DISABILITY FRAMEWORK FOR ACTION 2005-2010
Annual Report to the
Premier’s Disability Advisory Council (PDAC)
September 2013
Department of Education
Disability Framework for Action 2005-2010
Department of Education
Annual Report to PDAC
Brief message from the Secretary
I am pleased to present the Department of Education Annual Report on the Disability Framework for
Action 2005-2010 to the Premier’s Disability Advisory Council (PDAC).
This report highlights the progress made in the period July 2012 to June 2013 with implementation of
the Department of Education Disability Action Plan strategies and initiatives.
In prioritising our strategies and initiatives in 2013, we have considered the feedback provided by
PDAC in the Report on Agency Implementation of the Disability Framework for Action (2012),
particularly in terms of implementing the recommendations of the review of the Disability Standards
for Education and the More Support for Students with Disability National Partnership Agreement.
This report reflects the Department’s strong focus on service provision and program delivery and the
firm efforts we are making to improve access and support for people with a disability.
The initiatives detailed in the report demonstrate the Department’s commitment to providing high
quality services for learners at every stage of development and throughout their lives with a focus on
ensuring that all members of the community have equal access to these services.
The Minister for Education and Skills recently released a proposed model to increase assistance for
students with learning support needs and their families. The proposed model ‘Respectful Schools –
Supporting Student Need’ has been developed as a transitional model for 2014 in a move towards
national consistency for disability funding in education in 2015.
I look forward to our continuing collaborative relationship with PDAC as we work toward continuing to
delivery equal access, improved services and opportunities for people with a disability.
Colin Pettit
Secretary
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Disability Framework for Action 2005-2010
Department of Education
Annual Report to PDAC
1. Access to Services and Programs
Actions/initiatives
1(a) More Support for Students with Disability National Partnership Agreement
1(b) Disability Standards for Education, 2005
1(c) Launching into Learning (Lil)
1(d) Child and Family Centres (CFCs)
1(e) The Tasmanian Adult Literacy Action Plan 2010 - 2015
1(a) More Support for Students with Disability National Partnership Agreement
Funding was made available from the Federal 2011/12 budget to all school sectors (state
government, catholic and independent) to support programs for students with disability.
The funding available to the state government system in Tasmania totalled $3.8m commencing
March 2012 has been extended to include 2014.
The funding was delivered through a National Partnership Agreement to ensure schools and
teachers are better able to support students with disabilities, contributing to improved student
learning experiences, educational outcomes and transitions to further education or work.
The funding must be used to meet outputs devised at the Federal level within the advised time line,
therefore consideration of sustainability is important and is addressed by focussing on building
professional expertise, skills and knowledge through professional learning using train the trainer and
cascade models.
Components within the plan were developed in consultation with a range of key stakeholders
including TPA, Special and Additional Needs Principal’s Reference Group, Managers School
Support, support staff and peak parent associations and disability groups.
The most significant change
Within DoE schools in Tasmania the project funding is focussing on achieving the following outputs:
 Training for teachers to build their skills in special education.
 Training for all school staff to improve understanding of their obligations under the Disability
Standards for Education (DSE), 2005 and how to meet those obligations.
 Assistive technology to support the teaching and participation of students with disability.
 Training for teachers to strengthen their skills in the use of assistive technology within the
classroom.
 Additional support for students with disabilities to transition effectively between the stages of
schooling and /or from schooling into further education, training or employment.
Why significant?
The above programs and strategies support the achievement of Tasmanian schools becoming more
inclusive of students with disabilities through better understanding of the provisions within the
Disability Standards for Education (DSE); teachers having greater capacity to identify and address
the educational needs of students with disabilities and tailor learning programs to meet their
individual needs; and ensuring greater access to and engagement with the curriculum for students
with disability through assistive technology.
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Disability Framework for Action 2005-2010
Department of Education
Annual Report to PDAC
Evidence of the change
a) Provision of professional learning for teachers and teacher aides in disability
 A license has been purchased that allows all staff within DoE to access a range of online
professional learning modules across a range of disability areas.
 Twenty-three staff including specialist support staff and class teachers have been trained as
facilitators to support the use of online disability modules within schools.
 Allocations for teacher and teacher aide relief have been made to schools to support staff in
accessing the online learning programs.
 Completed modules are outlined below with staff numbers included:
Module
Motor Co-ordination Difficulties
Managing Behaviour Difficulties
Dyslexia
Speech and Language Communication
Autism Spectrum Disorder
Vision and hearing Loss
Total
Staffing
62
194
111
82
196
8
653
968 total places
672 individuals enrolled with a 83.3% completion rate
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Modules have been exceptionally well received both for the flexible format provided for
access to professional learning and the quality of the content.
