Inclusion DECD perspective

Ian MayDirector, Disability Policy and Programs

10 July 2017

Who is in the room?

Why are you in the room?

Importance of the Culture of Inclusion• Inclusive education requires recognising impairment as one of many forms

of human diversity, and welcoming and viewing diversity as a resource rather than a problem. Inclusive education, therefore, creates a situation where all children can be valued and experience a sense of belonging and where all children are encouraged to reach their full potential in all areas of development. (Cologon, 2013b, p. 20)

• The agenda of inclusive education has to be concerned with overcoming barriers to participation that may be experienced by any pupil. The tendency is still to think of “inclusion policy: or “inclusive education” as being concerned with pupils with disability and others characterised as having educational needs. (Ainscow 1999)

• Inclusion implies that all teachers are responsible for the education of all children. (Mittler 2000).

East Marden Primary School – Year 2/3

• What are children’s rights?• What are some important issues facing the world?• Do all children belong in school?

Activity: Think – Pair - Share

1. Think about an A-ha learning moment when your assumptions were challenged by a young person.

2. What did it make you think about inclusion?

A student helping a peer to translate a document in Korean to check for understanding.

SA Context

1. Legislation / reform / policy

2. Students with disability data

What is the Disability Discrimination Act?

• What is the Disability Discrimination Act? • The Disability Discrimination Act 1992 (DDA) is Commonwealth Government legislation,

which can be used to address discrimination in many areas of public life. The objectives of the DDA are:

1. To eliminate, as far as possible, discrimination against people on the grounds of disability2. To ensure that people with disabilities have the same rights before the law as the rest of

the community3. To promote the principle that people with disabilities have the same rights as the rest of

the community.

• The DDA overrides all state and territory legislation. • Disability Standards are one of a number of strategies within the DDA to achieve its aims.

Section 31 of the DDA provides for the formulation of Standards, which are subordinate legislation. The Standards aim to clarify legal obligations in a range of areas, e.g. education, access to premises, accessible public transport, communications and employment.

• Refer to the next chapter for further information about the Disability Standards for Education.

Disability Standards for Education 2005Purpose of the Standards The Standards: 1. clarify legal obligations already in the existing Disability Discrimination Act 1992 (DDA) 2. state the rights of learners with disabilities 3. state the legal obligations of service providers.

The Standards specify how education and training are to be made accessible to learners with disabilities.

The five areas of the StandardsThe Standards cover the following areas: 1. enrolment 2. participation 3. curriculum development,

accreditation and delivery 4. student support services, and 5. harassment and victimisation.

Quote:'The Standards are intended to give students with disabilities the same rights as other students. The Standards are based on the position that all students, including students with disabilities, should be treated with dignity and enjoy the benefits of education and training in an educationally supportive environment that values and encourages participation by all students, including students with disabilities. To achieve this, the effect of the Standards is to give students and prospective students with disabilities the right to education and training opportunities on the same basis as students without disabilities. This includes the right to comparable access, services and facilities, and the right to participate in education and training unimpeded by discrimination, including on the basis of stereotyped beliefs about the abilities and choices of students with disabilities'.Disability Standards for Education (2005).

Children and Students with Disability Policy

Draft Disability Inclusion Bill 2017

What are DECD disability support categories?

• Autism Spectrum Disorder• Global Development Delay• Sensory Disability (Hearing)• Intellectual Disability• Physical Disability• Speech and Language/Communication• Sensory Disability (Vision)

Changes in Primary Impairment 2010-2016

Impairment Type Growth 2010-2016

Autism Spectrum Disorder 203.5%

Language/Communication -75.1%

Global Development Delay 68.2%

Sensory Disability (Hearing) -9.4%

Intellectual Disability 17.6%

Physical Disability -7.2%

Speech and/or Language 48.0%

Sensory Disability (Vision) 5.0%

-100.0%

-50.0%

0.0%

50.0%

100.0%

150.0%

200.0%

250.0%

Students with Disability by Setting

Year Language Class Mainstream Special Class Special School Special Unit2013 13 11775.3 1124.7 919.4 9282014 11 11811.7 1138 969.2 9182015 14 11944.6 1199.8 996.6 9922016 14 12208.4 1256.5 977.5 990.2

0

2000

4000

6000

8000

10000

12000

14000

Language Class Mainstream Special Class Special School Special Unit

2013

2014

2015

2016

Table Activity

• Reflections of SA context and data

• Thoughts, provocations, opportunities, complexities

Nationally Consistent Collection of Data• The Nationally Consistent Collection of Data on School Students with

Disability (NCCD) is collected annually to identify the number of school students with disability and the level of reasonable adjustment provided for them.

• The model for the data collection relies on the professional judgement of teachers about their students. It applies across all educational settings and contexts, including mainstream schools and classes as well as special schools and special classes.

