workshop provides content and interactive elements that support
teacher aides working in this context to connect and share
localised practices for students with disability in senior schooling
and transition to post school programs.
This workshop has been aligned to the Contemporary Practices:
School to Post-School Transition for Students with Disabilities
online course available.
Participants
Teacher Aides.
Evidence base
Based on evidence-based practice, a literature review on the roles
of teacher aides supporting students with disability and good
practice where evidence is not available.
Evaluation
Feedback from participants through pilot process prior to whole of
state release.
Outcomes
Teacher aides are provided with relevant opportunity and
information to further their skills and knowledge supporting
students with disability in the senior phase.
Further information
Further information is available on the Department’s intranet
available to employees.
39
Table 28: Queensland activities and resources – Supporting students with disability and understanding behaviour
Item
Description
Resource name
Supporting students with disability and understanding behaviour.
Jurisdiction
Queensland Department of Education, Training and Employment.
Location
Hosted on departmental website.
Delivery agency
Delivered online via eBook.
Funding source
Queensland Department of Education, Training and Employment;
and Australian Government’s More Support for Students with
Disabilities (MSSD) initiative.
Duration
Ongoing.
Aims and description
This interactive resource will be available to support teacher aides
in understanding behaviour and the role of teacher aides in
supporting students with disability. It will support training and
induction needs of teacher aides.
Participants
Teacher Aides.
Evidence base
Based on evidence-based practice, a literature review on the roles
of teacher aides supporting students with disability and good
practice where evidence is not available.
Evaluation
Feedback from participants through pilot process prior to whole of
state release.
Outcomes
Teacher aides are provided with relevant opportunity and
information to further their skills and knowledge supporting
students with disability and understanding behaviour.
Further information
Further information is available on the Department’s intranet
available to employees.
40
2.5 South Australia: SA Department for Education and Child Development
Table 29: South Australian activities and resources – On the Same Basis
Item
Description
Resource name
On the Same Basis – implementing the Disability Discrimination
Act 1992 (DDA) and Disability Standards for Education, 2007.
Jurisdiction
Department for Education and Child Development (DECD)
South Australia.
Location
South Australia.
Delivery agency
DECD.
Funding source
DECD. Funded in 2004, launched in 2007, reprinted in 2008.
Duration
Completed; ongoing resource.
Aims and description
On the Same Basis was developed for education staff to assist
understanding of the application of the Disability Standards for
Education in SA schools. On the Same Basis assists in providing a
more inclusive education for learners with disabilities.
Participants
Teachers and School Services Officers in SA schools.
Evidence base
The resource was underpinned by the UN Enable - Convention on
the Rights of Persons with Disabilities, the DDA, and evidence
based teaching practice literature.
Evaluation
N/A.
Outcomes
Feedback from participants at training days indicated that the
resource was successful in raising the awareness of disability
discrimination, the implications for inclusive programming and
planning and provision of adjustments.
Further information
On the Same Basis is available online.
41
Table 30: South Australian activities and resources – Certificate IV in Education Support (Learning Difficulties and Disability)
Item
Description
Resource name
Certificate IV in Education Support (Learning Difficulties and
Disability) - CHC41712.
Jurisdiction
Department for Education and Child Development (DECD)
South Australia.
Location
Statewide - Department for Education and Child Development
(DECD): face-to-face sessions and online delivery.
Delivery agency
DECD.
Funding source
Skills for All, DECD, User Pays.
Duration
January 2013 to January 2014.
Aims and description
The nationally recognised qualification Certificate IV in Education
Support builds on the knowledge and skills of School Services
Officers (SSOs) in facilitating effective learning and educational
opportunities for children and students with learning difficulties
and disability under broad supervision in DECD schools and
preschools. The qualification consists of nine core and six elective
competency standards (units) from the Community Services and
Health Training Package. The core units are the general sets of
skills required for working with students in DECD sites. The elective
units cover the specific area of learning difficulties and disability.
Key learning areas include:

