Page 540 - Week 02 - Thursday, 11 February 2021
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(2) The ACT Government in partnership with the ACT Inclusion Council and the Canberra Business Chamber created the Inclusion in Employment Project to expand employment opportunities for people with disability in Canberra’s private sector. Twenty-four people with disability were employed as a direct result of the project.
The ACT Government further supports disability employment in the ACT private sector through subsidised Australian apprenticeships. In addition to the base training subsidy, the ACT Australian Apprenticeships program provides a $500 loading to further support each eligible Australian apprentice with disability. Should an Australian apprentice with disability require specialised equipment, an interpreter, a mentor or a tutor, assistance with transport, or other learning or wellbeing support, then additional support funding is also available.
In response to the COVID-19 health emergency, the ACT Government is also making available fee-free, work-related training to support the employment of jobseekers and young school-leavers (aged 17 to 24 years)—including people with disability.
(3)
|
Financial Year |
Headcount |
Percentage of ACTPS |
|
2016-17 |
458 |
2.2% |
|
2017-18 |
521 |
2.4% |
|
2018-19 |
565 |
2.5% |
|
2019-20 |
622 |
2.7% |
(4) The ACTPS is currently reviewing the ACT People with Disability Employment Framework, including employment targets for people with disability.
Education—students with a disability
(Question No 75)
Mrs Kikkert asked the Minister for Disability, upon notice, on 4 December 2020 (redirected to the Minister for Education and Youth Affairs):
(1) Is there currently an ACT disability education strategy.
(2) How does the ACT Government support disability education, in relation to both public and private education.
(3) How many students in the ACT public education system are identified as living with a disability, to the date this question on notice was published.
(4) Of those students identified in part (3), how many are in (a) primary school, (b) high school and (c) college and what is the percentage of students relating to each.
(5) What kind of training, education and development is given to teachers to support students living with disability and how regular is the training provided.
(6) Can teachers request additional training and support if they feel there is a need.
(7) What specialists are employed to support students living with disability and what is the nature of the support that they provide.
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