Next page . . . . Previous page . . . . Speeches . . . . Contents . . . . Sittings . . . . PDF . . . . Video

Legislative Assembly for the ACT: 2021 Week 02 Hansard (Thursday, 11 February 2021) . . Page.. 541 ..


(8) How many specialists are employed across the ACT.

(9) Are there any other workers that are employed by the ACT Government to support students with disability; if so, what is the nature of their training and work.

(10) Which ten ACT government schools have the highest percentage of students living with disability enrolled and what is the percentage for each school.

(11) What concerns have been identified by the ACT Government in relation to disability education, and what measures will the Government take to improve and/or resolve these concerns.

Ms Berry: The answer to the member’s question is as follows:

1. The Future of Education Strategy (the FoE) is relevant for all students, including those with disability.

The Disability Standards for Education 2005 developed under the Disability Discrimination Act 1992 clarify and elaborate the legal obligations specifying how education and training are to be made accessible to students with disability. The ACT Students with Disability Meeting their Educational Needs Policy confirms the Directorate’s commitment to supporting students with disability and complies with the requirements of the Disability Discrimination Act 1991 and the Disability Standards for Education 2005.

2. ACT public schools are committed to meeting the needs of students with disability. In partnership with the student, parents, carers and other professionals, schools make reasonable adjustments for students with disability at the time of their enrolment and during the course of their education, supporting them to access and participate in the school curriculum, programs and activities on the same basis as their peers.

Disability education in public schools is supported in a range of ways, including:

additional resource allocation to schools to support students with disability;

provision of supports and adjustments depending on the needs of the student, this can include modifications to school environment, adjustments to the curriculum and support for teachers to develop specific skills;

a diverse workforce that includes teachers, school leaders, learning support assistants, social workers and allied health professionals with expertise in developing supports for physical, sensory, communication and social skill needs of students with disability;

workforce capability development through ongoing professional learning opportunities for teachers and other school staff; and

collaborating with key stakeholders, including students, their families and external support services to better understand the needs of students and how to design a responsive and successful individualised educational program.

The ACT Education Directorate connects closely with the non-government school sector through developing networks, professional learning opportunities and sharing resources and supports.

3. For questions relating to student populations the Directorate uses the annual Census of ACT public schools conducted in August each year as the most accurate source. At


Next page . . . . Previous page . . . . Speeches . . . . Contents . . . . Sittings . . . . PDF . . . . Video