Presentation on theme: "Inclusive but independent: making inclusive schooling work in the current educational context Prof Bob Conway School of Education, Flinders University."— Presentation transcript:
Inclusive but independent: making inclusive schooling work in the current educational context Prof Bob Conway School of Education, Flinders University firstname.lastname@example.org
Categories of disability under National Consistent Data Physical Cognitive Sensory Social/Emotional DEEWR, 2012
Key Gonski Review findings We need to lift performance: Australia’s standing in international comparisons is slipping Student performance needs to lift, particularly for the lowest performers Multiple and/or concentrated disadvantage adversely affects outcomes We need to improve funding: Current funding is not linked to educational outcomes Funding is not logical, consistent or publicly transparent Public funding should reflect school and student characteristics, regardless of sector DEEWR, 2012
Development of a funding loading for students with disability from Gonski There is no nationally consistent data regarding students with disability and hence no recommendations could be made on this funding. The Review of Funding for Schooling recommended that work on collecting nationally consistent data on students with disability should be progressed as a priority – now agreed. Significant additional and collaborative work is required to develop a funding loading for students with disability. This work is being progressed through the Strategic Policy Working Group. It will be informed by the Ministerial Reference Group, the Australian Education, Early Childhood Development, Senior Officials Committee (AEEYSOC) (through relevant working groups) and the Australian Government Schools Disability Advisory Council. DEEWR, 2012
Disability categories – Descriptors for adjustment No adjustments at this time Supplementary Substantial Extensive DEEWR, 2012
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