Legislative Assembly for the ACT: Week 6 Hansard (24 June) . . Page.. 2772..
delayed implementation of joint Commonwealth/ACT initiatives). A change in ACT population figures will also impact on the cost per 1000 head of population data.
(c) The Report on Government Services and The National Mental Health Report are both Commonwealth reports that measure mental health service provision across all States and Territories. Organisations have different accounting approaches as some use cash accounting, accrual based accounting or an alternative hybrid model that result in different reporting mechanisms to that of the ACT. In the interests of providing a comparable benchmark across jurisdictions, a modifier is applied to the financial reports causing a variation in financial reporting to those reported locally.
(d) See ( c ).
(Question No 1480)
Ms Dundas asked the Minister for Education, Youth and Family Services, upon notice, on 4 May 2004:
(1) In the August 2003 census of students, how many students with disabilities were identified as requiring additional resources or additional services;
(2) Of those students, how many were required, under the Services to students with disabilities policy and mandatory procedures, to have an Individual Education Plan now known as an Individual Learning Plan (ILP);
(3) For those students who required an ILP, how many at the census date had an ILP which was (a) current, for example, for which the review date on the ILP had not passed, (b) agreed to in writing by the parents or carers of the student and (c) both current and agreed to by the parents or carers of the student;
(4) For students who did not have an ILP which was both current and agreed to by parents or carers, how many commenced their schooling in the A.C.T. education system on or after the first day of Term 3, 2003;
(5) Please provide this information as aggregate numbers and also provide the numbers broken down by (a) school and (b) the nature of the program in each school, for example, Special School, Special Unit/Centre and in mainstream classes with additional support;
(6) When there is no agreed and current ILP, how are the educational needs of these students met;
(7) What is the maximum time frame allowed under departmental policy for development and agreement of an ILP for a student who is new to the A.C.T. or to a particular school; if there is no such maximum, why is this the case;
(8) Is there any process in place to monitor at an A.C.T. wide level whether ILPs have been agreed in relation to students with disabilities and that they continue to be updated so that they are current; if so, what is it and how long has it been in operation;
(9) What training or professional development has been provided to principals and teachers in relation to collaborative development of ILPs for students with disabilities over the last twelve months;