See section 3.2 of the mainstream Australia Archive in addition.
For details of the organisation of 'standard' provision in mainstream schools, see sections
3.2.1, 3.2.1.1, 3.2.1.2 (pre-compulsory level education)
3.2.2, 3.2.2.1, 3.2.2.2 (compulsory primary level education)
3.2.3, 3.2.3.1, 3.2.3.2 (compulsory [lower] secondary education)
3.2.4, 3.2.4.1, 3.2.4.2 (post-compulsory upper secondary education)
of the mainstream Australia Archive.
THAT IS, PROVISION FOR STUDENTS WITH PARTICULAR NEEDS SUCH AS THOSE WITH DISABILITIES, LEARNING DIFFICULTIES, HIGH ABILITY, BEHAVIOURAL DIFFICULTIES, OR THOSE FROM PARTICULAR ETHNIC GROUPS OR TRAVELLER COMMUNITIES
National
Provision for children with English as a second language
In Australia, in cases where mainstream schools have large numbers of non-English speaking background (NESB) children, these children might be withdrawn from certain classes to attend English as a second language (ESL) classes held in the same school. ESL programme classes would be taken by specialist teachers.14
Provision for children with learning difficulties, physical problems or for gifted children
Some special withdrawal classes are held in some mainstream schools for children with learning difficulties. It is, however, unlikely that schools will organise special classes or programmes for talented and gifted children. Very often, children with learning or physical difficulties are provided with a teacher's aide and included in as many different classroom activities as possible. Indeed, since the early 1980s, there has been an increasing emphasis on integrating students with difficulties into mainstream schools and classes.14
However, compulsory primary and lower secondary education throughout Australia is also provided in special schools.21, 4, 24, 22.
Schools for specific purposes cater for students with severe or moderate intellectual disability. Special classes, integrated in mainstream schools, cater for children with more mild disabilities or difficulties. Such classes receive extra funding for the additional staff they require.10
Provision for gifted children
In New South Wales, there are what are known as 'Opportunity Classes' in upper primary education (students aged 9/10 - 12/13) and 'Selective (secondary level) High Schools', which cater specifically for around two per cent of more able students.10
At primary level, academically gifted and talented students from a range of schools are selected by means of a test taken in Year 4 (age 9-10) (August-November; the academic year commences in January), creating a cohort to be admitted to Opportunity Classes offered in 65 schools (104 classes).10
In addition, there are 23 Selective High Schools (of which three, two rural and one in Sydney, offer boarding facilities). Some of these high schools are coeducational; others are single-sex. Admissions are based on State-wide entry assessment of ability and performance. Assessment takes place in Year 6 for admission to Year 7 (age12+) and includes academic testing of general ability, maths and verbal reasoning; a school assessment of performance; evidence of academic ability in specialist subjects; and parental evidence. There is positive discrimination in favour of those whose mother tongue is not English.10
In Queensland, students with special educational needs are either catered for in mainstream classes in ordinary mainstream schools or by special education programmes, which can include special schools, special education units or special classes attached to mainstream schools, and special education developmental units. Such establishments provide programmes to students with disabilities whose needs exceed the capacity of regular, mainstream schools, and who require an individualised education programme delivered by a specialist teacher or a team of special educators.11
Special schools provide programmes for students with disabilities who have high support needs. The programmes provided are individualised and different to those usually undertaken in regular schools. However, the same Key Learning Areas and key competencies are addressed (as in mainstream schools, see sections 5.2.2 and 5.3.2 of the mainstream Australia Archive), although at a developmentally appropriate level in an age appropriate manner. The programmes are individually tailored and must be documented in Individual Education Plans (IEPs). They are delivered by special education teachers and support staff, including therapists, nurses and specialist advisory teachers.12
Early childhood provision
The Department of Education provides early special education services to children with disabilities from birth or from the time that the disability is detected (http://connections.education.tas.gov.au/Nav/Strategy.asp?ID=00000005).
Children in early special education programmes may participate in the Kindergarten programme (age 4+) for a limited number of sessions per week. Placement is negotiated between the school and early special education officers.21
Proportion of students in mainstream provision
In 1998, around 68 per cent of students in Tasmania with special educational needs were educated in mainstream schools.17
Distance provision
See section 3.1 for details of the Tasmanian Open Learning Service School (TOLSS).
In Victoria, all but the most severely handicapped or ill children attend regular schools and classes. Children with special needs in Victoria are generally assisted by an 'aide' for some time during the school week, depending on funding.16
Criteria for access to provision are usually defined at State/Territory level.
New South Wales
Admission to the 'Opportunity Classes' in upper primary education (students aged 9/10 - 12/13) in New South Wales (see 3.2.5 above), which cater for around two per cent of more able students, is by means of a test taken in Year 4 (age 9-10) (August-November; the academic year commences in January).10
Admission to one of the 23 Selective High Schools in New South Wales (see 3.2.5 above) is based on State-wide entry assessment of ability and performance. Assessment takes place in Year 6 for admission to Year 7 (age12+) and includes academic testing of general ability, maths and verbal reasoning; a school assessment of performance; evidence of academic ability in specialist subjects; and parental evidence. There is positive discrimination in favour of those whose mother tongue is not English.10
Queensland
Entry into a special school (see 3.2.5) must be authorised by the Manager, Education Services.12
Tasmania
In Tasmania, placement of children in early special education programmes in a limited number of Kindergarten programme sessions per week, is usually negotiated between individual institutions and early special education officers.20
Legislation introduced in January 2004 made the Preparatory Year of schooling (for 5- to 6-year-olds, prior to Year 1 of compulsory education) compulsory in Tasmania. Children with a disability or developmental delay may, however, be exempted from this new provision. 26
Tasmanian Open Learning Service School (TOLSS)
The Tasmanian Open Learning Service School (TOLSS) is a government-funded Kindergarten (age 4/5+) to Year 10 (age 15-16) school which provides a teaching and learning programme across the eight Key Learning Areas of the curriculum. (See section 3.1 above.) Students may enrol in the TOLSS on the basis of the following criteria:
See sections 3.2.1.2, 3.2.2.2, 3.2.3.2 and 3.2.4.2 of the mainstream Australia Archive in addition.