• Under the model, teachers use their professional, informed judgement to determine:– which of their students are being provided with a reasonable adjustment to

access education because of disability, consistent with definitions and obligations under the Disability Discrimination Act 1992 (the DDA) and the Disability Standards for Education 2005

– the level of adjustment that students with disability are being provided with, in both classroom and whole of school contexts

– the broad category of disability under which each student best fits.

NCCD steps

IS A STUDENT BEING PROVIDED AN ADJUSTMENT TO ACCESS EDUCATION BECAUSE OF DISABILITY?

WHAT IS THE LEVEL OF ADJUSTMENT?Support within quality differentiated teaching practice, Supplementary, Substantial, Extensive

WHAT IS THE CATEGORY OF DISABILITY?Cognitive, Physical, Sensory, Social-Emotional

RECORDING AND SUBMITTING THE DATA

Recent funding announcement

• The Australian Government recently announced the new schools funding model to be introduced in 2018

• The new disability loading will be based on the NCCD ‘which will mean fairer and better targeted funding’ for students with disability (SWD)

Next steps for SA

• Developing in all schools and with parents an understanding of the NCCD model

• Increasing training undertaken by classroom teachers and leadership on the NCCD and/or DDA/DSE

• Expanding moderation/internal review processes

• Expanding evidence collected or available in schools

Students with disability receiving adjustments by level of adjustment as a proportion of the total student population in each state and territory and nationally

Level of Adjustment NSW VIC QLD SA WA TAS NT ACT National

Support within QDTP 4.3% 6.6% 6.4% 7.0% 7.0% 4.1% 2.8% 3.2% 5.7%

Supplementary 10.5% 6.0% 6.5% 9.2% 7.8% 5.0% 9.3% 6.5% 8.0%

Substantial 2.8% 2.7% 3.5% 2.7% 2.0% 2.6% 5.9% 2.4% 2.9%

Extensive 1.4% 1.9% 1.7% 1.1% 0.8% 0.7% 2.4% 1.0% 1.5%

All Adjustments 19.0% 17.2% 18.1% 20.0% 17.6% 12.3% 20.4% 13.1% 18.1%

https://www.parliament.sa.gov.au/Committees/Pages/Committees.aspx?CTId=3&CId=320

Access to the Education System for Students with Disabilities

Key recommendations

• A focus on inclusivity• Increase learning expectations and experiences• A focus on partnerships, connections, networks and

relationships• A focus on school leadership and teacher support• A focus on greater flexibility

Some of the key recommendations:

• A focus on inclusivity - embracing and respecting, diversity, rights

• Increase learning expectations and experiences• A focus on partnerships, connections, networks

and relationships• A focus on school leadership and teacher

support• A focus on greater flexibility – use of resourcing,

different special options, interoception, positive behaviour strategies.

Inclusion in Action in South Australian preschools/schools photos as follows:

Hopes and dreams

We teach gratitude – being thankful for, and appreciating what we have right now. Because what we have right now and who we are

right now can be enough. If we don’t stop to celebrate improvements and goal

accomplishment, we can suffer improvement fatigue and a sense that we will never be enough.

Vanessa Wadlow and Kate Carter Marryatville Primary 2017

Th e p h y s i c a l e n v i r o n m e n t

Impact of green at LWB-7

Angela Falkenberg Marryatville PS 2015

Students co-designed the revamp of the interior and the renaming of our school library. It is now known as the Lowitja O’Donoghue Realm of Ideas as we realised that the voices of Aboriginal people and in particular aboriginal women were absent on our school site.Another building was renamed by children as the Mary Lee and another as the Ruby Hammond.

Happiness Boxes Nov 2012

Te a c h e r w e l l b e i n g l i n k e d t o s t u d e n t a c h i e v e m e n t

“As students do better, teachers feel better” AF

Angela Falkenberg Marryatville PS 2016

Wh a t a r e t h e l i n k s b e t w e e n y o u r w o r k a n d y o u r w e l l b e i n g ?

Pt Augusta Youth Engagement

Parent Forum - What is it?

• It is a forum for parents and carers of children and young people with a disability that provides an opportunity to:Be engaged and informed about their children

and young peoples’ education and careBe involved in two way conversations where

they are heard and listened toInfluence DECD policy and the drive for

“Inclusion for all”

Who is involved?• Parents, carers, non government organisations and DECD staff have

attended the 3 forums in November 2016, March and June 2017• The numbers of parents or carers are growing with 23 in November

2016 to 35 in June 2015• The next one is on Wednesday 20th September 2017 from 9:30am

to 2:00pm withKelly Vincent (MLC)

0102030405060708090

Parents and carers Organisations DECD - Facilitators &presenters

Who supports the planning ?The Parent Reference Group

• Is made up of five parents/carers representing the range of participants attending the forums

• They are a consultative group and their role is to: Support the planning of the Parent Forums Identify key issues or topics raised by the group to be

addressed and discussed at the Parent Forums. Support the formulating of advice for the Directorate on

the education of students with a disability in DECD preschools and schools

What do we talk about?

