Presentation on theme: "Held back > The experiences of students with disabilities in Victorian Schools."— Presentation transcript:
Held back > The experiences of students with disabilities in Victorian Schools
This workshop: Main findings from the research Latest on implementation Discussion on lessons across jurisdictions
Over 1800 people Survey: 883 educators, 617 parents and carers and 60 students, plus phone in Have a say days: 169 participants in 15 locations 38 case studies from parents and educators Who participated?
Structure of findings Compliance with five Disability Standards for Education Issues of concern Building capacity (includes funding, workforce, accountability)
Main findings- discrimination 56% of parents said their child had been discriminated against at school Half the students had experienced ‘unfair treatment’ One in four teachers had witnessed discrimination In class, playgrounds, excursions and exams
Main findings- discrimination Six out of 10 SWD bullied because of disability Three times the rate of general student population Even higher for some disabilities ( ASD – 70%, behavioural including ADHD- 80%) Includes taunting, shunning and assault
Main findings- participation Significant variation in teacher and parent perceptions of participation “partial adjustments” 63% of educators said some disabilities harder to accommodate than others
Main findings- adjustments Most frequently requested adjustments were: integration aides specialist therapists teacher training and PD specialist equipment and materials
Main finding- inconsistency Experience depends on which school, which principal and which teacher- attitudes and practices Mixed reviews on SSGs and ILPs from parents and teachers – appear commitment and practices vary One in 4 students who should have an ILP do not
Other issues of concern Part time attendance (links to funding) Suspension and expulsion (no data collected) Use of restraint and seclusion (lack of independent oversight)
Other issues of concern Transport (especially for special schools) Transitions (including step down in funding at Yr7) Complaints system
Barriers to inclusion Parents say- lack of teacher training, time and supports Educators say lack of funding, support and time Students say- understand by disability Barriers amplified for RRR, CALD and ATSI Leadership and critical mass are vital
Capacity issues- funding PSD- rigid eligibility, deficit focussed and complex process Communication with parents about how PSD spent Concerns for students not eligible for PSD, especially when schools already struggling with limited resources
Capacity issues- workforce Over half the educators surveyed said did not have the support, training and resources needed 42 % did not know Disability Standards existed
Capacity issues- workforce Inadequacy of teacher training courses at universities Specific needs of integration aides Significant unmet need for speech therapists, OTs etc
Systems issues - accountability Leadership and critical mass are what makes the difference at the school level Devolved system No existing performance indicators for PSD funding- no links to educational outcomes
Systems issues - accountability Many good things might be happening – but no current means to measure success (also see VAGO) Relies on individual parents and teachers to raise problems – carry the load for compliance- yet DEECD is legally liable We could use existing systems to improve accountability without adding an administrative burden
What next? 50 recommendations to DEECD, Catholic Ed and independent schools also to DHS, VRQA, VCAA and others working with them to implement recommendations
Implementation Doing the research built the relationship High level cross DEECD implementation group Roll out of training on standards across state Review of major policies ( eg restraint)
Discussion points Are there similar problems in your jurisdiction? What activity is happening in each of our jurisdictions? How do we link dispute resolution and policy/research functions to build the evidence base for systems change?
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