support the complex needs of students living with disability

facilitate quality learning to meet individual needs

support students with behaviours of concern

support students with Autism Spectrum Disorder

facilitate learning for students with speech/language
needs.
Certificate III in Education Support with a disability focus is in
development for implementation in late 2013.
42
Item
Description
Participants
DECD School Services Officers (SSOs), Early Childhood Workers
(ECWs), Aboriginal Community Education Officers (ACEOs), and
Government Services Employees (GSEs) who meet course eligibility
criteria.
Evidence base
The qualification is aligned to DECD strategic directions by building
the capacity of SSOs to work effectively under the direction of a
teacher to ensure positive learning and educational outcomes for
children and students with learning difficulties and disability.
Evaluation
Feedback from course participants is collected at the completion
of each key learning area to inform future direction and practice.
Industry reference validation is provided throughout the duration
of the program including feedback from Student, Aboriginal and
Family Services: Special Education team to ensure the program
uses current policies, strategies and practices. School leadership
has the opportunity to provide ongoing feedback. End of program
evaluation is completed for industry and internal compliance
purposes.
Outcomes
The increase in demand to provide professional development
opportunities for SSOs continues. In its first year of delivery, the
learning outcomes include a focus on the Disability Standards for
Education and DECD guidelines for implementation (‘On the Same
Basis’).
Further information
Further information is available from the DECD website. Schools
can contact DECD Registered Training Organisations for
information.
43
Table 31: South Australian activities and resources – The Students with Disabilities Policy - Publication
Item
Description
Resource name
The Students with Disabilities Policy - Publication.
Jurisdiction
Department for Education and Child Development (DECD)
South Australia.
Location
DECD website; print version distributed to all schools.
Delivery agency
DECD.
Funding source
N/A.
Duration
Document is located on the DECD website.
Aims and description
The Students with Disabilities Policy (2006) is based on the
legislative requirements specified in the Disability Discrimination
Act 1992 (DDA) and the Disability Standards For Education 2005
(the Standards).
The key aspects of implementing this policy are within the
framework of the following education standards:

enrolment

participation

curriculum development, accreditation and delivery

student support services

harassment and victimisation.
Participants
All Department staff members.
Evidence base
The policy outlines the responsibilities of all Departmental
personnel to provide an appropriate curriculum and to ensure
effective delivery of services and support to students with
disabilities. The policy is aligned to and reinforce, the DDA and the
Disability Standards For Education 2005 (the Standards).
The policy statement addresses the following principles:
44
Item
Description

