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Legislative Assembly for the ACT: 2016 Week 6 Hansard (9 June) . .

Page.. 2034..


(4) See response to (2) above.

This answer is identical to one I approved on 31 May and which was provided to Chamber Support on the morning of 7 June 2016. This is being resubmitted with today's date, as directed by Chamber Support.

Schools—seclusion spaces (Question No 732)

Mr Doszpot asked the Minister for Education, upon notice, on 2 May 2016:

(1) How many public schools in the ACT currently have enclosures that can be used to prevent autistic students from wandering or absconding.

(2) How many students spent time in these enclosures in 2015 and how much time did students with disability spend in these enclosures.

(3) How are these enclosures, referred to as "adjustments" that schools make for students with special needs, described in the data that the ACT gave to the Nationally Consistent Collection of Data on School Students with Disability in 2015.

(4) How many enclosures were used to house autistic students for other purposes such as behavioural management and were these educational adjustments reported to the Nationally Consistent Collection of Data on School Students with Disability in 2015.

(5) What data did ACT Education give the Nationally Consistent Collection of Data on School Students with Disability about the blue "sanctuary" that received international attention.

(6) What information will be provided for parents from the Nationally Consistent Collection of Data on School Students with Disability and when will it be available to parents.

(7) Is preparing an ILP (or IED) for an autistic student that involves changes/modifications/omissions to/from regular curriculum an "adjustment"; if so, how many autistic students in the ACT have an ILP/IEP that does not include the regular curriculum for students of the same age.

(8) How is this reported to the Nationally Consistent Collection of Data on School Students with Disability.

Mr Rattenbury: The answer to the member's question is as follows:

(1) ACT public schools use a variety of enclosed spaces to ensure the safety of all students. These include school perimeter fences, enclosed playgrounds, and enclosed courtyard spaces. Learning Support Units have different forms of play spaces and enclosed spaces and not all units have an enclosed space attached to the classroom. A list of units in schools is located at Attachment A.

(2) Schools use outdoor spaces, including enclosed spaces, for a range of reasons including playtime, sport, as an outdoor learning environment and for quiet spaces. All students access these spaces and schools do not record the time or types of use.


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