[see 3.2.5]
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
Queensland
Special schools in Queensland 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).12
Tasmania
Tasmanian Open Learning Service School (TOLSS)
In the Tasmanian Open Learning Service School (see section 3.1), students who cannot or do not wish to attend normal mainstream school for reasons of isolation, pregnancy, other medical reasons, travel, or other exceptional circumstances follow a teaching and learning programme which covers the eight Key Learning Areas of the curriculum (the arts, English, health and physical education, languages other than English [LOTE], mathematics, science, studies of society and the environment [SOSE], and technology), based on the national Statements and Profiles (see section 5.2.1 of the mainstream Australia Archive).18
Victoria
The Curriculum and Standards Framework (CSF)
In Victoria, the Curriculum and Standards Framework (CSF) provides the basis for curriculum planning in schools from Preparatory (age 5+) to Year 10 (age 15-16) and for reporting on student achievement. It sets out the major areas of learning to be covered and describes the learning outcomes to be achieved by students. Its content is organised into the following eight Key Learning Areas agreed nationally:
The CSF provides seven levels for reporting student achievement over the years of compulsory schooling. The levels are associated with the years of schooling as follows:
The major content and process elements of each Key Learning Area at each level are arranged in strands. For example, within the arts, the strands are dance, drama, graphic communication, media, music and visual arts. Within each strand, the CSF puts together statements of major material to be covered (curriculum focus) and the expected outcomes that students would attain following successful teaching and learning of that material (standards). Examples are provided to indicate with greater specificity some ways that students may achieve the outcomes. Schools may choose to use these directly or to create their own appropriate learning contexts related to particular strands and levels.18
The CSF is used by Victorian schools to plan their curriculum and to refine their assessment and reporting procedures. It aims to provide sufficient detail for schools and the community to be clear about the major elements of the curriculum and the steps towards achieving them without mandating to schools and teachers how they are to exercise their responsibilities. Schools continue to have responsibilities for decisions about:
Schools decide how best to organise their curriculum provision. The CSF is amenable to horizontal age-related classes and multi-age vertically integrated classes. It can be delivered through a wide range of integrated approaches to individual discipline-based courses.18
The CSF has been designed to include the aspirations and experiences of all students. In particular, principles of gender equity and equal opportunity for students of all ethnic, socio-economic and cultural backgrounds have been incorporated. Every effort has been made to ensure that the material in the CSF accurately reflects the range of abilities and interests and cultural diversity of the Victorian population. A companion document to the English component of the CSF specifically addresses the needs of students for whom English is a second language, and for new arrivals for whom English is a second language, particularly new arrivals and refugees whose level of development in English does not yet allow them to be assessed against the English CSF.18A range of support materials has been developed, which includes advice on assessment and reporting, exemplary programs and course advice.18
Government schools are expected to implement the CSF, and to report to parents on student progress in all Key Learning Areas.18
Implementing the CSF for students with disabilities and impairments
The State Department of Education and Training has produced a document entitled "Guidelines for Implementing the CSF for Students with Disabilities and Impairments". In this publication, the State makes clear its support of the principle that individual programmes should be developed for students with disabilities and impairments. These programmes should be based on the CSF, which has been developed to meet the needs of all Victorian students. Indeed, although individual programmes are tailored to specific, individual circumstances, the State Government recommends that all students' programmes should be clearly related to the CSF. 18
The guidelines state that students with disabilities and impairments, in common with all students, require a curriculum which:
The Department of Education and Training recognises that some students with disabilities may not be able to achieve some examples within a level of the CSF (see above) and that some strands (see above) may be more difficult for students with particular disabilities.18
In the CSF and its learning outcomes, the terms 'describe', 'recount', 'tell', 'retell', 'paraphrase', 'talk', 'say', 'speak, 'discuss', 'explain', 'ask', and 'converse' are to be understood as including all forms of verbal and non-verbal communication including signed communication (for students with hearing impairments) and other communication aids. Similarly, the word 'oral' includes signed communication and communication aids. In addition, the terms 'listen', 'look', 'read' and 'watch' include forms of communication such as lip-reading and watching signed language.18
The State Department of Education and Training also recognises that visually impaired students may need materials and books in formats such as braille, audio tape, large print, tactile maps and drawings. The concept 'visualise' within the learning outcomes may be expressed physically. References to 'read' include resources such as braille and talking books.18
Tasmania
Tasmanian Open Learning Service School (TOLSS)
In the Tasmanian Open Learning Service School (see section 3.1), students who cannot or do not wish to attend normal mainstream school for reasons of isolation, pregnancy, other medical reasons, travel, or other exceptional circumstances follow a teaching and learning programme which covers the eight Key Learning Areas of the curriculum (the arts, English, health and physical education, languages other than English [LOTE], mathematics, science, studies of society and the environment [SOSE], and technology), based on the national Statements and Profiles (see section 5.2.1 of the mainstream Australia Archive).18
Victoria
See section 5.5.1.
INFORMATION BEING COLLECTED.
Victoria
See section 5.5.1.
FURTHER INFORMATION BEING COLLECTED.
INFORMATION BEING COLLECTED.
Following the national "Literacy, Numeracy and Students with Disabilities" project, which investigated the provision of literacy and numeracy to students with disabilities in Australian primary schools, a brochure documenting suggestions for practice in schools was distributed to every primary school in Australia. This is available here.
Tasmanian Open Learning Service School (TOLSS)
Learning materials for students enrolled in the Tasmanian Open Learning Service School (see 3.1) include print-based items, videos, audio tapes, computer disks and commercially-produced materials. Students are able to link with their teacher using e-mail and the Internet.18
Victoria
See section 5.5.1.