inclusive schooling and valuing diversity

promoting individual strengths and needs

maintaining a knowledgeable and highly skilled workforce

the development of positive early and timely intervention

fostering partnership with learners, family / carers and
advocates

connections with complementary and coordinated services

equity in resource allocation

local responsibility and decision making.
Evaluation
No evaluation. The Policy -was due for revision in 2013.
Outcomes
A highly useful resource.
Further information
The document is available on the DECD website.
45
Table 32: South Australian activities and resources – LitCon Special National Partnership
Item
Description
Resource name
LitCon Special National Partnership.
Jurisdiction
Department for Education and Child Development (DECD)
South Australia.
Location
Gordon Education Centre, Mount Gambier.
Delivery agency
DECD.
Funding source
Funded in 2012 through the National Partnerships.
Duration
N/A.
Aims and description
LitCon Special is a comprehensive literacy planning, assessment
and reporting tool for teachers of students with intellectual and or
significant cognitive disabilities. The continuum is directly linked to
and is integral with the student’s Negotiated Education Plan
(NEP)and to a school’s reporting format.
Participants
Teachers and site leaders.
Evidence base
N/A.
Evaluation
N/A.
Outcomes
Feedback from sites has been very positive with many using as a
means to developing SMART ER Goals for the student NEP.
Further information
N/A.
46
2.6 Tasmania: Tasmania Department of Education
Table 33: Tasmanian activities and resources – Getting Started: A guide for teachers of students with disabilities in regular
school
Item
Description
Resource name
Getting Started: A guide for teachers of students with disabilities
in a mainstream school setting.
Jurisdiction
Department of Education – Tasmania.
Location
Printed resources are available to all schools. Provided to teachers.
Delivery agency
Resources are shared with classroom teachers by support staff at
the beginning of each school year and as required.
Funding source
Resources were produced in 2006.
Duration
Available for distribution until current stocks depleted.
Aims and description
Booklet and DVD to provide guidance and direction to classroom
teachers who have limited or no experience of teaching students
with disabilities. Topics covered include: The student; Teaching
and Learning; The school – organisational.
This resource has been well utilised and very well received
throughout the state. Some copies were provided on request to
other jurisdictions.
Participants
Classroom teachers and in school staff.
Evidence base
Collaborative action research of Inclusive Curriculum Project
2005/6.
Evaluation
Resource has been well utilised and sourced by staff.
Outcomes
N/A.
Further information
Further information - Ms Colleen Crawford phone 03 6212 3534.
47
Table 34: Tasmanian activities and resources – Power Point Presentation for Educational Leaders
Item
Description
Resource name
Power Point Presentation for Educational Leaders.
Jurisdiction
Department of Education – Tasmania.
Location
This has been developed and used statewide with Principals and
Principal Network Leaders.
Delivery agency
Manager State Support Service.
Funding source
N/A.
Duration
Developed in 2012.
Aims and description
To highlight the responsibilities of all schools and raise awareness
of Principals in preparation for the release for the online units that
will be available in 2013.
Participants
Principals, School Leaders and Senior Staff.
Evidence base
N/A.
Evaluation
N/A.
Outcomes
The resource has raised an awareness of the responsibilities of all
schools and school leaders.
Further information
Further information is available from Ms Lynne James on phone
03 6212 3534.
48
Table 35: Tasmanian activities and resources – Empowering Diversity in our Schools
Item
Description
Resource name
Empowering Diversity in our Schools – Professional Learning Unit
for School Leaders and Aspiring Leaders.
Jurisdiction
Department of Education – Tasmania.
Location
This six day unit was developed in 2012 and delivered in Hobart.
It is offered in the North of the state in 2013.
Delivery agency
Professional Learning Institute – Department of Education
Tasmania.
Funding source
Department of Education Tasmania; and Australian Government’s
More Support for Students with Disabilities (MSSD) initiative.
Duration
June – September 2013.
Aims and description
Is a research inquiry based professional learning program
addressing specific issues related to students at risk of not
achieving due to disability.
Participants
Staff who are in leadership roles or aspiring to undertake school
leadership into the future.
Evidence base
Based on the work of Theoharis, Ainscow & Giangreco in inclusive
education for children with special educational needs.
Evaluation
N/A.
Outcomes
Participants are required to undertake an inquiry relating to
leadership in their local context and to articulate implication of the
Disability Standards for Education in their school contexts.
Further information
Further information is available from Ms Lynne James on phone
03 6212 3534.
49
2.7 Victoria: Victorian Department of Education and Early Childhood Development
Table 36: Victorian activities and resources – Equal Opportunity (EO) and Disability Discrimination Law: Presentation
Item
Description
Resource name
Equal Opportunity (EO) and Disability Discrimination Law:
Presentation for principals, assistant principals, regional
disabilities officers and regional school support staff, addressing
the Victorian EO Act and the Commonwealth Disability
Discrimination Act 1992 (DDA) and the Disability Standards For
Education 2005 (the Standards).
Jurisdiction
Victoria.
Location
Various: Delivered across Victoria at leadership and regional fora.
Delivery agency
Victorian Department of Education and Early Childhood
Development (DEECD), Legal Division.
Funding source
N/A.
Duration
Ongoing.
Aims and description
The DEECD Legal Division provides a presentation on key
legislation to be delivered to large groups of principals, assistant
principals and education support staff upon request.
The presentation provides training on the obligations of
educational providers under the Equal Opportunity Act (Vic),
the DDA, and the Disability Standards for Education.
Presentations have been provided to regional principal forums,
state principal association meetings and at other principal training
forums.
Material is also available for school leaders on the Department’s
website, including legal bulletins that address specific issues
related to disability law and schools.
Participants
While targeted at Principals and school leadership positions, the
presentations have been provided to school staff, regional
disabilities officers and allied health school support officers.
Evidence base
The presentation provides the opportunity for the Legal Division to
strengthen school’s understanding and knowledge about their
obligations under the relevant Acts and the Disability Standards for
50
Item
Description
Education.
Evaluation
N/A – ongoing.
Outcomes
Improved understanding and knowledge by attendees.
Further information
Further information is available from Mr Alan Wilson (Manager,
Disabilities and Additional Needs) on phone 03 9637 2106.
Table 37: Victorian activities and resources – Overview of the legal framework including the Disability Standards for Education
2005 (the Standards) for regional school disability support staff: A series of professional learning workshops
Item
Description
Resource name
Overview of the legal framework including the Disability
Standards for Education 2005 (the Standards) for regional school
disability support staff: A series of professional learning
workshops by the Victorian Equal Opportunities Human Rights
Commission.
Jurisdiction
Victoria.
Location
Melbourne.
Delivery agency
Victorian Department of Education and Early Childhood
Development (DEECD).
Funding source
N/A.
Duration
A two day program.
Aims and description
DEECD and the Victorian Equal Opportunities Human Rights
Commission developed and delivered this professional
development program for the Department’s regional disability
coordinators. The content of the presentation covered:

