Page 5279 - Week 13 - Thursday, 29 November 2018
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noting there has also been a shift from paper based information to electronic information over time.
Education—learning support
(Question No 1973)
Mr Coe asked the Minister for Education and Early Childhood Development, upon notice, on 26 October 2018:
(1) What is the process for identifying or assessing students who would qualify for or benefit from being part of a learning support or equivalent unit, including who makes the assessment or determination.
(2) What is the total number of learning support or equivalent units operating in ACT government schools during each calendar year since 2013 to date broken down by (a) school and (b) grade.
(3) What are the funding arrangements for learning support or equivalent units operating in ACT government schools.
(4) What is the total value of payments or funding made in relation to learning support or equivalent units operating in ACT government schools during each calendar year since 2013 to date broken down by school.
(5) What is the breakdown of the number of teachers or teaching staff working with learning support or equivalent units who (a) have specialised training and (b) do not have specialised training during each calendar year since 2013 to date broken down by school.
(6) What centralised reporting, data collection or monitoring of learning support or equivalent units and specialised teaching qualifications is undertaken by the Education Directorate; if no centralised reporting, data collection or monitoring is undertaken, why not.
Ms Berry: The answer to the member’s question is as follows:
(1) All students, including those who meet the ACT Student Disability Criteria, are eligible to access a range of programs and supports dependent on their level of need. Eligible students receive support through the Inclusion Support Program (ISP) at their local school, may attend a specialist school, or access small group programs in schools – Learning Support Units, Learning Support Units-Autism, Learning Support Centres and Disability Programs. Eligible students are supported by the itinerant Vision and Hearing teams.
Schools that do not have a learning support unit receive the ISP resourcing for the eligible students. The school uses the resourcing to ensure the necessary adjustments/supports and interventions are provided to enable the student/s to engage and participate in the school curriculum on the same basis as their peers.
School psychologists gather available evidence and complete cognitive or functional assessments as appropriate to confirm a student’s eligibility. Parents and carers are
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