Next page . . . . Previous page . . . . Speeches . . . . Contents . . . . Sittings . . . . Search

Legislative Assembly for the ACT: Week 6 Hansard (24 June) . . Page.. 2773..

(10) For each training or professional development event, (a) when and where was it held, (b) what was its duration, (c) was the training compulsory or optional, (d) how many principals attended, (e) how many teachers attended and (f) was there a charge made for attendance at the training, if so, what was it;

(11) What training or support has been provided over the last twelve months for parents or carers to encourage their meaningful participation in development of ILPs for students, not including addressing support or interest group meetings at the request of such groups;

(12) For each training event, (a) how many parents or carers attended, (b) what charge was made for attendance, if any, (c) where and when was the event held, (d) what was its duration and (e) how was the event publicised.

Ms Gallagher

: The answer to the member's question is:

(1) 1583

(2) All students enrolled in special schools or accessing special education assistance in mainstream schools are required to have Individual Learning Plans.

(3) This information is not collected as part of the census, however, it is expected that teachers will endeavour to plan educational programs collaboratively and ensure that the student's current educational needs are met.

(4) The information requested is not collected as part of the census.

(5) The information requested is not collected as part of the census.

(6) It is very rare for agreement not to be reached on an ILP as schools recognise the need to work in collaboration with their parent community. If an ILP was not agreed to by the parents, teachers would make a professional judgement and deliver a program that is based on the individual needs of the student and would continue to attempt to negotiate with parents to reach agreement on the content of the ILP.

(7) For new students, ILPs must be formulated by the end of term 1 or generally within a term after enrolment. There needs to be sufficient time to undertake an appropriate assessment of the student before goals and priorities are set.

(8) Principals are required to report on an annual basis whether an ILP is in place for each student accessing special education services. The Department of Education, Youth and Family Services reports the result in its Statement of Performance Output Class 1.4. This target performance measure was introduced in 2004-05.

(9) Workshops for principals and teachers on the links between the student centred appraisal of need and ILPs were held in February and March 2003. In addition, support teachers (special education) are readily available to work with individual teachers in the development of ILPs.

(10) Training was held at the Centre for Teaching and Learning Technologies on the following dates: 24 February 2003, 27 February 2003, 3 March 2003, 6 March 2003, 10 March 2003. Training was optional. An average of 20 participants attended the meetings. No charge was made for attendance.

Next page . . . . Previous page. . . . Speeches . . . . Contents . . . . Sittings . . . . Search