The Northern Territory Department of Education (DoE) "Students With Disabilities Policy" (2012) includes the following principles:
2.1.1 All students have the right to full access to an inclusive education1 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
At Nemarluk School we recognise the value of implementing educational programs for students in a range of other school and community settings. Based on the needs of individual students, staff develop programs that assist students to participate and learn in a range of different environments. We believe that all students should have opportunities to:
- Interact with other peers and groups;
- Participate in programs that enhance their awareness and understanding of group routines, community expectations and community facilities/services;
- Acquire skills and experiences that would not be available in a special school setting; and
- Demonstrate the skills they have learnt across a number of experiences and environments.