Modules currently take between 12 and 25 hours for completion depending on the topics.
Vision and Deaf modules have been rolled out during term 2, 2013.
The outcome for this activity has been to build the skills, knowledge and expertise of staff
working with students with disability.
b) Provision of professional learning for principals and school leaders
 Through the Professional Learning Institute a four day spaced program titled Empowering
Diversity in our Schools was offered in 2012 and again in 2013.
 This has focused on current research and practice that builds inclusive school cultures linked
to the school improvement agenda; the implementation of the Disability Standards for
Education, 2005; the use of the tool The Index for Inclusion; and work relating to the effective
use of support staff and paraprofessionals in inclusive schools.
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Disability Framework for Action 2005-2010
Department of Education
Annual Report to PDAC
c) Purchase of assistive technologies
 The provision of current technologies supports students with disability in both special and
mainstream schools to access and engage in the broader curriculum but especially in literacy
learning and augmented communication.
 To date 658 iPads, covers, and iTunes support has been purchased and allocated for
individual student use.14 interactive whiteboards were allocated to special schools and a
range of assistive technologies for students in mainstream schools with vision impairment
including Braille display devices, portable magnification devices and upgraded JAWs and
Duxbury licenses.
d) Understanding the Disability Standards for Education (DSE)
 Access to an online interactive learning module on the DSE, outlining responsibilities and
implications for school practice has been developed in collaboration with other state
jurisdictions and University of Canberra. This module has been used through principal
networks and with school staff. Further information about this e-learning is available at 1(b)
below.
e) Professional learning in the use of assistive technologies
 Professional learning has been provided for Inclusive Learning Leaders, teachers and teacher
aides in the use of assistive technologies for communication and literacy development for
students with disability.
 iPads in Education courses have been run in each Learning Service in term 1 with follow up
sessions in term 3.
 The term 3 sessions saw 37 teachers in the South, 30 in the North and 38 in the North West
participate to further their skills.
 A Network of staff in each Learning Service have continued to support classroom teachers in
the rollout of iPad technologies through the provision of training sessions in schools and
across Learning Services.
 Specialist training has been undertaken by all Vision resource teachers in the state to
enhance the knowledge and skills of this group in the use of the technologies.
 All teachers of the Deaf have attended a two day workshop to support their understandings of
the use of iPads in support of students with hearing impairment.
 Specialist communication apps have been provided to 93 students across the state.
 68 speech and Language Pathologist have undertaken training that has been offered in the
use of communication apps with non-verbal students.
f) Transition support
 To reduce problems and stress during transition for students with disability and their families,
a set of materials and resources for use by schools and families is under development in
collaboration with TASCARE to support effective transition between stages of schooling.
 Professional learning sessions in each Learning Service for school leaders, including
principals, support school managers, inclusive learning leaders, support teachers and
community leaders have been well received. The focus of these was to explore effective
partnerships and processes between families, schools and agencies for the benefit of
students with disability.
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Disability Framework for Action 2005-2010
Department of Education
Annual Report to PDAC
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A series of forums for parents and community members have been developed and conducted
throughout March 2013.
 These forums are for parents and family members of children/young people with disability
of any stage of education or care with the purpose of supporting and equipping parents to
participate in the successful transition of their child through the education system.
 The forums were facilitated by ‘ImagineBetter’ a parent organisation in New Zealand in
conjunction with the Transition Project officer and parents sharing their experiences and
insights.
Class teachers, support services staff and families (where possible) worked collaboratively to
develop transition plans for students with disability.
Allocations were made to 74 schools (primary and secondary schools, colleges and special
schools) totalling $168 723 in support of transition processes at the beginning of November
2012.
A further $160 000 will be allocated from July 1st, 2013 in support of transition processes for
students with disability moving 2013/14.
Allocations for 2014 will be made through Learning Services.
An app for use on smart phones and tablets is currently being devolved in collaboration with
TASCARE to assist families with the transfer of information about students at key transition
point.
Emerging issues/challenges?
The funding agreement will cease at the end of 2013. We are currently awaiting further information
relating to the proposed model ‘Respectful Schools – Supporting Student Need’ as recently released
by the Minister for Education and Skills (see attached Fact Sheet).
1(b) Disability Standards for Education, 2005
An e-learning resource is being developed collaboratively by the University of Canberra and
education jurisdictions (including DoE) to improve participants’ capacity to enact their obligations
under the Disability Discrimination Act and the Disability Standards for Education (“the Standards”)
2005.
Different states and territories are collaboratively funding the research and development of different
elements of the resource. Once developed, these elements will be amalgamated and made available
to all funders.
Already mentioned
Why significant?
