These resources enable you to explore practice-related aspects of Disability Standard 2. They include examples of how individual schools and teachers are currently making use of the Standard to support the admission and enrolment process of Students with Disability. Practitioners have produced these illustrative short films for fellow practitioners. The materials are connected to the Leading Learning 4 All Resources and to other web-based links. Further resources will be added to the site during the coming months.

DISABILITY DEFINITIONStandard Tick

The participation Standard has two parts: the rights of the student and the requirements of the education organisation.

Rights

Students with Disability have the right to access courses and programs; use services and facilities; and have reasonable adjustments, to ensure students with disability are able to participate in education and training on the same basis as students without disability.

Requirements

  • Take reasonable steps to ensure participation.
  • Consult with the student or their associate about the effect of the disability on their ability to participate.
  • Make a reasonable adjustment if necessary.
  • Repeat this process over time as necessary.

DISABILITY STANDARD FILMSFilm

Overview: Standard 2 film extracts illustrate some of the ways in which schools can best ensure that all students participate in the educational and social opportunities that are offered. Inclusive school communities are most effective when the organisation recognises that the engagement of Students with Disability must be carefully promoted and monitored to ensure their consistent and meaningful access to learning.

(i) Consulting with students – this extract shows how important insights into the Students with Disability experience can be obtained as a result of building effective relationships between students, teachers and allied profesionals.

QUESTION: In what ways do you currently enable students, teachers and allied profesionals to meet in order to informally talk about their school experiences?

(ii) Teacher making adjustments to enable full participation of a Student with Disability in her classroom.

QUESTION: Are any learning spaces in your school building less accessible than others to Students with Disability? Can you think any simple measures you could introduce to rectify this?

DISABILITY STANDARDS UNDERSTANDING Understanding

Overview: The links provided here offer some indication of the range of useful Web-based material that is available to practitioners. Further links will be provided on an ongoing basis.

ARACY - Inclusive Education for Students with Disability

NDCO's Your Right to an Education Booklet

ACARA's Students with Disabilities Assessment and Reporting Booklet

COMMENCEUnderstanding

Overview: The questions in this section are starting points or catalysts for further discussion regarding the extent to which your current approaches to promoting enhanced participation by Students with Disability can be further developed or refined.

What would be the best way of organising a first meeting in your school to identify some curriculum actions that could best promote the participation of Students with Disability? Make an outline plan of the meeting; include both aims and outcomes.

Can you identify ways in which fellow students might support Students with Disabilty to promote their greater involvement in learning?

Does your school make use of positive visual images regarding Students with Disabilty in classrooms and social spaces? Where might you obtain resources to support a whole school approach that uses photographs, posters and other materials to reinforce the benefits that Students with Disability bring to the school?

Focus

Connect #2

Connect

Overview: The resources relating to Disability Standard 2 are linked to a parallel set of materials, developed to stimulate the development of ‘communities of inclusive learning practice’ in schools. Recognition of the practical implications of the Disability Standards is a vital element of this approach to professional development.