• The conversations are robust, challenging and innovative and have included information and discussions about: One Child One Plan Inclusion for all Parent Survey about education Communication between families and education settings Enrolment and transition across the years Disability Standards for Education Community and Parents Online Resource Current DECD Funding Model The Report of the Select Committee on Access to the South Australian

Education System for Students with a Disability South Australian Primary Principal’s Association

What do the parents say at the forums?

• Yesterday you had to listen to some angry, traumatised parents and manage all the varying interests in that room but I really liked how you handled it. I especially got excited that you are considering all options on the table and want parents to be part of forming policy. I hope I can be a pro-active voice in those winds of change. “ From a parent of a reception child

• Teacher training to include work early in their career on working with students with disabilities

• Accountability should be about OUTCOMES for the child

• Great to have the Executive Director and Director talking at the tables and sharing information and showing interest in our issues.

• Would be good if there was more time, seems to be so much information and opinion that needs to be heard. Perhaps a 2-day seminar be promoted for parents of children, not just parents of children with special needs.

What does “inclusion” mean to them?

• Appreciating the strengths of children with disability and what they can do

• Being valued: parent – we know our child. Child – different task not different curriculum; listen to them

• Looking and focusing on abilities and interests to motivate activities , rather than create barriers

• The family belongs to the community. As a parent I connect with all other parents (not just “disability” crowd.

• Voice. Child invited to have real “participation” not just “accommodation”

Where is it leading to?• Changes to policy

PUBLIC EDUCATION IN SOUTH AUSTRALIA

AccessAssistant Program

SA Health

DCSIDept. for Communities and Social Inclusion

DECDDept. for Education and Child Development

DisabilityPolicy & Programs

Centre for Disability Health GAP

Autism Complex Needs & Mental Health

Medical ConsultantClinical Nurse

Psychiatrist GP Mental Health RN

Child

•Child focus

• Family context

Education

•Trajectory

• Reframe success

• Long term outcome

Development

• Identify Need

• New Trajectory

• Holistic

Assessment

•Disability

• Health

• Behaviour

•Complexity

Research

•Capacity build

• Individuals & systems

•Policy & practice

Service

• Internal

•Education facing

•Education priorities

Principles underlying personalised learningUnderlying principles involve:• quality teaching and learning • all children/students can learn• every child has a right to a high

quality education• effective teachers provide engaging

and rigorous learning experiences for all students

• a safe and stimulating environment is integral to enabling students to explore and build on their talents and achieve relevant learning outcomes

• Reasonable adjustments should be made for students with disability and additional learning needs.

Supportive practices involve:• a whole site approach to the planning

and support for children/students with disability and additional needs

• a focus on inclusive practices and strengths-based approach to achieve the best possible educational outcomes

• promote child/student voice• promote and foster partnership with

families/carers/guardians• collaboration with key stakeholders i.e.

Student Support Services, Department for Child Protection, Aboriginal Education and non DECD providers

• consider transition planning processes and protocols.

One Child One Plan• A single comprehensive personalised learning plan• Currently for priority groups

1. Children and young people under the Guardianship of the Minister

2. Aboriginal and Torres Strait Islander children and young people

3. Children with complex needs in preschool4. Children and students with disability

• Currently trialled in the Murraylands partnership

Principles of personalisation

Table Activity: 1. In the plastic snap lock bag, choose a quote

from Dr Seuss or Albert Einstein.2. Find another person at another table with

the same quote.3. Discuss what is the underlying thinking of the

quote?4. What significance/links is there to inclusion?

Ability vs AchievementLow ability- Doesn’t have the capacity

Low achievement- Something isn’t working- What might we consider?

dis ability dis achievement- Is this an issue in education?- What could it be and how

could it be defined?

Snell 2003 reminds vs that in addition to their collective diversity and need for lifelong supports, individuals with severe disabilities share a fundamental human traits: the capacity to learn.

Think Pair Share

Table Activity:

Dis achievement• What could be a definition of this word?• Dis achievement, is this a systemic factor that

we need to overcome?

Level 1: Artefacts and practices – what we can see

Level 2: Acknowledged values – what the community express are their

guiding values

Level 3: Unconscious and taken for granted beliefs, values, thoughts and

feelings – our basic underlying assumptions

Educating for All

Does our body language tell people we are inclusive?

Future is unknown.

Future proofing through

inclusion = ‘happy’ life