This e-learning is targeted to meet the different learning needs of key client groups (i.e. school
teachers and administrative staff, educational leaders, and parents and caregivers) with a common
core of content material and is designed to develop the learner’s practical skills and strategies in
regard to meeting the Disability Standards for Education through interactive, experiential learning,
such as scenario-based problem solving.
The resource is designed so that learning can be delivered at several levels to meet the needs of
individual participants, schools and system authorities:
The Most Significant Change
In each course participants will proceed through a series of compliance lessons, and then work
through the remaining material within the course to achieve desired learning outcomes.
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Disability Framework for Action 2005-2010
Department of Education
Annual Report to PDAC
All learning material, including compliance lessons, will be presented in the following courses to
reflect the learner’s specific context:
1. Early Childhood – Prior to Full-time School
5. Senior Secondary
2. Early Childhood - School
6. Educational Leaders
3. Primary
7. Parents and Community
4. Junior Secondary
8. Education Assistants
The research and development phase also involves a needs assessment through a client survey of
potential learners, in addition to an assessment of the immediate effects of completing the
compliance lessons. This data will not only guide the development of the resource, but the
information can be used by the client as an evidence basis for policy development.
The final critical stage of product development is an impact assessment consisting of a baseline and
long term survey to determine the influence of the e-learning resource and to inform future directions
for policy and product redevelopment.
Course Design
Most courses have eight on-line lessons specific to the target audience and contain:
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conceptual material to present relevant core concepts; scenario-based learning using a
guided experiential instructional approach to introduce concepts, procedures, and processes;
on-line assessment exercises and quizzes;
further readings and resources; and
provision for feedback to inform future development.
Compliance Training (3 lessons to be rolled-out in early 2013)
 Within the resource there will be a Core Content Module of 3 lessons (involving conceptual
lessons, some scenarios and on-line assessment) that will take approximately 2 hours to
complete.
 Taken alone, the Core Content Module will be sufficient for basic compliance training.
Self-paced professional learning (full 8 lessons to be rolled-out in the second half of 2013)
 The full suite of lessons in each course will provide a minimum of 10 hours of individualised
professional learning (including the core content module) and on-line assessment that could
be recognised by teacher registration authorities as self-paced professional learning.
Applied and interactive professional learning
 The resource will be designed to support applied and interactive learning over a sustained
period when used within a Learning Management System (LMS) such as Moodle.
 Learning would be delivered through a collaborative and communicative facility that promotes
the deepening of knowledge, skills and understandings over time.
 The e-learning resource would be used by tutors and mentors to support applications,
reflections and conversations within professional communities of practice, both face-to-face
and on-line.
 This approach would enable participants to apply their learning in the workplace and would
promote sustainable long-term learning around the Standards.
 This learning could potentially lead to advanced standing in a postgraduate program of study
such as a Graduate Certificate of Masters Degree.
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Disability Framework for Action 2005-2010
Department of Education
Annual Report to PDAC
Evidence of the change
The roll out commenced late May 2013 starting with the Educational Leaders course.
To date 1888 DoE staff have enrolled in the Educational Leaders online modules with 1350
completed lesson 1-3. (70% completion rate).
The senior Secondary course has been released and 273 staff have enrolled with 19% of these
having completed units 1-3 at this point in time.
1(c) Launching into Learning (Lil)
Launching into Learning began as a project in 2006 to support parents with children aged from Birth
to four years as their child’s first, ongoing and often most influential teacher. This project is
recurrently funded.
The Most Significant Change
Funding has been provided to all schools since 2012.
Why significant?
LiL aims to provide support and intervention in the early years in recognition that this will be more
effective in achieving a wider range of successful outcomes for students than interventions later in
life.
The focus is on working with parents, partnerships with other services, and working with families with
young children who find it hardest to access services. This offers a very early entry point to families
with children with a disability. It is often the first contact with services providing opportunity for referral
to other services and assessment.
Evidence of the change
In 2009, a longitudinal study was commenced to measure the effects of LiL on student outcomes.
This study looks at the performance of students at government schools as measured by the
Kindergarten Development Check (KDC), Performance Indicators in Primary Schools (PIPS) and (in
the future) Year 3 National Assessment Program – Literacy and Numeracy (NAPLAN) results over
the period from 2008 onwards.
Analysis through this Study of 2012 data has produced the following findings:
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In relation to PIPS the LiL group had an improvement of 9.6 percentage points in reading and
6.4 percentage points in numeracy.
In relation to KDC the LiL group achieved an increase of 9.8 percentage points in the number
of children who achieved all KDC performance indicators when compared to the non-LiL
group (from 66.7% for non-LiL students to 76.5% for LiL).
