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Australia : Context and principles of education

Last updated: 31-Jan-2007
1.2 Purposes of education
1.2.1 Aims, objectives, values, principles
1.2.2 Special programmes

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1.2 Purposes of education

See section 1.2 of the mainstream Australia Archive.

1.2.1 Aims, objectives, values, principles

National

Australian education has historically had a substantial concern with the progress of students with special needs. Approaches to special provision have changed over time, characteristically moving from separate provision (for example, through special schools for students with learning disabilities) to attempts to include almost all students in mainstream classes.⁷

Since the early 1980s, there has been an increasing emphasis on integrating students with difficulties into mainstream schools and classes.¹⁴ However, throughout Australia, compulsory primary and lower secondary education is also provided in special schools ^{21, 4, 24, 22}. The types of provision available vary widely between States, as the State and Territory governments have the constitutional and major financial responsibility for school education.³

The Commonwealth (national) Government is, however, in cooperation with State/Territory governments and non-government school authorities, responsible for identifying national priorities for schooling; promoting national consistency and coherence in the provision of schooling across Australia; and identifying the strategies for achieving these aims. It also provides substantial supplementary financial support to State/Territory government school and non-government school authorities to support agreed priorities and strategies.³

There are three general Commonwealth programmes aimed at assisting students with special learning needs. These programmes seek to:

• provide assistance for students newly arrived in Australia with minimal or no English language skills;
• assist schools in improving educational participation, learning outcomes and personal development of rural and isolated primary and secondary school students;
• improve the educational participation and outcomes of students with disabilities.³

Queensland

In Queensland, the Education (General Provisions) Act 1989 ¹ includes guidelines in respect of facilities for and instruction in pre-school, primary, secondary or special education for non-government schools and .... home-schooling.⁴

Victoria

In Victoria, the two beliefs central to all processes for developing, implementing and evaluating the curriculum for students with disabilities are:

• that all students can learn and be taught; and
• that educational planning requires an active partnership between the school, parents and students.²³

The following principles are seen as guiding the processes for determining and implementing the curriculum for students with disabilities and impairments. Students with disabilities and impairments require a curriculum that:

• is broad and comprehensive and enables access to the eight Key Learning Areas (see sections 5.2.1 and 5.2.2 of the mainstream Australia Archive);
• is relevant to the student's physical, intellectual and social/emotional needs;
• is age appropriate;
• is part of the continuum of learning for life;
• offers opportunities, challenges and choices;
• encourages independence while recognising the inter-dependence of members of the community;
• values individual learning styles and preferred learning styles;
• provides for different rates of learning;
• enhances the student's self-esteem, worth, identity and dignity;
• provides a range of opportunities for individualised and group learning of skills, knowledge and attitudes;
• provides a broad range of experiences, processes and approaches;
• is realistic, achievable and has clearly stated goals; and
• anticipates the student's future needs.

In October 2001, the Victorian Department of Education and Training published a review of educational services for students with special educational needs, and a consultation paper proposing a way forward to ensure provision of the highest quality education for students with special educational needs in Victoria.  The report and consultation paper - entitled "Better Services, Better Outcomes" - is accessible via the Department of Education and Training website at http://www.det.vic.gov.au/det/

1.2.2 Special programmes

New Disability Standards

In 2005, new Disability Discrimination Standards were introduced in Australia.  The Standards aim to clarify and elaborate legal obligations in relation to education.  They cover the following areas:

• Enrolment
• Participation
• Curriculum development, accreditation and delivery 
• Student support services
• Elimination of harassment and victims.