role and functions of the VEOHRC

the legal framework around discrimination and disability

reasonable adjustments
51
Item
Description

liability and the positive duty

the law as an advocacy tool.
Participants
Regional disability coordinators are DEECD staff based in regional
offices that are responsible for providing support and advice to
schools and parents and carers.
Evidence base
The presentation included participation by the DEECD Legal
Division through their contribution to the discussion and content
in relation to school’s obligations under the Disability Standards
For Education 2005 (the Standards).
Evaluation
Feedback evaluation was strongly positive about the content,
materials and the strengthen understanding across the two
agencies of their shared commitments.
Outcomes
Regional disabilities coordinators who attended the sessions had a
strengthened understanding of the program’s content and ability
to support schools in relation to the matters covered.
Further information
Further information is available from Mr Alan Wilson (Manager,
Disabilities and Additional Needs) on phone 03 9637 2106.
52
Table 38: Victorian activities and resources – DEECD guidelines
Item
Description
Resource name
Department of Education and Early Childhood Development –
Program for Students with Disabilities (PSD) Guidelines and
Student Support Group (SSG) Guidelines: guidance on the
Disability Discrimination Act 1992 (DDA) and the Disability
Standards for Education 2005.
Jurisdiction
Victoria.
Location
Program for Students with Disabilities (PSD) Guidelines and
Student Support Group (SSG) Guidelines.
Delivery agency
Victorian Department of Education and Early Childhood
Development (DEECD).
Funding source
N/A.
Duration
Ongoing.
Aims and description
The PSD and the SSG Guidelines each provide advice to schools
related to supplementary funding applications and school
responsibilities for students with disabilities. Within the PSD and
the SSG guidelines is explicit advice about the requirements set
out in the Disability Standards for Education.
Participants
Targeted to all schools and parents.
Evidence base
While the Guidelines are intended to provide specific advice
related to the PSD, the information covered in relation to the DDA
and the Disability Standards for Education extends to all students
with disabilities. The guidelines are available to both schools and
the broader public.
Evaluation
N/A.
Outcomes
Ongoing.
Further information
Further information is available from Mr Alan Wilson (Manager,
Disabilities and Additional Needs) on phone 03 9637 2106.
53
2.8 Western Australia: WA Department of Education
Table 39: WA activities and resources – Building Inclusive Classrooms
Item
Description
Resource name
Building Inclusive Classrooms.
Jurisdiction
Western Australia.
Location
Statewide.
Delivery agency
Department of Education.
Funding source
WA Treasury.
Duration
Ongoing.
Aims and description
The strategy was designed to embed the principles detailed in the
Disability Discrimination Act 1992 (DDA) and the Disability
Standards For Education 2005 (the Standards). It used evidence
based classroom practice to support classroom teachers to
develop, implement and monitor learning plans for individual and
groups of students with disabilities or learning difficulties and build
the capacity of school communities.
The strategy was based on four principles:

Inclusive education

Legislation and policy

Building the capacity of local school communities

Planning for the future.
Participants
Classroom teachers.
Evidence base
The strategy was based on current research regarding learning,
teaching and assessment in the area of inclusive education with all
professional learning presented using the principles of adult and
cooperative learning.
54
Item
Description
Evaluation
Action learning 2007 – 2008.
Outcomes
The professional learning tools and resources are still available and
used state-wide by schools and student support services to
maintain the understandings and practices developed during the
implementation period.
Further information
Further information is available from Mr John Brigg on email (John.
Brigg@education.wa.edu.au).
Table 40: WA activities and resources – Building Inclusive Classrooms – Learning Support Coordinators
Item
Description
Resource name
Building Inclusive Schools – Learning Support Coordinators.
Jurisdiction
Western Australia.
Location
Statewide.
Delivery agency
Department of Education.
Funding source
WA Treasury.
Duration
Ongoing.
Aims and description
Learning Support Coordinators (LSC) were provided to every public
school as part of the Building Inclusive Classrooms (BIC) strategy.
LSCs were appointed from existing staff. During the BIC
implementation phase they were provided with an initial 12 days
of professional learning in their first two years. The role of the LSC
includes:

supporting the strengthening of inclusive school cultures

facilitation of school based Learning Support Teams

consultation and collaboration with teachers in regard to
meeting the educational need of students with disabilities
and learning difficulties
55
Item
Description

modelling effective teaching and supporting classroom
teachers who have students requiring significant teaching
and learning adjustments

