Excellence for students with disability and additional learning needs
Students with disability and additional needs have diverse needs, and can be enrolled in a variety of learning environments with a range of different supports.
Inclusive education in NSW means all students, regardless of disability, ethnicity, socio-economic status, nationality, language, gender, sexual orientation or faith, can access and fully participate in learning, alongside their similar aged peers, supported by reasonable adjustments and teaching strategies tailored to meet their individual needs.
Policy and context
The department is committed to continue building a more inclusive education system, where every student is known, valued and cared for, and where all students are learning to their fullest capability.
For all students in all our schools, we have high expectations. We want to provide students with an education that best meets their individual needs and supports them with learning to their fullest capability.
Strategy and standards
The Disability Strategy 2019 sets the vision for a more inclusive education system for students with disability, and commits us to an ambitious agenda for achieving strong educational and wellbeing outcomes for students with disability in our schools.
The National Disability Strategy 2010-2020 is Australia’s overarching policy framework for disability reform and the key mechanism for driving inclusive policy and program design across all levels of government. This policy is underpinned by law, including the:
Further resources and policy links can be found on the Disabilities, learning and support webpage.
The Disability Standards for Education (2005) set out the obligations of education providers to students with disability and additional needs under the Disability Discrimination Act 1992. Compliance with the Standards is considered compliance with the Act.
All of our schools have an obligation to comply with the Standards to ensure that students with disability and additional needs can access and participate in education on the same basis as their peers across every stage of their school life. This includes making reasonable adjustments for your students with disability.
The obligations under the Standards apply to all principals, teachers and other employees in all schools. The Standards broadly define disability, including students:
- with intellectual, physical, sensory and social or emotional disability
- with learning difficulties, such as dyslexia and behaviour disorders, as well as medical conditions
- who are gifted and talented and impacted by disability
- who may or may not have a formal disability diagnosis.
The definition is not limited to medical diagnosis but focuses on the functional impact of a student’s disability or impairment.
Professional learning enables all your teachers to develop an understanding of obligations under the DDA and the Disability Standards for Education.
The Standards underpin and inform the Nationally Consistent Collection of Data – School Students with Disability (NCCD), making this training important to support your schools’ ability to understand your obligations as you prepare data for the national collection.
Principals are responsible for verifying the accuracy of school data and validating that there is evidence at the school to support the inclusion of a student in the data collection. You should know who your students with disability requiring additional support are, and how to effectively support and track their learning through evidence-based practices.
Understanding students with disability and additional needs
Students with disability have diverse needs and some experience multiple disadvantage. In NSW, we meet the best interests of students, in consultation with their parents or carers, by providing a range of different educational settings to best cater to the needs of the student. Students with disability and additional needs can be enrolled in a variety of learning environments with a range of different supports.
The current education settings we provide include mainstream classes in a local school, support classes, or a placement in a school for specific purpose or selective school.
Around 97% of students with disability learn in mainstream public schools, and around 80% of students with disability learn in mainstream classes within mainstream schools.
To support your students with disability in mainstream classes in schools, funding is allocated:
- Low Level Adjustment for Disability equity loading is calculated on the basis of your school’s total enrolment and a student learning need index derived from 3 years of NAPLAN data. This funding can be used flexibly to support student learning needs. There is no requirement for a student to have a diagnosis or confirmation of disability to access this allocation in their school.
- Integration Funding Support provides targeted funding to individual students with moderate to high learning and support needs, as defined by the disability criteria. Funding is allocated based on need determined by each student’s confirmed disability and their profile developed through a functional assessment by the school’s Learning and Support team in consultation with parents or carers.
Under the Disability Strategy, we’ve committed to improve measures and track outcomes around all students’ learning growth, wellbeing (physical, emotional and mental) and independence at regular intervals.
Assessment for complex learners trial
As part of this work, the Centre for Education Statistics and Evaluation (CESE) is currently leading the Assessment for Complex Learners Trial, which looks at how to effectively assess outcomes for students with intellectual disability and other related disabilities.
The project trials several assessment tools and is intended to support the inclusion of all students in NSW schools by focusing on the progression of key skills required to achieve independence, wellbeing and learning outcomes based on student capability rather than a deficit model or disability diagnoses.
The project is being undertaken with mainstream schools and schools for specific purposes (SSPs). The findings of the trial are expected to provide research-based information for schools on different assessment tools and may offer different improvement measures to inform school planning for students with disability. Further information will be provided when this work becomes available.
Find out more about School Excellence in Action.