The biggest performance gains occurred in the children from more disadvantaged
socioeconomic backgrounds (the same occurred for the previous LiL cohort.
On average, children from all socioeconomic backgrounds obtained an increase in
performance through participating in LiL.
On average, the LiL children attended 2 days more in Prep than the non-LiL group.
Anecdotal information continues to indicate that very young children with a disability and
developmental delay are being identified earlier and are being supported in a family friendly
environment alongside other families within their local community through a range of LiL programs
and initiatives.
1(d)
Child and Family Centres (CFCs)
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Disability Framework for Action 2005-2010
Department of Education
Annual Report to PDAC
CFCs provide a range of integrated services that support families with the health and wellbeing,
learning and development of children from birth to school age, preparing them for a healthy life and
success at school.
The Most Significant Change
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Nine state government funded CFCs have been open since April 2013.
A total of 10 are funded by the state. The Tasmanian Planning Commission approved the
development of the George Town Child and Family Centre as part of a HUB development on
July 26th 2013. Submissions have now been prepared for the Parliamentary Standing
Committee on Public Works for the final approval.
Two Indigenous CFCs have been funded by the Commonwealth (Bridgewater and
Geeveston).
The Aboriginal CFC operates at Risdon Cove (The state contributed $1m to the building of
this centre.)
Local Enabling Groups (LEGs) were formed to guide the service and development of each
CFC. In some communities these are transitioning to Advisory Groups to support the ongoing
development of the Centres and implementation of integrated service delivery.
Centres Leaders and Community Inclusion Workers are employed in all CFCs.
To support the change, the Tasmanian Early Years Foundation (TEYF) granted funds to support an
Action Research project and a Learning and Development Strategy for CFCs until June 2013.
As a part of the Learning and Development Strategy, each CFC community, through its Local
Enabling Group, has the opportunity to work in a facilitated process focusing on a number of key
concepts. These include:
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the factors required in the learning and development approach;
planning and researching;
identifying the focus of the program; and
determining the approach to be taken.
The CFC Statewide Outcomes Framework identifies broad outcomes, objectives, strategies and
activities of CFCs and how progress towards these outcomes may be monitored.
The outcomes framework provides a common point of reference to guide consistent planning, review
and monitoring across all CFCs and is intended to provide direction and a consistent message
regarding the statewide vision and goals of CFCs. In each community this Outcomes Framework
provides a back drop to facilitate discussions to enable service providers and community members to
design a local vision and outcomes statement.
The project plan for the Evaluation and data collection strategy for Child and Family Centres is
progressing well. The objective of the project is to develop and implement a sustainable evaluation
and data collection methodology for the Child and Family Centres (CFC). This will support the
evaluation of the CFCs against the State-wide Outcomes Framework and assist the CFCs in their
service delivery to achieve the Department of Education CFC Strategic Plan.
Some of this work will be carried out in partnership (MoU to be developed) with the Telethon Institute
for Child Health Research (TICHR).
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Disability Framework for Action 2005-2010
Department of Education
Annual Report to PDAC
Why significant?
The aim of CFCs is to improve the health, well-being, education and care outcomes of children from
birth to age 5 by supporting and empowering families in their parenting role and enhancing
accessibility to services within the local community. The CFCs aim to strengthen local communities
and to also offer pathways to training and employment. In order to achieve these aims, the centres
require services and staff to work in a collaborative and integrated way.
The initiative strives to develop and provide collaborative and integrated service delivery models by
working in partnership with families and other government, non-government and community service
providers.
The CFC initiative supports research evidence which confirms learning and development in early
childhood particularly during the first three or four years is crucial to establishing success throughout
life.
The establishment of CFCs provides more opportunities to support families with children with a
disability and developmental delay in inclusive environments within their local community.
Evidence of the change
Early Childhood Intervention Services (ECIS) and a small number of childrens’ therapy services are
using an outreach model to support children with a disability and their families in their local
community at the CFCs. In Burnie the CFC and the ECIS are co-located and aim to work closely to
provide an integrated service model.
Additional information relating to the CFCs and LiL: Professional Learning Initiatives
A number of quality evidence based approaches continue to be implemented across CFC, LiL and
Early Childhood Intervention Services. These include Family Partnership Training (FPT) and
Empowering Parents Empowering Communities (EPEC).
FPT courses continue to be facilitated across the State this year and participants from CFC and LiL
communities have trained together. A significant number of service providers across agencies are
now trained in Family Partnership and it is accepted as core professional learning for staff working
with parents and young children. There is evidence that the Family Partnership Framework is being
actively used and supporting the development of common approach to work in partnership.
