The report provides a general description of how Commonwealth funding for education operates; a detailed explanation of how laws regulating education for students with disability function in each jurisdiction; and an examination of each jurisdiction’s anti-discrimination laws as they apply to education (including the Disability Discrimination Act 1992 (Cth) and the Disability Standards for Education 2005 issued under that Act.)
In an age when digital is no longer optional for finding work, it is crucial that students with special educational needs leave school with the skills and kit necessary for full digital access. Yet our research has found that education providers do not know enough about AT, the funding available for it, or inclusive digital practices. Teachers and specialist staff often do not have any training in AT and don’t know how best to support their students.
This podcast series features casual conversations with families of children with disability and/or developmental delay and the professionals they work alongside. The aim is to support and build families’ knowledge, skills and confidence when navigating the early childhood intervention (ECI) landscape. It is also an opportunity for parents to share their individual stories of everyday life in family with a child diagnosed with a disability and/or developmental delay.
Ahead of World Autism Awareness Day on April 2, the Agency has today released a consultation paper, ‘Interventions for children on the autism spectrum’. The paper aims to stimulate conversation with participants, families, carers and the wider sector on what should be considered reasonable and necessary supports for children with autism.
Education Minister James Merlino has pledged to tackle “school gatekeeping” – where students with disabilities are steered away from a particular school – describing it as an “ugly lottery” for parents. Mr Merlino said the Victorian government’s $1.6 billion changes to student disability funding – which was announced in the 2020 state budget and will be rolled out in 340 schools this year – would ensure every school was “truly inclusive” for students with disabilities.
The class of 2020 can teach us a lot about equitable education. As a disabled student finishing year 12 in 2020, I can tell you that studying through that unprecedented year was a challenge. Yet as students, teachers and families prepare for a return to school in 2021, and the temptation to dust your hands clean of 2020 looms, I ask that you consider what can be learned from thousands of disabled students like me.
Eleanor Beidatsch has a passion for palaeontology, but that’s not as strong as her passion to see more people with disability accepted and succeeding in the sciences. “When I look around a room, I don’t often see anybody else like me. In all the time I’ve been at university I’ve never seen another student in a wheelchair and I’ve seen only a couple with other sorts of disabilities. It can get lonely sometimes.”
According to dedicated autism research centre Autism CRC, the report is critical because it provides families and clinicians with the best opportunity to make informed decisions when choosing interventions.
At Public Hearing 7, focused on “barriers to accessing a safe, quality and inclusive school education and life course impacts”, the commission received submissions and heard raw and compelling oral testimony from young people and their families who described experiences of exclusion, violence and neglect. Collectively, their testimony painted a sobering picture of how the education system continues to fail many people with disability.
The Victorian Government’s pledge to recruit and deploy 4,100 tutors across the State’s schools in 2021 must be coupled with specialised supports to ensure the program is accessible to and inclusive of autistic students, says Victorian peak autism body Amaze.
Kimberly’s sunny, athletic and inquisitive about everything. But for years she harboured terrible secrets about what happened to her. Janine Fitzpatrick investigates why her school failed to heed credible warnings that she was in danger.
A confidential NSW Department of Education disability strategy obtained under FOI laws has revealed inadequacies in planning for the state’s students with disabilities.
The single mother of a NSW student with Down syndrome felt her daughter was treated like an afterthought when her high school shut due to coronavirus, a royal commission has heard. “At the core of this there is some deeply-rooted ableism,” she told the commission on Wednesday.
Closing date: October 16, 2020
The Committee is interested in views, insights and experiences on how learners with disability can be supported to access and fully participate in TAFE programs in Victoria. The Committee would like to hear about the social and economic benefits of improving access to TAFE for learners with disability, the experiences of learners with disability accessing and participating in TAFE programs, barriers to learners with disability accessing TAFE and ideas for addressing these, amongst other things.
or Ronelle – who has two children with disability who attend mainstream schools in rural Victoria – the move to remote learning has highlighted the inequality in Australia’s school system.