The standards cover the rights of students with disabilities and the legal obligations of educational authorities, institutions and other education providers in each of these areas.⁶¹

National Strategy for Equity in Schooling

There is a National Strategy for Equity in Schooling (see section 1.2.2 of the mainstream Australia Archive in addition), which identifies specific groups of students who may require special assistance to ensure that access and opportunities within the education system are equal for all. These groups include:

• students with disabilities, difficulties in learning and /or emotional or behavioural disorders;
• students at risk of dropping out of school;
• students experiencing disadvantage as a result of socio-economic status or poverty;
• indigenous students;
• students from non-English speaking backgrounds who need assistance in the area of English as a second language; and
• students who are geographically isolated.⁷

This national strategy aims to improve access, participation and educational outcomes for disadvantaged students, and identifies five priority areas for action, as follows:

• curriculum and assessment;
• teaching;
• awareness and commitment among the education community;
• supportive school environment; and
• optimal use of resources.⁷

National Equity Programme for Schools

Under the National Equity Programme for Schools, the Commonwealth and State and Territory Governments all contribute additional expenditure for the following groups of students and key areas for action. Examples of specific strategies and approaches developed to support students in identified groups include:

Students with disabilities

• Financial support for the integration of students with disabilities in residential care back into mainstream schooling, further education or training.
• Professional development programmes to develop classroom and other strategies to support the inclusion of students with a range of disabilities.
• Support from specialist staff working with students with specific disabilities.
• Provision of specialised buildings and equipment.
• Transport assistance.
• Curriculum modification.
• Involvement of parent volunteers.⁷

Students at risk

• Establishing learning environments outside the normal classroom.
• Literacy and numeracy 'bridge' programmes.
• Pastoral care programmes.
• Extension programmes in areas of student interest or vocational learnings.⁷

Indigenous students

• Increasing the priority accorded to schooling by indigenous communities.
• Strategies to raise attainment levels of indigenous students.
• Strategies to increase the retention of indigenous students.
• Participation by local indigenous elders in providing information about the history, culture and lifestyles of indigenous Australians, and in facilitating the teaching of indigenous languages.
• Employment of indigenous workers in schools.
• Involvement of indigenous parents and community members in school programmes. ⁷

Students needing assistance with English as a Second Language (ESL)

• Withdrawal from the normal classroom to build language proficiency.
• Respecting the student's cultural heritage.
• Weekly community excursions.
• Curriculum orientated towards the socialisation process.
• Use of bilingual aides.
• Classroom support, advice and support materials.
• Creation of support networks for teachers.
• Provision of some technical instruction in home languages.
• Peer teaching.
• Computer-assisted learning programmes ⁷

Geographically isolated students

• Provision of distance education programmes, often using electronic technologies to ensure a broad curriculum.
• Provision of satellite programmes, access to the Internet, e-mail and telematics links.
• Research into teacher needs, along with incentives and strategies to attract and retain teachers in isolated schools.
• Programmes to support and skill teachers.
• Establishment of teacher networks.
• Electronic linking.
• Support for the development of relevant and responsive curriculum programmes.
• Intervention to support literacy and numeracy.
• Tours to regional and city cultural, social and sporting activities.⁷

Tasmania

MARSSS

The Managing and Retaining Secondary Students at School (MARSSS) programme was introduced in Tasmania in 1997. Through this programme, an additional 33 teacher positions were provided to support secondary students whose behaviour was of serious concern, and in an effort to retain these students at school. The focus of the programme is on secondary students, although primary students can also be accommodated. Particular attention is given to students who:

• have a record of multiple suspensions or exclusions;
• are chronic non-attenders; and
• are members of the following educationally disadvantaged groups:

Aboriginal and Torres Strait Islander students; students from backgrounds of poverty and low socio-economic status; students with disabilities; students who are geographically isolated; students whose language background is other than English; and students who are at risk of leaving school early because of pregnancy, motherhood, child abuse, or homelessness.¹⁹

Improving special education

A reference group of school principals has recently been formed in Tasmania to provide advice around students with special educational and additional needs.  The group will look at a range of issues including enrolment options, professional learning for staff and processes for consultation with parents and carers. ²⁴⁷

Support for gifted students

In addition, since 1997, funding has been provided by the Tasmanian State Government to support the creation of additional teaching positions to support gifted students. Coordinator positions for gifted students have also been created in every district State-wide. Support includes professional development, teacher assistance, the coordination of mentor programmes, and related activities. Some trialling of flexible class groups and early admission processes has also been undertaken in selected schools.¹⁹
 

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