EPEC continues to be offered in Child and Family Centre Communities across the State,
approximately another 70 parents will have completed the Being a Parent Course in 2013 and 18
trained as local parent facilitators to enable more courses to be delivered. Two of the trained
facilitators have successfully gone onto further study and employment.
Emerging Issues /challenges?
Whilst it is acknowledged, and detailed above, that much has occurred throughout the year to
support understanding of integration and integrated service delivery this will remain an ongoing
challenge as service providers learn about and implement the changes required.
There is anecdotal evidence of two way referrals between Early Childhood Intervention Services and
LiL. Whilst a systematic approach to capturing this data has not yet occurred, this will continued to be
investigated in collaboration with Educational Performance Services for incorporation into the
Longitudinal Study.
This data will allow us to track the pathway of support provided to children with a disability to ensure
integrated, cohesive services are provided at local level in the child’s own community.
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Disability Framework for Action 2005-2010
Department of Education
Annual Report to PDAC
1(e) The Tasmanian Adult Literacy Action Plan 2010 - 2015
The Adult Literacy Action Plan proposes a number of strategies to address the low levels of literacy
within the Tasmanian community.
The Most Significant Change
As part of this Plan a network of literacy coordinators has been established throughout the State who
are supported by a pool of trained volunteer tutors to drive the Adult Literacy Network. The Action
Plan includes the $1m Adult Literacy Investment Fund which includes funding for literacy skills
development projects across the LINC network, including projects targeting the needs of a particular
community or client groups. Partnerships with community organisations are instrumental in raising
public awareness of the importance of literacy skills and are a highly valued component of the literacy
program.
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The Action Plan includes the $1m Adult Literacy Investment Fund which includes funding for
literacy skills development projects across the LINC network, including projects targeting the
needs of a particular community or client groups within Tasmania.
A network of literacy coordinators has been established throughout the State and is supported
by a pool of trained volunteer tutors to drive the Adult Literacy Network.
LINC services work with disability service providers and community organisations to identify
and support those who could benefit from core skills programs.
 An example of an innovative partnership is the Launceston LINC team’s work with a
disability service provider to build the provider’s capacity to meet the literacy needs of
its clients.
 This arrangement provides support and resource materials for the ‘First Gear’
program whereby the provider works with clients to learn the road rules prior to
coming to LINC Tasmania for testing.
Skills Tasmania administers a grants program, the 26TEN Grants Program. It has two aspects:
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The employer stream funds projects where employers pledge to support the development of
literacy skills for employees within their organisations by allowing employees to participate in
literacy support projects and training during work hours.
The community stream funds projects with community partnerships and innovative
approaches for specific target groups, including people with a disability, to improve the core
skill levels of Tasmanian community members in order to improve access to further
education, training and employment.
Why significant?
A report produced for LINC Tasmania to determine Adult Motivations for Learning Core Skills found
that people with a disability require greater assistance to access literacy programs and programs
need to give greater consideration the needs of these consumers.
Evidence of the change
LINC services work with disability service providers to identify those who could benefit from core
skills programs. An example of an innovative partnership is the Launceston LINC team’s work with a
disability service provider to build the provider’s capacity to meet the literacy needs of its clients.
This arrangement has initially provided support and resource materials for the ‘First Gear’ program
whereby the provider works with clients to learn the road rules prior to coming to LINC Tasmania for
testing.
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Disability Framework for Action 2005-2010
Department of Education
Annual Report to PDAC
In 2013, through the 26TEN Grants Program, five grants were made to the value of $173,172 listed
below. These projects include: delivering English language and literacy training to deaf adults using
instruction methods in both English and Auslan, literacy support for people with mental illness at the
Eureka Clubhouse, in several supported workplaces, and aboriginal youth in a rural area.
Year
2013
2013
2013
2013
Program
Employer
Community
Community
Community
Project Name
Literacy Support – ADE and Youth Pathways
Literacy Support – Huon Trade Training Centre
Signing Up for Literacy
Clubhouse Education Program
2013
Community Book Club
Organisation
OAK Tasmania
OAK Tasmania
Tasmanian Deaf Society
Colony 47
Eureka Clubhouse
SelfHelp Workplace
2. Access to Employment Opportunities, Career Development, Retention and Recruitment
The current State Service Vacancy Control Process directly restricts the achievability of the
employment target of 10% of employees with a disability.
The Department continues to participate in programs such as DPAC’s ‘Willing and Able Mentoring
Program’ providing opportunities for university graduates with a disability to gain experience in an
area of their choice.
All DoE recruitment and employment policies and practices are inclusive of people with a disability.
Anecdotal evidence suggests that the level of employees identifying as being a person with a
disability is not necessarily reflective of the actual number.
