Page 1762 - Week 05 - Thursday, 2 April 2009
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Members will notice the final term of reference for the inquiry is consideration of the findings of the special education review. I look forward to the results of this review, and to the standing committee’s inquiry into its findings. I look forward to it because I am confident that the findings will show that we cater well for the needs of students with a disability in the ACT. But I am sure we can do better, and we have engaged a team of experts to tell us how. The last major review of special education services in ACT public schools was conducted by Dr Andrews and was completed in 1996. The Andrews study was undertaken with an expectation for change, and change is exactly what happened.
Since the Andrews report was released, we have developed a process that takes account of the individual needs of each student with a disability. We have seen a greater emphasis and focus on support and professional learning for teachers in mainstream classes to enhance their knowledge about teaching students with a disability. We have introduced the disability standards for education that have raised the level of awareness of the rights of students with a disability to access quality education. We have seen significant advances in the diagnosis and early detection of students with a disability. And we have seen a significant increase in the number of students with autism and high and complex needs. So it is timely to have a fresh look at what we are doing and how we are doing it. It is timely to look at the ways of making the ACT’s special education programs even better.
It being 45 minutes after the commencement of Assembly business, the debate was interrupted in accordance with standing order 77. Ordered that the time allotted to Assembly business be extended by 30 minutes.
MR BARR: In 2007-08, the ACT government invested $42.7 million into special education. A further $20 million was invested in early intervention programs for children aged from about two to the age of school entry. We need to make sure that students are getting the best possible outcomes from this substantial investment. The cost of educating a student with a disability in ACT public schools is high in comparison with other jurisdictions, but cost is not the issue. We want to ensure the dollars are being spent to achieve the best possible outcomes for students with a disability.
The special education review I recently announced to be conducted by Professor Tony Shaddock is designed to do just that. The object of the review is straightforward. It is to review leading practice in curriculum and pedagogy for the range of students with disabilities in ACT public schools. In a nutshell, we are reviewing what we teach and how we teach it. The review will identify future options for the provision of educational services to students with disabilities within ACT public schools.
Its terms of reference are different from those that I propose for the standing committee inquiry to adopt. The Shaddock review aims to research leading practice, both nationally and internationally, in curriculum and pedagogy for the range of students with disabilities in ACT public schools, including details of how these practices improve student outcomes, and to provide advice on future options for the provision of special education services in ACT public schools within the existing budget provision.
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