Version: 1.1
CRP-PR-009: Inclusive Education
Identifies processes, responsibilities and procedures to enable Education Queensland staff to operationalise Inclusive Education Statement 2005. Inclusive education recognises and actively addresses injustice and disadvantage, responds to uniqueness of individuals so all students can access schools and participate to achieve learning outcomes and to develop skills to work and live productively and respectfully with others from a range of backgrounds, abilities and cultures.
Relevant legislation and policy
Legislation and/or regulations - Age Discrimination Act 2004 (C'wealth)
Part 3 Sections 14-16, Part 4 Division 3 Section 26, Division 4 Section 33 http://www.austlii.edu.au/au/legis/cth/consol_act/ada2004174/ - Anti-Discrimination Act 1991 (Qld) Chapter 2 Part 2 Section 7, (new window)
Part 4 Division 3 Subdivision 1 Sections 37-39, Part 5 Sections 105, 111, Chapter 3 Part 2 Sections 118-120, Chapter 4 Part 4 Section 124A http://www.legislation.qld.gov.au/LEGISLTN/CURRENT/A/AntiDiscrimA91.pdf - Child Protection Act 1999 (Qld) (new window) Chapter 1 Part 2 Section 5, Chapter 2 Part 1 Section 17 http://www.legislation.qld.gov.au/LEGISLTN/CURRENT/C/ChildProtectA99.pdf
- Disability Discrimination Act 1992 (C'wealth) Part 1 Sections 5-9, Part 2 Division 2 Section 22, Division 3 Sections 37-38 http://www.austlii.edu.au/au/legis/cth/consol_act/dda1992264/
- Disability Services Act 2006 (Qld) (new window) Part 2 Divisions 1 and 2, Part 12 Division 2 Section 185 http://www.legislation.qld.gov.au/LEGISLTN/ACTS/2006/06AC012.pdf
- Disability Standards for Education (new window) 2005 (C'wealth) http://www.dest.gov.au/NR/rdonlyres/482C1E4B-9848-4CC3-B395-067D79853095/15406/DisabilityStandards_004_screen.pdf
- Education (General Provisions) Act 2006 (Qld) (new window) Ch.1 Part 3 s.5,6 and Part 4; Ch.2 Part 1 s.12; Ch.8 Part 1 Div.1 s.159, 160; Ch.9 Div.2 Part 2 s.187; Ch.12 Part 11 s.365 http://www.legislation.qld.gov.au/LEGISLTN/ACTS/2006/06AC039.pdf
- Human Rights and Equal Opportunity Act 1986 (C'wealth) Part II B, Division 1 Section 46P - 46PN http://www.austlii.edu.au/au/legis/cth/consol_act/hraeoca1986512/
- Privacy Act 1988 (C'wealth) Part IX Section 95A http://www.austlii.edu.au/au/legis/cth/consol_act/pa1988108/
- Racial Discrimination Act 1975 (C'wealth) Part 2 Section 9 http://www.austlii.edu.au/au/legis/cth/consol_act/rda1975202/
- Sex Discrimination Act 1984 (C'wealth) Section 21 http://www.austlii.edu.au/au/legis/cth/consol_act/sda1984209/
Substantive policy Related procedures Statement of intent
Inclusive education reflects values, ethos and culture of a state education system committed to enhancing equitable educational opportunities and improved outcomes for all students, recognising role education can play in redressing social disadvantage and social injustice.
Inclusive education requires that schools are supportive and engaging places for all students, teachers and members of school community. It is about building communities that value, celebrate and respond positively to diversity. It is underpinned by respectful relationships between students, teachers, other education workers and parents/carers. It is supported by collaborative relationships with families, communities and governments. It is about shaping the society in which we live and type of society to which we aspire.
Inclusive education in Education Queensland:
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supports all students to attend school to engage with and contribute to school's cultures, curriculum and communities
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recognises diversity of individuals and groups in each school and community as a strength and context for learning
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maximises educational and social outcomes of all students through identification and reduction of barriers to learning, especially for those who experience disadvantage, are at risk and/or vulnerable to marginalisation
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aims to equip all students to understand and value equity and diversity so that they have knowledge and skills for positive participation in a just, equitable and democratic global society.
All Education Queensland staff have responsibilities within these procedures which are provided to implement the Inclusive Education Statement 2005. (new window)
Responsibilities
All Education Queensland Staff: - Embed principle that inclusive education is part of all Education Queensland school practices, for all students all through their schooling.
- Help to create learning and working environments where all staff, students and parents/carers are valued for their diverse backgrounds, circumstances, cultures, knowledge, experiences and abilities.
- Model appropriate behaviours and promote an environment that is free from all forms of unlawful discrimination and harassment.
- Be aware of obligations under Code of Conduct.
Deputy Director-General, Education Queensland: - Require all departmental policies, frameworks and resources relating to curriculum, funding processes, support for teachers and physical environments contribute to inclusive education in Queensland state schools.
Assistant Director-General, Student Services Division: - Builds community capacity for inclusive education through effective partnerships with other government and non-government agencies providing services to students and their families.