Actions/initiatives
Partnerships in Teaching Excellence (PiTE) scholarship
The most significant change
In 2012, the Department introduced a significant employment initiative, as part of the PiTE program.
The PiTE program is DoE’s core graduate recruitment program for teaching staff. A scholarship place
was identified specifically for a Bachelor of Education or Master of Teaching student with a disability
in the 2012 PiTE program. The scholarship was again advertised to eligible UTas students in
September 2012 for the 2013 year but no applications were received.
Why significant?
This scholarship provides financial support, mentoring and professional development opportunities
during the final year of the Bachelor of Education or Master of Teaching as well as guaranteed
permanent employment upon successful completion.
Evidence of the change
Unfortunately the scholarship program failed to attract any applicants.
Emerging issues/challenges for this outcome area
The current PiTE Scholarship program may not continue beyond 2013 as the Department is currently
reviewing options for graduate recruitment.
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Disability Framework for Action 2005-2010
Department of Education
Annual Report to PDAC
3. Access to Buildings, Facilities, Venues and Off-Premises Events
Actions/initiatives
a. Access requirements under the DDA
Improved accessibility for new and redeveloped schools.
b. Minor Works Program 2012-13
This program included the provision of ramps and grab rails, upgraded toilet facilities and other minor
works associated with improving disabled access for students and community members with a
disability.
c. Capital Investment Program (CIP) 2012-13
The completion of the Building the Education Revolution (BER) element of the Nation Building
Economic Stimulus Plan also provided a range of new facilities and upgrades to existing facilities in
many schools, with students, teachers and members of the community (including people with a
disability) utilising new and refurbished buildings that are compliant with the current Building Code of
Australia and its access provisions.
Works included the redevelopment of internal and external areas to improve access for people with a
disability, provision of new accessible toilets and upgrade of existing accessible toilets, provision of
accessible change facilities, parking, ramps and other works associated with improving overall
access and facilities for people with a disability.
As a follow on from the BER program the provision of new and redeveloped schools together with the
closure of older schools with out-dated or no access for people with a disability has continued to be a
major thrust in 2012-13.
The CIP, with the assistance of funding from the sale of vacated sites, supported the following
initiatives which meet the revised Building Code of Australia standards and provide access for people
with a disability.
Capital Program
Total cost $’000
Capital Works Programs
29,727
Total
29,727
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Disability Framework for Action 2005-2010
Department of Education
Annual Report to PDAC
List of individual major capital projects completed during 2012–13
Site
Bridport Primary School
Project
Extension of existing multi-purpose hall
Total cost $’000
2,000
Campbell Town Child Care
Centre
Construction of a new child care centre
1,000
Former Rocherlea Primary
School
Demolition of school buildings
274
Former Roseneath Primary
School
Demolition of school buildings
445
Local Schools Working
Together
Construction of the Sustainability Learning
Centre at Mount Nelson
2,980
Port Sorell Primary School
Development of a new primary school at Port
Sorell
13,000
Post Year 10 Reforms
Upgrading of facilities used by the Tasmanian
Polytechnic and Tasmanian Academy
7,770
Riverside High School
Upgrades to gymnasium floor, refurbishment of
a teaching kitchen and minor works to school
canteen
224
Skills Tasmania
Redevelopment of 26 Bathurst Street Hobart
899
Snug Primary School
Construction of new classrooms
615
South Hobart
Relocation of transportable classrooms
320
Bathroom, heating, wiring, plumbing and
window upgrades for teacher residences on
the West Coast
200
Primary School
Teacher Residences
Total
29,727
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Disability Framework for Action 2005-2010
Department of Education
Annual Report to PDAC
List of individual ongoing major capital projects
Site
Project
Estimated
total cost
$’000
Estimated cost
to complete
$’000
Estimated
completion
year
Bridgewater and
Geeveston Child
and Family Centre1
Construction of new child and family centres with a
focus on the Aboriginal community at Bridgewater
and Geeveston
5,000
741
2013
Bellerive Primary
School
Refurbish Administration Block
521
231
2013
Child and Family
Centres2
Development of 11 Child and Family Centres:
Beaconsfield, Burnie, Chigwell, Clarence Plains,
East Devonport, Derwent Valley, George Town;
Queenstown, Ravenswood, Risdon Cove, St Helens
34,493
3,300
2014
Community
Knowledge Network
(CKN) Projects3
Development of new LINC to be located at
Queenstown, Scottsdale and George Town4
11,000
3,139
2014
Dodges Ferry
Primary School
Construct two additional kindergarten learning areas
and support rooms
800
776
2014
Former Claremont
High School
Demolition of School Buildings
550
550
2013
High Street
Launceston
General refurbishment
700
700
2013
Miandetta Primary
School
Develop a dual integrated kindergarten centre and
construct an additional general learning area
800
787
2013
Renewing Our
Education System
Capital support for school amalgamations
1,165
1,165
2014
Taroona High and
Primary Schools
Traffic management improvements
300
270
2014
Trade Training
Centres5
Construction of new trade training centres for the
Break O’Day, Bridgewater, Circular Head, Dorset,
George Town, Huon Valley, Deloraine, Sorell and
Triabunna communities
13,745
123
2013
Waimea Heights
Primary School
Construct a double kindergarten facility
950
878
2014
69,024
11,660
Total
1.
