INCA Education around the world
Australia : Organisation/control of education system
2.1.1 Control
2.1.2 Funding
2.1.3 Private sector education
2.1.4 SPECIAL PUBLICLY-FUNDED PROVISION WITHIN OR OUTSIDE MAINSTREAM EDUCATION
This information is intended to provide the background context of structure and control, within which the curriculum and assessment frameworks are implemented.
2.1 Organisation and control of system/structure
2.1.1 Control
See section 2.1.1 of the mainstream Australia Archive.
2.1.2 Funding
See section 2.1.2 of the mainstream Australia Archive.
2.1.3 Private sector education
See section 2.1.3 of the mainstream Australia Archive.
2.1.4 SPECIAL PUBLICLY-FUNDED PROVISION WITHIN OR OUTSIDE MAINSTREAM EDUCATION
Types of provision
The types of special provision available vary widely, both between States and between individual schools. Most school systems do, however, have programmes which, wherever possible, encourage the mainstream education of students with disabilities/special educational needs.15
On a national basis, there are some Commonwealth programmes aimed at assisting students with special learning needs. These programmes seek essentially to:
- Provide assistance for students newly arrived in Australia with minimal or no English language skills.
- Assist schools in improving the 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.
The Commonwealth Government provides substantial supplementary financial support to State/Territory government school and non-government school authorities to support such agreed priorities and strategies.3
Victoria
In Victoria, all but the most severely handicapped or ill children attend regular (mainstream) schools and classes. Children with special needs in Victorian mainstream schools are generally assisted by an 'aide' for some time during the school week, depending on funding.16