- Develops a framework and coordinates provision of professional development on inclusive education so all relevant staff continue to improve their understanding of disadvantage and injustice and the knowledge, values and skills that diverse groups of students, parents/carers and broader community contribute to the learning process and the school community.
- Monitors national and international research related to inclusive education to ensure policy and strategy initiatives reflect evidence-based research findings.
- Monitors impact of policies and programs for inclusive education by analysing educational outcomes of all students and those student groups who are or have been educationally disadvantaged.
Regional Executive Directors: -
Distribute and align targeted human and other resources using equity principles and a range of evidence to improve outcomes for academic achievement, participation and well-being of all students.
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Utilise transparent and inclusive governance arrangements when determining distribution of resources.
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Identify professional development needs of staff for inclusive education and coordinate with school leaders and Central Office to assist in delivery of professional development initiatives to schools within region.
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Use a range of information and relevant evidence on student outcomes to examine regional performance trends and set benchmarks to improve school performance, with a particular focus on those groups of students who have been educationally disadvantaged.
Executive Directors (Schools): -
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Use a range of information and relevant evidence on student outcomes to evaluate current practices and provide advice to principals to improve school performance with a particular focus on those groups of students who have been educationally disadvantaged.
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Assist principals to adopt a global budget perspective when allocating resources in schools so that use of resources and improved outcomes for all students are maximised.
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Assist principals to develop school procedures and processes for responding to issues of discrimination, marginalisation, non-inclusion and/or harassment, which negatively impact on a student's ability to participate fully in schooling.
Principals: - Provide leadership that contributes to creating a school climate that is welcoming of all students and establishes a culture of respect that is evident in all school policies, programs and practices.
- Work collaboratively to embed an inclusive approach to curriculum development, teaching, learning, assessing and resource selection across school, based on an understanding of disadvantage, social injustice and marginalisation.
- Identify and resolve barriers to student access to, and engagement with, programs and activities across years of schooling through consultation and collaboration.
- Demonstrate through curriculum plans and professional development opportunities, strategies for responding to diversity in classrooms and across whole school.
- Build school capacity to support all students by collaborating and networking with other service providers.
- Establish open and positive relationships with parents/carers and community to improve access to programs, facilities, information and expertise.
- Develop school culture that reflects high expectations for all students.
- Treat all students with dignity so they can enjoy benefits of education and same general rights and opportunities through enrolment, participation, access to curriculum and achievement.
- Develop and implement strategies and programs to prevent victimisation and harassment .
- Gather school-based information on student achievement, retention, and participation to evaluate progress and identify priorities for school improvement with a particular focus on those groups of students who have been educationally disadvantaged.
Teachers: - Provide curriculum that is intellectually challenging and built on students' background knowledge and cultural understandings.
- Develop and use a range of classroom practices, strategies, materials, individual and classroom curriculum plans, assessment and reporting processes that give all students opportunities to demonstrate and communicate their knowledge, understandings and skills.
- Develop curriculum experiences for students to further develop their interest in and knowledge of a range of social and cultural groups.
- Provide all students with teaching and learning that they need for success in school and beyond.
- Facilitate opportunities in consultation with parents/carers, guidance officers and/or other specialist staff for individualised assessment, curriculum planning and adjustments to assist students who are or who are at risk of underachieving, disengaging or are at a juncture in their education that would benefit from individualised planning
- Individualised assessment and/or education plans are put in place for students:
- who require high frequency of adjustments to access and engage with their intended curriculum and achieve learning outcomes
- who are in care of State and require an Education Support Plan
- with English as a Second Language and require access to ESL support
- who are in Year 10 and require a Senior Education and Training Plan
- who have challenging or complex behaviours and require an Individual Behaviour Support Plan
- who are identified to be at significant educational risk.
- Enable improvements to student outcomes by using a range of information and evidence based practice to inform, and develop curriculum programs, including authentic and productive teaching approaches.
- Use and share information and opinions from the broader community to promote inclusion of all students.
- Understand and use school and departmental policies to promote student access and participation in learning programs and school activities.
- Work with parents/carers and broader community to improve student participation in social, recreational, vocational and academic pursuits.
- Monitor students progress and provide regular formal and informal reports to parents/carers and other relevant agencies in accordance to relevant school and/or departmental policies.
Contacts
For information about inclusive education, contact:
Document information
Approval record: TRIM 08/131037
Date of implementation: 2008-10-30 Date of publication: 2008-11-13 Date to be reviewed: 2009-08-01 This procedure replaces: - CS-15 Principles of Inclusive Curriculum - Version: N/A
- SM-17 Students at Educational Risk - Version: N/A
- CS-16 Cultural and Linguistic Diversity - Version: N/A
- CS-07 The Education of Gifted Students in Queensland Schools - Version: N/A
- CS-05 Educational Provision for Students with Disabilities - Version: N/A
- CS-13 Educational Provision for Students with Learning Difficulties and Learning Disabilities - Version: N/A
- CS-27 Pregnant and Parenting Students - Version: N/A
- CS-01 Gender Equity - Version: N/A
- CS-03 Gender Equity in School Sport - Version: N/A
- CS-10 Anti-Racism - Version: N/A
- CS-11 Total Communication for Deaf/Hearing Impaired - Version: N/A
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