coordinating support services for teachers.
Participants
Teachers.
Evidence base
The strategy was based on current research regarding learning,
teaching and assessment in the area of inclusive education with all
professional learning presented using the principles of adult and
cooperative learning.
Evaluation
Action learning research focused on the development of Learning
Support Teams.
Outcomes
Approximately 50 per cent of schools have maintained Learning
Support Coordinators in their role supporting teachers and schools
to provide inclusive education.
Further information
Further information is available from Mr John Brigg on email (John.
Brigg@education.wa.edu.au).
Table 41: WA activities and resources – Building Inclusive Classrooms
Item
Description
Resource name
Building Inclusive Schools.
Jurisdiction
Western Australia.
Location
Statewide.
Delivery agency
Department of Education.
Funding source
Department of Education.
Duration
Ongoing.
Aims and description
The strategy was designed to embed the principles detailed in the
DDA 1992 and the Disability Standards For Education 2005 (the
56
Item
Description
Standards) within the educational values and practice framework
across all public schools.
The strategy was based on four principles:

Inclusive education

Legislation and policy

Building the capacity of local school communities

Planning for the future.
Participants
District Directors, Senior Psychologists, Student Services
Directorate and Aboriginal Directorate personnel, school
administrators and other education leaders.
Evidence base
The strategy was based on current research regarding learning,
teaching and assessment in the area of inclusive education with all
professional learning presented using the principles of adult and
cooperative learning.
Aims centred on raising awareness of changing societal
expectations and legal obligations and acceptance of the diversity
of students, employees, parents, caregivers and community
members in environments that are free of discrimination, abuse or
exploitation.
Evaluation
Annual reports regarding the implementation strategies and
impact on teaching practice were conducted.
Outcomes
The professional learning tools and resources are still available and
used statewide by schools and student support services to
maintain the understandings and practices developed during the
implementation period.
Further information
Further information is available from Mr John Brigg on email (John.
Brigg@education.wa.edu.au).
57
3. Non-government education authorities
3.1 Independent sector: Independent Schools Council of Australia
Table 42: Independent sector activities and resources
Item
Description
Resource name
Professional Learning opportunities; consultancies; planning
meetings; communication documents.
Jurisdiction
Independent sector.
Location

Individual student consultancies

Individual Schools on request or as part of a school plan

Sector based Professional Learning Opportunities – in
particular leadership courses; courses for school registrars;
course for middle management; Specifically designed
courses -Learning Support personnel- e.g. Universal Design;
Individual Planning Process; Disability Legislation etc.

