There has not been a focus on collecting actual data to monitor achievement of students with individual education plans for which the current A-E ratings are inappropriate and do not recognise student learning. Key ideas It is well accepted that the vehicle to identify and facilitate the differentiation required for students with disability is through the individual planning process with all relevant parties involved. This needs to be a rigorous and accountable process for every identified student. The resulting document should reside as part of the teacher’s active planning with regular monitoring, review and reporting, particularly to families. A multi-disciplinary team (support teachers, social workers, speech and language pathologists, school psychologists) approach was acknowledged as best practice. The importance of this team regularly meeting to monitor the current program and their professional input should be part of the school’s inclusive structures. The NCCD should be used to form the basis of more comprehensive data collection, collation and publishing to ensure that everyone with an interest in inclusive education is able to understand the current context and contribute to the development of improvements. This should support monitoring of the effectiveness of approaches at both the individual, school, system and statewide levels. Recommendations The following recommendations have been developed as a package to be implemented comprehensively. 1. All Tasmanian schools are to be disability and responsive The Minister of Education and Training to make explicit to Tasmanian schools and community the Government’s vision for inclusive education and its importance for a better future for all citizens. Identify and prioritise key performance indicators for all principals to measure improvements and progress towards more inclusive school communities. Collate and develop resources for all schools to use to achieve disability ready and responsive status. All schools to become disability ready and responsive through developing clear and measurable actions within the school’s planning process to continually progress towards the goal of inclusive schools, including: Undertaking an of current processes and facilities to ensure barriers are identified Developing and implementing an action plan to prioritise the removal of identified barriers Developing and implementing appropriate collaborative processes to assess and respond to need; and Planning and delivering professional learning to ensure teachers and other staff are trained to work effectively with students with disability and their families is a whole of school priority.
There has not been a focus on collecting actual data to monitor achievement of students with individual education plans for which the current A-E ratings are inappropriate and do not recognise student learning. Key ideas It is well accepted that the vehicle to identify and facilitate the differentiation required for students with disability is through the individual planning process with all relevant parties involved. This needs to be a rigorous and accountable process for every identified student. The resulting document should reside as part of the teacher’s active planning with regular monitoring, review and reporting, particularly to families. A multi-disciplinary team (support teachers, social workers, speech and language pathologists, school psychologists) approach was acknowledged as best practice. The importance of this team regularly meeting to monitor the current program and their professional input should be part of the school’s inclusive structures. The NCCD should be used to form the basis of more comprehensive data collection, collation and publishing to ensure that everyone with an interest in inclusive education is able to understand the current context and contribute to the development of improvements. This should support monitoring of the effectiveness of approaches at both the individual, school, system and statewide levels. Recommendations The following recommendations have been developed as a package to be implemented comprehensively. 1. All Tasmanian schools are to be disability and responsive The Minister of Education and Training to make explicit to Tasmanian schools and community the Government’s vision for inclusive education and its importance for a better future for all citizens. Identify and prioritise key performance indicators for all principals to measure improvements and progress towards more inclusive school communities. Collate and develop resources for all schools to use to achieve disability ready and responsive status. All schools to become disability ready and responsive through developing clear and measurable actions within the school’s planning process to continually progress towards the goal of inclusive schools, including: Undertaking an of current processes and facilities to ensure barriers are identified Developing and implementing an action plan to prioritise the removal of identified barriers Developing and implementing appropriate collaborative processes to assess and respond to need; and Planning and delivering professional learning to ensure teachers and other staff are trained to work effectively with students with disability and their families is a whole of school priority.
Improved-Support-for-Students-with-Disability-Ministerial-Taskforce-Report-Word-Version.docx