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Published bySavanah Sloman Modified over 9 years ago
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Held back > The experiences of students with disabilities in Victorian Schools
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This workshop: Main findings from the research Latest on implementation Discussion on lessons across jurisdictions
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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?
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Structure of findings Compliance with five Disability Standards for Education Issues of concern Building capacity (includes funding, workforce, accountability)
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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
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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
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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
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Main findings- adjustments Most frequently requested adjustments were: integration aides specialist therapists teacher training and PD specialist equipment and materials
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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
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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)
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Other issues of concern Transport (especially for special schools) Transitions (including step down in funding at Yr7) Complaints system
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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
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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
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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
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Capacity issues- workforce Inadequacy of teacher training courses at universities Specific needs of integration aides Significant unmet need for speech therapists, OTs etc
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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
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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
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What next? 50 recommendations to DEECD, Catholic Ed and independent schools also to DHS, VRQA, VCAA and others working with them to implement recommendations
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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)
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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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