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Students with Disabilities Policy

All students in the Northern Territory have the right to access a broad and balanced education that will prepare them for participation in society. They have the right to an education that meets their individual, cultural, social, emotional, physical and intellectual needs as lifelong learners.

3.2         These rights are supported in the Melbourne Declaration on Educational Goals for Young Australians (2008). The two goals that are relevant to this policy are:
3.2.1           Australian schooling promotes equity and excellence
3.2.2           All young Australians become:

  • successful learners
  • confident and creative individuals
  • active and informed citizens

Principles Guiding the Policy

2.1      The following principles of the policy provide a foundation to plan and implement provision for students with disabilities.
2.1.1   All students have the right to full access to an inclusive education[1] through the Australian Curriculum, Northern Territory Curriculum Framework (NTCF), and Northern Territory Certificate of Education and Training (NTCET).
2.1.2   The focus of learning programs is on the students’ abilities.
2.1.3    All students and their families, guardians and caregivers have the right to expect transparency of process in relation to decisions made about the student. They are recognised as partners in education and will be actively supported in exercising their right to participate in the decision making processes in a timely fashion.
2.1.4   A student’s disability/disabilities will not predetermine their educational placement however, due consideration must be given to the ability of schools to provide reasonable educational adjustments in order to meet specific student needs and disability requirements. What is reasonable in terms of educational adjustments or in meeting a student’s special needs will ultimately be governed by the relevant anti-discrimination legislation. Consultation between DET staff and the parents/carers of the student is a critical aspect of placement of a student and should always focus on the placement providing the best outcomes for the student.
2.1.5   All students with disabilities have the right to appropriate curriculum and assessment through the development of an individualised education adjustment plan.

Roles and Responsibilities

Classroom Teachers

Teachers have the responsibility to:

  • deliver quality educational programs that respond to the needs and abilities of all students, including students with disabilities
  • develop, implement, evaluate and review every 6 months the Education Adjustment Plan for the student with disabilities. This may involve working collaboratively with the Special Education Teacher or appropriate person.

Special Education Teachers

Special Education Teacher have the responsibility to:

  • support classroom teachers to deliver quality educational programs that respond to the needs and abilities of all students, including students with disabilities
  • support classroom teachers to develop, implement, evaluate and review every 6 months the Education Adjustment Plan (EAP) for the student with disabilities
  • coordinate the EAP process in the middle years and senior years context

[1] Inclusive education provides all children with the possibility to learn together without discrimination. It should take into account the diversity of disabled children. United Nations Educational, Scientific and Cultural Organisation (UNESCO)