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Teaching students with disability in mainstream classes

March 24, 2022
Dianne Byers
Officer

The Disability Discrimination Act 1992 and the Disability Standards for Education 2005 outline the obligations of the Department of Education to support and resource schools to ensure that students with disability can access and participate in education on the same basis as students without a disability.

Decisions regarding curriculum options, including adjustments, should be made in the context of collaborative curriculum planning involving the parents/carers, teacher and student.

Federation has long advocated for students with disability, calling on successive governments to provide the necessary resources so all students can realise their full potential.

The truth about programming obligations
Members continue to report being asked to develop a separate programming document for individual students with disability, using various labels including Individual Education Plans, Individual Learning Plans, Personalised Learning Plans and Student Profiles.

When programming for students with disability in regular classes in mainstream schools, teachers are not required to develop a separate individual programming document for each student with disability in their class.

The only exceptions are for Aboriginal students for whom a Personalised Learning Plan (PLP) is required and for students in Out of Home Care for whom an Individual Education Plan (IEP) is required.

In both instances, Federation advises that time should be provided to collaboratively develop such plans.

Adjustments to teaching and learning for individual students can be recorded in the teachers’ whole-class teaching and learning program.

Adjustments are actions taken that enable a student with disability to access syllabus outcomes and content on the same basis as their peers.

These adjustments relate to teaching, learning and assessment from kindergarten to year 12.

The types of adjustments will vary according to the needs of the individual student.

Decisions are made at the school level to offer adjustments to students with disability in course work and assessment activities.

Professional learning
Federation’s Centre for Professional Learning (CPL) has some excellent courses, journal articles and podcasts to help members make adjustments for students with disability in a mainstream class.

This year, as well as Supporting Students with Autism in Years K-6 and Supporting Students with Autism in Years 7–12 courses; they have added Supporting Students with ADHD in Years K-6, and Supporting Students with ADHD in Years 7–12.

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Authorised by Maxine Sharkey, General Secretary, NSW Teachers Federation, 23-33 Mary St. Surry Hills NSW 2010

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© New South Wales Teachers Federation. All Rights Reserved.

Authorised by Maxine Sharkey, General Secretary, NSW Teachers Federation, 23-33 Mary St. Surry Hills NSW 2010

Privacy Policy