Disability, Diversity and Tides

238 Pages·2009·1.15 MB·English

by  Anthony Shaddock

Disability, Diversity and Tides
that Lift All Boats:

Review of Special Education in the
ACT

Anthony Shaddock, Nancy MacDonald, Julie Hook,
Loretta Giorcelli & Michael Arthur-Kelly

30 October 2009

Disclaimer
This report is the work of the authors and does not represent, nor claim to represent, the
views of the Australian Capital Territory Department of Education and Training, the
Archdiocese of Canberra and Goulburn, the Association of Independent Schools of the
ACT, or individual Independent schools in the ACT. The report details options for these
sectors and schools to consider only and the options are not intended to represent anything
other than a guide. The sectors and schools are advised to seek their own advice, including
legal advice, before implementing any option contained in this report.

Contents
Disclaimer..............................................................................................................3
List of Tables.........................................................................................................9
List of Figures......................................................................................................10
Foreword..............................................................................................................11
Acknowledgements.............................................................................................12
Executive Summary............................................................................................15
Chapter 1: Background.......................................................................................19
A guide to reading the report.......................................................................................19
Understanding of the brief ...........................................................................................20
Framework and methodology......................................................................................21
Evidence-based theory about what leads to learning..................................................22
Appreciation.................................................................................................................24
Chapter 2: Legal and Policy Context.................................................................27
Special education........................................................................................................31
Disability......................................................................................................................33
Legislative context.......................................................................................................34
ACT Government policy context..................................................................................38
Education context........................................................................................................40
Special education context............................................................................................41
Chapter 3: Students and Learning Outcomes..................................................45
Chapter 4: Pedagogy and Learning Outcomes.................................................51
Theory base and empirical support for quality teaching..............................................51
Technology..................................................................................................................53
What makes teaching students with a disability difficult?............................................56
Teacher time..........................................................................................................57
Wide range of student ability..................................................................................59
Well-being..............................................................................................................60
Student behaviour..................................................................................................62
Chapter 5: Curriculum and Learning Outcomes...............................................65
A differentiated curriculum...........................................................................................66
Individual plans............................................................................................................67
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Curriculum and transitions...........................................................................................70
Chapter 6: Settings and Learning Outcomes....................................................75
Settings, place and placement issues..........................................................................75
Special Schools...........................................................................................................76
Units and centres.........................................................................................................82
Chapter 7: Resources and Learning Outcomes ...............................................89
Resource quantum.......................................................................................................91
The ‘Student Centred Appraisal of Need’....................................................................92
Improving disbursing mechanisms...............................................................................96
Use of finances at school level....................................................................................98
Chapter 8: Partnerships, Personnel and Learning Outcomes.......................101
Parents and carers....................................................................................................101
Learning Support Assistants (LSAs)..........................................................................105
Consultancy support for teachers..............................................................................107
Multidisciplinary services...........................................................................................109
Therapy......................................................................................................................110
Mental health.............................................................................................................112
Service integration.....................................................................................................113
Learning support coordinators...................................................................................115
Chapter 9: Planning for Change.......................................................................119
Vision 119
Leadership.................................................................................................................119
Planning.....................................................................................................................122
Planning in the Public sector .....................................................................................123
Planning in the Catholic sector..................................................................................124
Planning in independent schools...............................................................................125
Accountability.............................................................................................................126
Learning communities that support change in teaching practices.............................129
Principles...................................................................................................................130
Chapter 10: Options for ACT Public Schools.................................................131
Clarify the vision, goals and scope of ‘special education’ in ACT Public schools......132
Implement policies that support the pivotal role of classroom teachers.....................132
Clarify policy about special schools, units and centres..............................................134
Reorganise multidisciplinary supports for student learning........................................134
Reconfigure resource allocation................................................................................136
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Unify processes to support student learning – the Student Centred Appraisal of Need
and the Individual Learning Plan (ILP)...........................................................137
Clarify issues associated with Learning Support Assistants (LSAs)..........................137
Implement policies and practices that capitalise on the major contributions that parents
and carers make to their child’s learning........................................................138
Extend partnerships with the tertiary education sector..............................................138
Plan services for students with a disability.................................................................139
Chapter 11 Options for Catholic Schools in the ACT.....................................141
Clarify the vision, goals and scope of services for students with a disability in ACT
Catholic schools.............................................................................................141
Develop educational leaders......................................................................................142
Support the pivotal role of classroom teachers..........................................................143
Reconfigure resource allocation................................................................................144
Maximise the potential of learning support staff.........................................................145
Clarify issues associated with Learning Support Assistants (LSAs)..........................145
Implement policies and practices that capitalise on the major contributions that
parents and carers make to their child’s learning...........................................146
Extend partnerships with the tertiary education sector..............................................146
Implement accountability measures for students with a disability..............................147
Chapter 12: Options for ACT Independent Schools.......................................149
Clarify the vision, goals and scope of services for students with a disability in the
school.............................................................................................................150
Support the pivotal role of classroom teachers..........................................................150
Use resources inclusively..........................................................................................151
Reduce reliance on Learning Support Assistants (LSAs)..........................................151
Implement accountability measures for students with a disability..............................152
Demonstrate leadership.............................................................................................152
Implement resourceful solutions................................................................................152
Develop collaborative relationships...........................................................................153
Chapter 13: Postscript......................................................................................155
References.........................................................................................................157
APPENDICES.....................................................................................................187
Appendix 1: Terms of Reference .....................................................................187
Appendix 2: Review Team................................................................................189
Appendix 3: Reference Committees................................................................193
Appendix 4: Dictionary of Terms.....................................................................195
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Appendix 5: Methodology.................................................................................201
Appendix 6: Summary of Observations in Schools.......................................203
Appendix 6 (a): Public Schools’ Issues: The Discussion Paper...................203
Appendix 6 (b): Non Government Schools’ Issues........................................225
Appendix 7: Student Variables that Affect Learning Outcomes...................227
Appendix 8: Effective Teaching - Major Theorists & Researchers ...............229
Appendix 9: Principles of Effective Mental Health Services in Schools ......231
Appendix 10: Leading Practice........................................................................233
Appendix 11: List of Submissions...................................................................235

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List of Tables
Table 1: Number of enrolments by level of schooling and sector, 2005 to 2009................28
Table 2: Number of enrolments by special needs and sector, 2005 to 2009.......................29
Table 3: Special education support programs in Public schools in 2009............................30
Table 4: Perspectives that are relevant to the Review of Special Education in the ACT....43
Table 5: Major ‘student variables’ described by prominent researchers and theorists.....227
Table 6: Elements of effective teaching............................................................................229
Table 7: Evidence-based principles and practices for services for students with mental
health issues.......................................................................................................................231

October 2009 Page 9
List of Figures
Figure 1: Causal influences on Student Learning................................................................23
Figure 2: Pattern of enrolments of students with a disability in ACT schools....................29
Figure 3: Special needs enrolments as % of total enrolments in the ACT..........................30
Figure 4: Growth in students accessing Inclusion Support Program, 2003-2009...............87

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