2.
3.
4.
5.
tagara lia (Bridgewater) opened in July 2012 and staged construction on wapraparatee (Geeveston) is continuing and expected to be completed in
July 2013.
A total of six state government funded Child and Family Centres were open by the end of 2011 – Beaconsfield, Clarence Plains, Ravenswood, East
Devonport, Break O’Day (St Helens) and the West Coast (Queenstown). Other centres in Burnie, Chigwell and the Derwent Valley were completed
during 2012–13. The state also contributed $1.067m to the Tasmanian Aboriginal Centre (TAC) Children's Centre at Risdon Cove. A date for the
completion of the CFC at George Town is not available at this stage.
Now referred to as LINC Tasmania.
The LINC at Queenstown is part of the West Coast Community Hub which was officially opened in September 2011. Scottsdale LINC was officially
opened in May 2013. A date for the completion of the LINC at George Town is not available at this stage.
George Town, Dorset, Bridgewater, Break O’Day, Circular Head and Huon Valley centres are completed. Sorell and Triabunna will be completed
during 2013.
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Disability Framework for Action 2005-2010
Department of Education
Annual Report to PDAC
Why significant?
The unprecedented scale and rapid construction and refurbishment in the current building program
has been significant in remedying many disability access issues. The closure of older sites and the
creation of new schools and new and refurbished facilities in existing schools has seen significant
improvement in disability access issues.
These changes improve access for students with a disability to participate in all aspects of the school
curriculum. They also allow teachers, parents and community members to benefit from improved
access and facilities.
Evidence of the change
b. Minor Works Program 2012-13
Minor works to provide equitable access were undertaken in 36 projects totalling $269,054.
Details of sites that accessed this program are detailed in the following table:
Albuera Street Primary
TasTAFE – Alanvale Campus
Blackmans Bay Primary
TasTAFE – Burnie Campus
Bridgewater Middle
Cooee Primary
Cressy Primary
Deloraine Primary
Gagebrook Primary
Huonville High
Illawarra Primary
Kings Meadows High
Lansdowne Crescent Primary
Lenah Valley Primary
Lindisfarne Primary
Montague Bay Primary
Mowbray Heights Primary
Mt Stuart Primary
Newstead College
New Norfolk High
Oatlands Primary
Ogilvie High
Ravenswood Primary
Reece High
Rosny College
Rocherlea Primary
Ridgley Primary
South Hobart Primary
Sorell Primary
Springfield Gardens Primary
St Helens District High
St Johns Autism Centre
Table Cape Primary
Taroona Primary
Taroona High
Yolla District High
Total
$5,330
$9,674
$238
$17,870
$508
$13,600
$14,180
$11,400
$370
$4,478
$3,170
$11,900
$14,105
$7,200
$11,950
$12,685
$20,680
$540
$20,954
$6,280
$357
$8,500
$4,860
$2,850
$7,125
$3,625
$5,360
$7,400
$3,200
$4,985
$2,375
$8,000
$15,325
$3,800
$3,600
$580
$269,054
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Disability Framework for Action 2005-2010
Department of Education
Annual Report to PDAC
c. Capital Investment Program (CIP) 2012-13
Total CIP expenditure for completed projects in 2012-13 was $29,727,000 as detailed in table above.
On- going major works for 2013/14 is $69,024,000 as detailed in above table.
Summary of major capital projects completed during 2012–13
Capital Program
Total cost $’000
2012/13 Capital Works Programs
29,727
2013/14 On-going Capital Works Program
69,024
Total
98,751
Many sites gained improved disability access because works were carried out at the standard of the
current Building Code of Australia which requires a high level of attention to disability access.
Emerging issues/challenges?
With the release of the DDA Disability (Access to Premises – Buildings) Standards 2010 the
Department now requires its architectural consultants to design to the new standard.
The new Building Code of Australia (BCA) which came into effect on 1 May 2010 also requires the
Department to fully comply with the new code subject to certain defined exemptions and
concessions, including situations of unjustifiable hardship.
