The Australian Government has committed to developing a National Carer Recognition Framework, including a National Carer Strategy and carer recognition legislation. Areas for future action 4.1 Continue reform begun under the National Disability Agreement. 4.2 Consider new approaches to long-term disability care and support, including responses to the Productivity Commission Inquiry, which is due to provide its final report to Government on 31 July 2011. 4.3 Adopt sustainable funding models and service approaches that give information, choice and control to people with disability and that are flexible, innovative and effective. 4.4 Support the development of assistive technologies and more access to aids and equipment for people with disability. 4.5 Continue development of innovative and flexible support models for people with high and complex needs, including supported accommodation and community and family living approaches. 4.6 Improve access to timely, comprehensive and effective early intervention for people with disability. 4.7 Collaborate with providers of universal personal and community support services to improve access for people with disability. 4.8 Promote and sustain community support networks provide information and support to families and carers. 5 Learning and Skills Outcome: People with disability achieve full potential through their participation in an inclusive high quality education system that is responsive to their needs. People with disability have opportunities to continue learning throughout their lives. The role of education is vital to having a productive, sustainable and inclusive future. Research has shown that countries with high average education and skill levels have higher economic output. By acquiring new skills and knowledge throughout their working lives, individuals have the capacity to contribute at their full potential to the country’s prosperity. At present there remains a significant gap between students with disability and those without, notably in the attainment of year 12 or equivalent, vocational education and training qualifications, and participation in university
The Australian Government has committed to developing a National Carer Recognition Framework, including a National Carer Strategy and carer recognition legislation. Areas for future action 4.1 Continue reform begun under the National Disability Agreement. 4.2 Consider new approaches to long-term disability care and support, including responses to the Productivity Commission Inquiry, which is due to provide its final report to Government on 31 July 2011. 4.3 Adopt sustainable funding models and service approaches that give information, choice and control to people with disability and that are flexible, innovative and effective. 4.4 Support the development of assistive technologies and more access to aids and equipment for people with disability. 4.5 Continue development of innovative and flexible support models for people with high and complex needs, including supported accommodation and community and family living approaches. 4.6 Improve access to timely, comprehensive and effective early intervention for people with disability. 4.7 Collaborate with providers of universal personal and community support services to improve access for people with disability. 4.8 Promote and sustain community support networks provide information and support to families and carers. 5 Learning and Skills Outcome: People with disability achieve full potential through their participation in an inclusive high quality education system that is responsive to their needs. People with disability have opportunities to continue learning throughout their lives. The role of education is vital to having a productive, sustainable and inclusive future. Research has shown that countries with high average education and skill levels have higher economic output. By acquiring new skills and knowledge throughout their working lives, individuals have the capacity to contribute at their full potential to the country’s prosperity. At present there remains a significant gap between students with disability and those without, notably in the attainment of year 12 or equivalent, vocational education and training qualifications, and participation in university
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