The committee recommends that the government commits to funding
schools on the basis of need, according to the Gonski Review.
The committee recommends that the government fund all students
with disability on the basis of need by reversing its cuts to final two years
of the Gonski Reforms.
The committee recommends that the government heeds the warnings
of witnesses that linking school funding to the Consumer Price Index will
result in funding cuts in real terms and reduce access to education for
students with disability.
The committee recommends that the government keeps its commitment
to use the Nationally Consistent Collection of Data on School Students with
Disability to deliver more funding for students with disability based on their
individual needs in 2016.
The committee recommends that the government release the results
of the Nationally Consistent Collection of Data on School Students with
Disability for 2015, and previous years, as a matter of urgency.
The committee recommends that a dedicated Disability
Discrimination Commissioner be reinstated to the Australian Human Rights
The Committee recommend that the government works with states,
territories and school systems to:
Establish a national approach to ending the bullying of students
with disability. This should be supported with programs and resources for
schools, teachers and students.
Make it mandatory for all initial teacher education courses to
ensure beginning teachers enter the classroom with best-practice skills in the
inclusion of students with disability. The government should also work with
states and territories to ensure current teachers, principals and support staff
are supported to develop inclusive education skills in areas such as universal
design for learning, differentiated teaching and cooperative learning.
Investigate the establishment a national qualification standard
for teacher aids and assistants to ensure they have the knowledge and skills
required to support learning for all students. States and territories should
also provide guidance on the role of support staff in inclusive classrooms.
Prioritise the development of a national approach to modifying
the curriculum for students with disability. This should include implementation
tools and professionals development support for teachers to ensure that all
students are supported to learn to their fullest potential.
Better support school systems, teachers and principals to
continually improve the accuracy and effectiveness of the Nationally Consistent
Collection of Data on School Students with Disability program.
In light of the limitations of the evidence presented, the
committee recommends the government work with states and territories to
establish a process for the collection and publication of information about
levels of access and attainment for students with disability. This should
include information about:
whether students attend school part or full time;
rates of home schooling and distance education;
rates of restrictive practices and seclusion;
suspension and expulsion rates;
availability of specialist support for teachers and principals;
workforce skills and the availability of professional development
in inclusive education for teachers and principals;
access to allied health and interdisciplinary support; and
bullying and wellbeing.
The committee recommends the government work with states,
territories, experts, stakeholders, school systems, parents and students to
establish a national strategy to improve the education of students with
disability. The strategy should aim to:
recognise all students with disability as learners and drive the
cultural change required to achieve this, particularly at a school leadership
define the goals and priorities for improving the educational
outcomes of students with disability, set clear timelines for their achievement
and report publically on progress;
increase school participation and access rates for students with
close the gap in Year 10 and Year 12 completion;
ensure all students with disability can access adjustments and
interdisciplinary support that will maximise their learning potential;
ensure all students with disability benefit from evidence-based,
best practice programs which lead to improvements in access and attainment;
improve the accountability at a system and student level for
ensuring better learning outcomes for students with disability;
support schools, teachers and principals to close the gap between
research and classroom practice;
establish best-practice ongoing professional development for
teachers, principals and others who work in the school system;
include students with disability and their families in the
development of the educational plan for their child, and encourage the
meaningful ongoing engagement of parents;
establish a national inclusion measure for schools; and
establish independent review and complaints mechanisms so
parents, teachers and students can have full confidence in the system.
The committee recommends the government works with states and
territories to end restrictive practices in schools, consistent with the
recommendations of the 2015 Senate Inquiry into violence, abuse and neglect
against people with disability in institutional and residential settings,
including the gender and age related dimensions, and the particular situation
of Aboriginal and Torres Strait Islander people with disability, and culturally
and linguistically diverse people with disability.
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