Leadership Centre courses

More Support for Students with Disabilities (MSSD)
Leadership Courses

Schools participating in the MSSD initiative and

School Governance advice – policies; guidelines updates
regarding legislation; briefings.
Delivery agency
Association of Independent Schools (AIS).
Funding source
The Australian Government’s MSSD initiative; fee for service
Professional Learning; AIS membership funds.
Duration
This varies according to target group and purpose e.g. 45 minutes
at a staff meeting allocated to a sustained course with ongoing
consultancy support.
Aims and description
To provide sector-specific information and advice which include
case law, case studies and practical examples to support a
consistent and accurate interpretation and application of the
Disability Discrimination Act 1992 (the DDA) and the the
Standards. The aim is that independent schools are made aware of
58
Item
Description
their responsibilities and obligations under disability legislation
and measures of compliance.
To increase awareness and build capacity in school leaders and
teachers, to support students with disabilities and to plan
strategically for the future.
The terms associated with the legislation are explained with
multiple examples provided to allow for a breadth and depth of
understanding. These terms include direct discrimination, indirect
discrimination, reasonable adjustment, unjustifiable hardship,
consultation and on the same basis.
The legislated process of individual planning and consultation is
detailed. Each Standard is specifically addressed as well as other
areas such as the development of Health care plans; privacy
legislation; duty of care; managing challenging behaviour; and the
complaints process.
The face to face component is essential to the quality of the
information, advice and guidance offered. It is critical that
discussion is led by persons with specific knowledge, experience
and expertise in the legislation, school aged students with
disabilities and context of independent schools so that participants
have the opportunity to ask questions, clarify and refine their
understanding, knowledge and application of the legislation.
Schools are supported with the provision of expertise in specific
areas including mental health, challenging behaviour, assistive
technologies, transitions, post school opportunities.
Participants
Independent schools, Independent School Leaders (including
Principals, Deputies, Heads of School, Curriculum Leaders and
Learning Support Coordinators), Independent School Educators
(including teachers, Learning Support Teachers, Support Staff /
Teacher Assistants & Allied Health Professionals), AIS staff.
Evidence base
Legislation; Australian Human Rights Commission Case Law;
Specific Legal Advice; Australian Human Rights Commission.
Evaluation
N/A.
Outcomes
N/A.
Further information
AIS in each state and territory.
59
3.2 Catholic sector
3.2.1 Catholic Education Commission of NSW
Table 43: Catholic Education Commission of NSW activities and resources
Item
Description
Resource name
Catholic Education Commission of NSW (CECNSW) Module;
Individual Planning.
Jurisdiction
CECNSW.
Location
CECNSW website.
Delivery agency
CECNSW.
Funding source
CECNSW.
Duration
Completed: Ready for use (Descriptors for levels of adjustment will
be uploaded as soon as final notification is given by the
Department of Education).
Aims and description
One hour training module has been delivered to assist educators
to understand how to collaborate with all parties, as required by
the Disability Discrimination Act 1992 (DDA) and Disability
Standards for Education so that teachers will be able to confidently
plan for all students identifying levels of adjustment in
collaboration with the students and their parents and carers.
CECNSW is also participating in the development of the University
of Canberra e-learning resource.
Participants
School communities who will be engaged in identifying
appropriate adjustments in collaboration with the student,
teachers, leadership and parents.
Evidence base
DDA and Disability Standards for Education.
Evaluation
The module has an in built survey for completion.
Outcomes
This module has just been completed.
This resource will assist awareness and provide guidance for school
communities in understanding the planning process under the
DDA and in understanding how to decide what level of adjustment
60
Item
Description
is required for individual students.
Further information
Further information is available from Ms Geraldine Gray on email
(gerry.gray@cecnsw.catholic.edu.au).
61
3.2.2 Catholic Education Office Northern Territory
Table 44: Catholic Education Office Northern Territory activities and resources – Inclusion Online – Understanding and
Managing Challenging Behaviour
Item
Description
Resource name
Inclusion Online - Understanding and Managing Challenging
Behaviour.
Jurisdiction
Northern Territory.
Location
Northern Territory schools and Catholic Education Office NT.
Delivery agency
Catholic Education Northern Territory in collaboration with
Independent Schools Association and Department of Education
and Children Services NT (DECS).
Funding source
DECS NT funds the access to the online resources and each sector
provides course tutors. In Catholic Education, this is funded by the
Inclusion Support Services budget, National Partnership (SSNP)
budget, and More Support for Students with Disabilities (MSSD)
budget, and the Australian Government Quality Teacher Program
(AGQTP) budget.
Duration
Commenced 2009 - ongoing with the number of courses
increasing.
Aims and description
To provide professional learning for teachers and support staff
who are working with students with disabilities around Disability
Standards for Education, best practice in Inclusion Support and
setting SMART goals for specific students.
The rationale is that the educators who work directly with the
students are the ones who need to know the Disability Standards
of Education, understand their responsibilities and develop skills
and understanding of Disabilities, inclusion practices and setting
goals.
Participants
Classroom teachers, learning support staff, school and system
management.
Evidence base
All theory and practice presented on the website, researched and
