S

S
T
T
U
U
D
D
E
E
N
N
T
T
S
S
W
W
I
I
T
T
H
H

D
D
I
I
S
S
A
A
B
B
I
I
L
L
I
I
T
T
I
I
E
E
S
S
P
P
O
O
L
L
I
I
C
C
Y
Y

RATIONALE
The purpose of the Department of Education and Childrens Services is to
engage every child and student so that they achieve at the highest possible level
of their learning and wellbeing through quality care and teaching. (DECS
Statement of Directions 2005-2010)

Among this group of young people will be students with disabilities who may
require support in order to gain access to and participate in a broad, balanced
curriculum.

The revised Students with Disabilities Policy (2006) sets out our commitment to
ensuring that students with disabilities gain the necessary knowledge, skills and
attributes to achieve to their highest level of learning and participate successfully
in our society.

Through the provision of inclusive, challenging and supportive care and
education practices, students with disabilities will participate in learning that
enriches their life and maximises their achievements.

This will be achieved through socially inclusive policies, quality teaching
practices, appropriate support provisions and flexible organisational
arrangements that respect, respond and value diversity in our education
communities.

The policy outlines the responsibilities of all Departmental personnel to provide
an appropriate curriculum and to ensure an effective delivery of services and
support to students with disabilities. The policy is aligned to, and reinforces, the
Commonwealth Disability Discrimination Act (1992) and the related Disability
Standards for Education (2005).

The South Australian Curriculum, Standards and Assessment Framework
provides the curriculum entitlement for all students, including students with
disabilities and/or learning difficulties.

Parents/caregivers, teachers, service providers and other agencies are
encouraged to work in partnership to build on the strengths of students with
disabilities and to give them the opportunity in achieving to the best of their
ability.

STUDENTS WITH DISABILITIES POLICY AUGUST 2006

POLICY STATEMENT
The revised Students with Disabilities Policy (2006) provides a framework for the
delivery of teaching and learning practices, and the provision of services and
support, to ensure that all students with disabilities can enjoy the benefits of
education in a supportive environment that values diversity, inclusion and
participation.

The following statements cover the five areas outlined in the Disability Standards
for Education (2005).

Enrolment
The Department of Education and Childrens Services

acknowledges that the neighbourhood school is the first point of contact for the
initial enrolment of all students.
affirms its commitment to provide through special schools/units, special
support options and the neighbourhood school, a range of, resources and
services which acknowledge the diversity of students with disabilities.
recognises that special school/units, statewide specialist services and
programs are centres of expertise with a focus for sharing information to
support curriculum needs of students with disabilities.

Participation
The Department of Education and Childrens Services is committed to,

parents/caregivers, teachers, service providers and other agencies to working
partnership to build on the strengths of students with disabilities and to give
them the opportunity in achieving to the best of their ability.
ensuring that students with disabilities have access to community resources
and that they can participate in their local learning environment.
To making its publications and other information accessible to people with
disabilities.

Curriculum development, accreditation and delivery
The Department of Education and Childrens Services

recognises that the appropriate education of students with disabilities is based
on curriculum needs rather than the description of disability. Disability alone
does not necessarily determine special educational provision.
is committed to negotiating and documenting an appropriate curriculum for
students with disabilities through the Negotiated Education Plan.
acknowledges the responsibilities of all Department personnel to provide an
appropriate curriculum and to ensure an effective delivery of services to
students with disabilities.
ensures the Curriculum Frameworks in South Australia provide the curriculum
entitlement for all learners, including students with disabilities.

STUDENTS WITH DISABILITIES POLICY AUGUST 2006 2

Student support services
The Department of Education and Childrens Services

is committed to building organisational capacity by ensuring professional
learning activities are targeted to support staff that work with the learners and
their families/caregivers and advocates.
will enter into documented collaborative arrangements with outside agencies
to ensure effective coordinated delivery of service to support students with
disabilities and their families/caregivers.

Elimination of harassment and victimisation
The Commonwealth Disability Discrimination Act (1992), the Disability Standards
for Education 2005 and relevant State legislation set our legal requirements in
relation to discrimination or harassment on the grounds of disability.

All students with a disability have the right to participate in education in a safe
environment free from harassment and victimisation.

Consistent with this commitment and the Commonwealth Disability Discrimination
Act 1992:
the policies, procedures and codes of conduct of staff and students will
explicitly prohibit harassment and victimisation of students with disabilities or
their associates, on the basis of disability
the procedures for handling any complaints of harassment and victimisation
relating to disability will be fair, transparent and accountable.
students and staff will be effectively informed and reminded of their rights and
responsibilities in maintaining a safe environment free from harassment and
victimisation on the basis of disability.
any complaints of harassment or victimisation on the basis of disability will be
handled promptly and with due regard to the seriousness of the matter.

The DECS Fair and Reasonable kit will be updated to be congruent with the
Disability Education Standards (2005) to support preschool and school
communities.

The degree to which a disability affects the students learning depends on the
learning environment and the students ability to interact with that environment.
Students with disabilities have a diverse range of needs that may change over
time and from situation to situation. Special educational provisions will also need
to change to meet the future needs of students with disabilities.
STUDENTS WITH DISABILITIES POLICY AUGUST 2006 3

These provisions may include:

range of education support options
District Student Support and Disability Services
students with disabilities targeted support process
modification of facilities and equipment
school programs and funding

This policy gives a framework to encourage partnerships between teachers,
parents/carers, advocates, services providers and outside agencies so that:

the educational outcomes for students with disabilities are improved.
teachers capacity to accommodate divers groups of students is extended.
the process for planning an appropriate curriculum for students with disabilities
is a shared one.

RESPONSIBILITIES
The Chief Executive will ensure the implementation of this policy through the
District Directors who will work with schools to:

ensure that this policy and its supporting curriculum documents are
implemented, monitored and evaluated
develop structures and frameworks to manage and evaluate special education
provisions
foster and support collaborative links with other agencies
provide information on DECS policy and practice to government and non-
government agencies, parent groups and tertiary institutions
provide personnel and school communities with training and development
programs

Principals will in collaboration with District Support Services

be responsible for the development, implementation, review and monitoring of
the Negotiated Education Plan.
provide a supportive school environment for students with disabilities by:
developing an implementation plan for this policy
facilitating access to training and development programs for teachers and
school service officers
ensure that the curriculum and the assessment and reporting procedures
within the school are responsive to the needs of students with disabilities
support parents/caregivers in the negotiation process by providing information
and encouraging parent/caregiver and advocate participation
ensure that their school provides reasonable care the for the health, safety
and welfare of their staff and students.
STUDENTS WITH DISABILITIES POLICY AUGUST 2006 4

Teachers are responsible for the educational program of all the students in the
classroom including those with disabilities. Teachers will:

participate in documenting, implementing and evaluating the Negotiated
Education Plan
provide a supportive learning environment for students with disabilities.

Right of parents/caregivers
Parents/caregivers have the right to choose to participate in the planning of their
childs Negotiated Education Plan.

Parents/caregivers also have the right to choose to be supported by an advocate
in this negotiation process. The advocate will have written permission form
parents/caregivers to negotiate on their behalf.
STUDENTS WITH DISABILITIES POLICY AUGUST 2006 5