Page 3672 - Week 10 - Wednesday, 13 September 2017
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The government invested $21.5 million in implementing the schools for all program. This investment required the government school sector to reallocate resources and prioritise money for the implementation of the recommendations. The funding has supported a range of projects including: developing and implementing a positive behaviour support in schools program for schools; providing additional training for school leaders, and scholarships to build professional expertise in managing students with complex needs and challenging behaviours; undertaking research within primary schools to develop innovative approaches for students with complex needs in mainstream settings; and reviewing the student-centred appraisal of need.
As a related project as part of the national education reform agreement, the government has been consulting with the community about a new approach to allocating funds for students with disability as part of the student resource allocation work. Non-government schools have the same option and independence to reallocate their resources and re-prioritise money for implementation of schools for all recommendations. Among the government’s investments in the program are a total of $5.6 million over four years to June 2020 for targeted upgrades to provide safe, sensory learning spaces.
Since 2015 the Education Directorate has conducted three audits of government schools to ensure that there are no inappropriate withdrawal spaces and that all schools have spaces which can be used for safe, independent withdrawal and time away from the classroom. Funding for upgrades to these spaces is being provided through grants to the schools. The 2017-18 grant applications process is currently open, and closes at the end of September. I am happy to return to the Assembly in November with a further update on this issue.
There is no doubt that ACT teachers and staff are being supported by the government to support and include students presenting with complex needs and challenging behaviours. Considerable work has already occurred to achieve this. The positive behaviour for learning approach is being implemented, with 28 public schools starting on that journey. Online training is now available for autism spectrum disorders; dyslexia and significant difficulties in reading; students with speech, language and communication needs; motor coordination difficulties; understanding hearing loss; and understanding and supporting behaviour.
KidsMatter and MindMatters are now available to schools. A new Education Directorate inclusion and wellbeing intranet side was launched in March this year, and the directorate has updated its policy webpage to simplify and improve access to policies, procedures, guidelines and other supporting implementation materials. A range of other initiatives is also underway.
Additionally, as I have previously advised the Assembly, the government has recognised that, alongside ensuring that all children have access to high quality education, all school staff have a right to be safe at work. In July I launched a new nation-leading occupational violence policy and management plan with the Australian Education Union ACT branch to ensure that public school staff are safe and confident in doing what they are doing and what they are most passionate about: teaching and facilitating learning.
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