Since 1 May 2011 the BCA has mirrored the DDA. From that date building permits have only been
issued where the works comply with the upgraded BCA. This applies to new buildings, new work on
or extensions to existing buildings (including car parks). It also applies to affected parts of existing
buildings undergoing new work, and requires a continuous access path of travel from the principal
entrance to the new work.
The costs associated with these additional requirements will continue to have a major impact on the
design and budget for all projects.
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Disability Framework for Action 2005-2010
Department of Education
Annual Report to PDAC
4. Access to Information (printed materials, websites, audio & video)
Actions/initiatives
a. LINC Tasmania Information Services
b. LINC Tasmania Plain English Guide
a.
LINC Tasmania Information Services
The most significant change
LINC Tasmania has implemented a range of information access initiatives including audio books,
large print books, an accessible online web catalogue and a range of assistive technologies to
support clients in LINCs.
LINC Tasmania works consistently to ensure that its website and online services comply with
international accessibility standards. In the main, online content is compliant. A new checklist is now
in use to guide business units when creating new or editing web content. This must comply with
plain English and accessibility standards. With such a large website, this will be an ongoing task to
meet accessibility standards and to ensure that online services are made available to as many clients
as possible.
LINC Tasmania provides services to both homebound and vision impaired clients.
The Home Library Service (HLS) serves the needs of homebound clients unable to use library
services independently for a variety of reasons. Staff select items from a wide range of lending library
material (according to a client profile) which are then delivered to the client by a volunteer courier.
The Recorded Book Service (RBS) is provided for people with a disability that prevents them from
using the general print collection. Materials are available in a number of formats.
LINC Tasmania is assessing a range of technologies in 2013 for their capacity to improve access to
LINC services for people with a disability. Recommendations regarding the use of assistive
technologies in LINCs and staff training to ensure that clients are adequately supported are under
consideration.
Evidence of the change
LINC Tasmania continues to review and update its services meet the evolving needs of both
homebound and vision impaired clients. These clients are currently served by a selection of print,
large print, audio and eBooks.
LINC Tasmania is currently trialling the use of generic devices with our range of eBooks and eAudio
to assess their suitability for recorded book and home library service clients.
Emerging issues/challenges?
The RBS collection of books recorded to audio tape is declining in both condition and size due to
suppliers of this format ceasing production. However, the recent implementation of eBooks Plus
service provides a valuable opportunity to promote this new technology to current homebound and
vision impaired clients. LINC Tasmania has committed to exploring replacement options for the
recorded book service and collection through a key action in its 2013/2014 Business Plan.
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Disability Framework for Action 2005-2010
Department of Education
Annual Report to PDAC
b. LINC Tasmania Plain English Guide
The most significant change
LINC Tasmania has developed a Plain English Guide and facilitated staff professional development
workshops to raise awareness of the need to write in plain English for all communications with staff
and clients. The Plain English Guide covers the following aspects of writing in plain English:

Using reader-friendly language

Appropriate sentence construction

Using the active voice, where appropriate

Restricting or omitting use of bureaucratic words and phrases
LINC Tasmania is also developing a Plain English Training Program to be available in 2013 for
businesses or workplaces who wish to make sure that their written communications with the public
and with their employees is written in an accessible manner. This is in line with one of the actions in
the Tasmania Adult Literacy Action Plan 2010-2015 to: Promote best practice examples of plain
language in public documents across the State Service. Government and non-government
organisations will be assisted to deliver messages that are clear and simple.
Why significant?
A plain English document uses words economically and at a level the audience can comprehend. Its
sentence structure is tight. Its tone is welcoming and direct. Its design is visually appealing. It is easy
to read - for all readers.
The use of plain English is mandated in the Tasmanian Government Communications Policy 6.2
Accessibility: Principles: http://www.communications.tas.gov.au. The policy stipulates that:
Government information should be equally accessible to all individuals and groups within
the community, including those with diverse communication needs, including low levels of
literacy, sensory or cognitive disabilities and people who rely on assistive technology,
those from culturally and linguistically diverse communities and those with limited access
to technology.
Promoting the use of plain English in workplaces is essential to ensure important information, policies
and procedures are easily understood by all employees with varying literacy skill levels. The Plain
English Training Program will assist employers to increase awareness and understanding of reading
difficulties and their impact on the workplace and to practice the principles of a clear writing style.
Evidence of the change
Implementing a plain language policy requires that the reader be consulted about the success of the
communication. LINC Tasmania regularly undertakes ‘usability testing’, particularly for online content,
to test whether the intended message has been expressed to the intended audience. Modifications
to LINC Online have been made in response to feedback from useability testing.
The Plain English Training Program will allow employers to reflect on their own and their
organisation's written communication.
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