only those with a strong evidence base are included on the
website.
62
Item
Description
Evaluation
Ongoing evaluation as part of the courses, reviewed by DECS on a
12 monthly basis to inform the continuation/extension of the
training.
Outcomes
Although ongoing, the feedback indicates that teaching and
support staff are more confident working with SWD's, setting
appropriate goals for them and supporting them to achieve
intended outcomes.
Feedback often indicates that students have met or surpassed
goals set for them, contributing to staff confidence to continue the
cycle.
An unintended outcome is that participating staff are more
confident to ask for assistance and offer assistance to others.
Each term we have an increased number of staff undertaking the
course due to the positive feedback from colleagues.
Further information
Further information is available online.
Table 45: Catholic Education Office Northern Territory activities and resources – Inclusion Online – Understanding Autism
Spectrum Disorders
Item
Description
Resource name
Inclusion Online - Understanding Autism Spectrum Disorders.
Jurisdiction
Northern Territory.
Location
Northern Territory schools and at Catholic Education Office NT.
Delivery agency
Catholic Education Northern Territory in collaboration with
Independent Schools Association and Department of Education
and Children Services NT (DECS).
Funding source
DECS NT funds the access to the online resources and each sector
provides course tutors. In Catholic Education, this is funded by the
Inclusion Support Services budget, National Partnership (SSNP)
budget, and More Support for Students with Disabilities (MSSD)
budget, and the AGQTP budget.
63
Item
Description
Duration
Commenced 2009 - ongoing with the number of courses
increasing.
Aims and description
To provide professional learning for teachers and support staff
who are working with students with disabilities around Disability
Standards For Education 2005 (the Standards), best practice in
inclusion support and setting SMART goals for specific students.
The rationale is that the educators who work directly with the
students are the ones who need to know the Disability Standards
of Education, understand their responsibilities and develop skills
and understanding of disabilities, inclusion practices and setting
goals.
Participants
Classroom teachers, learning support staff, school and system
management.
Evidence base
All theory and practice presented on the website, researched and
only those with a strong evidence base are included on the
website.
Evaluation
Ongoing evaluation as part of the courses, reviewed by DECS on a
12 monthly basis to inform the continuation/extension of the
training.
Outcomes
Although ongoing, the feedback indicates that teaching and
support staff are more confident working with SWD's, setting
appropriate goals for them and supporting them to achieve
intended outcomes.
Feedback often indicates that students have met or surpassed
goals set for them, contributing to staff confidence to continue the
cycle.
An unintended outcome is that participating staff are more
confident to ask for assistance and offer assistance to others.
Each term we have an increased number of staff undertaking the
course due to the positive feedback from colleagues.
Further information
Further information is available online.
64
Table 46: Catholic Education Office Northern Territory activities and resources – Learning Platform
Item
Description
Resource name
Catholic Education NT Learning Platform collection: Inclusion
Support Services.
Jurisdiction
Catholic Education NT.
Location
Catholic Education NT Learning Platform.
Delivery agency
Catholic Education NT.
Funding source
Catholic Education NT’s Inclusion Support Services budget, from
SWD funds and NT government funds for students with disabilities.
Duration
Commenced 2012.
Aims and description
This site is used as a repository of policy, procedures and
resources. Professional learning presentations to school leaders,
Inclusion Support Coordinators and teachers refer to materials
located on the site re the Disability Standards for Education.
The rationale is to establish a central and accessible repository of
resources for educators including principals, Inclusion Support
Coordinators, and educators who work directly with students with
disabilities on the Disability Standards for Education, understand
their responsibilities and develop skills and understanding of
Disabilities, inclusion practices and setting goals.
Participants
Classroom teachers, learning support staff, school and system
management.
Evidence base
Legislative requirements.
Evaluation
N/A.
Outcomes
This is a newly developed collection of resources using Catholic
Education NT’s Learning Platform
Further information
Further information is available online.
65
3.2.3 Catholic Education Office South Australia
Table 47: Catholic Education Office South Australia Territory activities and resources
Item
Description
Resource name
Professional learning.
Jurisdiction
Catholic Education SA (CESA).
Location
Various locations.
Delivery agency
Special Education Team (as part of their work).
Funding source
N/A.
Duration
Ongoing professional learning across the sector.
Aims and description
N/A; there is not a specific project, however one key objective of
the Special Education Program is to continue to develop awareness
and understanding of the Disability Standards for Education.
Participants
School leaders, Special Education Coordinators/Key Teachers in
schools, teachers in schools and Education Support Officers (ESOs).
Evidence base
No formal evidence base. Anecdotal information: increased use of
adjustments by schools and requests for professional learning in
the area of the Standards and specifically adjustments.
Evaluation
N/A.
Outcomes
N/A.
Further information
All Catholic schools were provided with a copy of the resource
titled On the Same Basis in 2008. CESA utilises the Department of
Education and Child Development (DECD) resource On the Same
Basis as a resource for schools.
The updated CESA Enrolment and Support Process (2011) has
hyperlinks to the On the Same Basis resource.
In 2013 a 2 hour workshop was presented by a legal officer from
CEO on the Disability Standards for Education. A power-point was
developed for the workshop. The workshop was attended by 80
