Funding decisions are needs based with support being offered at different levels, often through elaborately articulated frameworks. Table 2 provides a summary of the current funding models applied in the different jurisdictions across Australia. These data are obtained via Government web sites, published reports and by contact with representatives from the different departments of education, wherever possible, in order to confirm the currency of these models. In some instances, it was not possible to endorse this information. Table 2 - Funding models employed in all states and territories of Australia for students with ASD State Funding Mild to Moderate High to Very High Staffing Regional Model Needs Needs Resource Teachers WA Through-put Input ‘Disability District Student-centred Avail for specific allocation’ consulting Input & funding model based students with will teachers for Tier Output on number of children disability. Funding replace 1 & 2 support. & school level allocated to schools teacher, Tier 3 support (commenced 2015) based on individual EA & only for categories of other staff students with Output educational need and identified Funding allocated to teaching & disability from schools for the learning adjustments SEND Learning number of children in required Disabilities the lowest 10% of Education NAPLAN scores Service NSW Through-put Input School Regional funding Student-centred ‘Students with Learning support Input & funding model based disability in regular Support committee Output on number of classrooms’ Team children, school level Funding Support is a & climate. targeted disability program. SS must have Output an identified disability ‘Every Student Every as defined by the NSW School’ resource DET criteria. allocation for low level adjustments for disability based on 3yr data from NAPLAN NT Input Input Input Special Autism Advisors Based on application Special Education Education provide advice through Support Support Program Teacher and support to Service Request Form (SESP) (SET) school
Funding decisions are needs based with support being offered at different levels, often through elaborately articulated frameworks. Table 2 provides a summary of the current funding models applied in the different jurisdictions across Australia. These data are obtained via Government web sites, published reports and by contact with representatives from the different departments of education, wherever possible, in order to confirm the currency of these models. In some instances, it was not possible to endorse this information. Table 2 - Funding models employed in all states and territories of Australia for students with ASD State Funding Model Mild to Moderate Needs High to Very High Needs Staffing Regional Resource Teachers WA Input & Output Through-put Student-centred funding model based on number of children & school level (commenced 2015) Output Funding allocated to schools for the number of children in the lowest 10% of NAPLAN scores Input Avail for specific students with disability. Funding allocated to schools based on individual categories of educational need and teaching & learning adjustments required ‘Disability allocation’ will replace teacher, EA & other staff District consulting teachers for Tier 1 & 2 support. Tier 3 support only for students with identified disability from SEND Learning Disabilities Education Service NSW Input & Output Through-put Student-centred funding model based on number of children, school level & climate. Output ‘Every Student Every School’ resource allocation for low level adjustments for disability based on 3yr data from NAPLAN Input ‘Students with disability in regular classrooms’ Funding Support is a targeted disability program. SS must have an identified disability as defined by the NSW DET criteria. School Learning Support Team Regional funding support committee NT Input Input Based on application through Support Service Request Form Input Special Education Support Program (SESP) Special Education Teacher (SET) Autism Advisors provide advice and support to school
psdlitreview_FundingInclusiveEducationforStudentswithASD.docx