school based special education coordinators, some deputy
66
Item
Description
principals and principals.
Consultants from the Special Education team work with individual
schools and as part of the professional learning provide
information regarding the Disability Standards for Education.
Early Career Teachers are provided with an overview as part of a
session led by the Special Education Team. This occurs on an
annual basis.
New school leaders are provided with information on the Disability
Standards for Education as part of a 1 hour workshop presentation
on Special Education.
3.2.4 Queensland Catholic Education Commission
Table 48: Queensland Catholic Education Commission activities and resources
Item
Description
Resource name
Disability Standards For Education 2005 (the Standards) training
package.
Jurisdiction
Queensland Catholic Education Commission (QCEC).
Location
Queensland.
Delivery agency
QCEC.
Funding source
Australian Government’s More Support for Students with
Disabilities (MSSD) initiative.
Duration
2013-14.
Aims and description
Brisbane Catholic Education has developed a resource with funds
from MSSD. The resource is online for their staff but they have
provided the first three DVDs to each Catholic authority in the
state. Completion of Phase 1 of the training package consisting of
three videos: Overview of the Disability Standards, Enrolment and
Consultation including Support material were ready for the
beginning of the 2013 school year. The rest of the package is still
under development and will be shared with all authorities when
67
Item
Description
completed. It will be updated as needed. It is expected that other
school authorities will adapt this resource to meet the needs of
their staff.
Participants
This training package has been distributed to all Queensland
dioceses as well as Religious Institute schools and Independent
Schools Queensland (ISQ). The resource has also been shared with
Independent Schools Queensland.
Evidence base
Review highlighted the need for more information to be made
available to the sector on the Standards.
Evaluation
N/A.
Outcomes
The Training package has been adopted by a number of the
Catholic schooling authorities and has been used as part of the
professional learning with staff. Requests for Phase 1 training
package have also come from the tertiary sector.
Further information
N/A.
3.2.5 Tasmania Catholic Education Office
The Catholic sector in Tasmania does not have any resources specifically developed by Catholic Education Office.
Information on the Standards is drawn from existing resources such as the Australian Association for Special
Education (AASE) website and from the South Australia Department of Education.
68
4. Completed activities
4.1 Northern Territory Department of Education
Table 49: NT Department of Education – completed activity/resource
Item
Description
Resource name
PowerPoint presentations: Diversity, Inclusion and Participation.
Jurisdiction
NT Government (School Support Services – Disability Services).
Location
Across NT.
Delivery agency
Disability Services officers.
Funding source
N/A.
Duration
During 2009.
Aims and description
As part of the rollout of the new renewed Students with
Disabilities policy in 2008/2009 power point presentations were
developed with information about the Disability Standards For
Education 2005 (the Standards).
Participants
Principals, special education teachers, classroom teachers,
parents.
Evidence base
N/A.
Evaluation
N/A.
Outcomes
Information about the Standards was provided to the various
audiences across the NT. Materials were later available for
Principals to provide information to staff.
Further information
Further information is available on the NT Department of
Education website.
69
4.2 Queensland Department of Education, Training and Employment
Table 50: Queensland Department of Education, Training and Employment – completed activity/resource
Item
Description
Resource name
Gateway to Education Adjustments.
Jurisdiction
Queensland Department of Education, Training and Employment
(DETE).
Location
Online.
Delivery agency
DETE.
Funding source
DETE.
Duration
Commenced Term 4 2008; finished Term 4 2012.
Aims and description
The Gateway to Education Adjustments was designed to be a
portal of information for teachers and specialist staff working with
students with disability. The Blackboard Community had exemplars
of current practice for planning, teaching, assessing and reporting
for students with disability.
Participants
Teachers and specialist staff working with students with disability.
Evidence base
This was a series of practical resources to support schools in
catering for students with disability, including a section on relevant
policy and legislative requirements.
Evaluation
Activity complete. Original evaluation was a pilot with feedback
from stakeholders.
Outcomes
N/A.
Further information
N/A.
70
4.3 Victorian Department of Education and Early Childhood Development
Table 51: Victorian activities and resources – forum and web based resource
Item
Description
Resource name
Department of Education and Early Childhood Development – A
presentation forum and a related web based resource
Jurisdiction
Victoria.
Location
Online.
Delivery agency
Department of Education and Early Childhood Development
(DEECD).
Funding source
N/A.
Duration
On line Resource ceased 2012 with introduction of DSE on line
modules as part of MSSD NP
Aims and description
DEECD delivered a highly successful Disability Standards for
Education professional learning forum in 2006. The forum was
attended by a range of representatives from all education sectors
including Department central and regional teams. An on line
resource was made available after the forum and remained
opened to 2012 when it was removed.
Participants
Teachers and support staff
Evidence base
The presentation provided the opportunity for the Legal Division
to outline school’s obligations under the Standards. Attendees
were also able to ask the presenter questions in relation to this
area of law.
Evaluation
N/A
Outcomes
Over 2000 unique users visited the site
Further information
Further information is available from Mr Alan Wilson (Manager,
Disabilities and Additional Needs) on phone 03 9637 2106.
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